WorldWideScience

Sample records for science based artwork

  1. Discovering Socio-cultural Aspects of Science Through Artworks

    Science.gov (United States)

    Güney, Burcu Gülay; Şeker, Hayati

    2017-11-01

    Scientific literacy is one of the primary purposes of science education which briefly focuses on using and interpreting scientific explanations, understanding science within its culture. However, science curricula emphasize science with its cognitive aspects and underestimate affective and aesthetic aspects of science. Science education needs to cover beauty of science for students to cross borders between their own culture and culture of science and to achieve the aim of scientific literacy. Relating aesthetic aspects of science with content of science and paving the way for aesthetic experiences through artworks may enrich science education. The purposes of this study are to discuss the need of integrating aesthetic aspects of science in science instruction and to propose examples and pedagogical suggestions to promote aesthetic experiences into the science education. Artworks are selected to present socio-cultural aspects of science to demonstrate the culture of science, their stories are explained, and pedagogical suggestions are proposed. Advantages and difficulties of using artworks in science instruction are discussed as a result of the study.

  2. Cool Science: Year 2 of Using Children's Artwork about Climate Change to Engage Riders on Mass Transit

    Science.gov (United States)

    Lustick, D. S.; Lohmeier, J.; Chen, R. F.

    2014-12-01

    A team of educators and scientists from the University of Massachusetts Lowell and the University of Massachusetts Boston will report on the second year of an informal science learning research project using mass transit spaces in Lowell, MA. Cool Science (CS) conducts a statewide art competition for K-12 students in the fall challenging them to express climate science understanding through the visual arts. An inter-disciplinary panel of judges evaluates entries and identifies the top 24 works of art. The best six student works of art are then put on public display throughout the spring on the Lowell Regional Transit Authority (LRTA). Displaying student artwork in Out of Home Multi-Media (OHMM) such as bus placards and posters is intended to engage riders with opportunities to learn informally. CS aims to promote and evaluate learning about climate change science among the general public and k-12 students/teachers. The goals of CS are: 1) Engage teachers, students, and parents in a climate change science communication competition. 2) Display the winning 6 artworks from K-12 students throughout the LRTA. 3) Assess the impact of Cool Science on the teaching and learning of climate science in K-12 formal education. 4) Assess the impact of Cool Science artwork on attitudes, awareness, and understanding of climate change among adult bus riders. A naturalistic inquiry employing a mixed methodology approach best describes our research design. The evaluation focuses on providing feedback regarding the potential learning outcomes for the K-12 students who create the media for the project and the general riding public who engage with the student artwork. To identify possible outcomes, data was collected in the several forms: survey, interviews, and online analytics. We see an urgent need to improve both the public's engagement with climate change science and to the profile of climate change science in formal education settings. The Cool Science (CS) project is an opportunity

  3. Nostalgia and Perceptions of Artwork.

    Science.gov (United States)

    Specht, Steven M; Kreiger, Tyson C

    2016-02-01

    A total of 179 participants completed the Nostalgia Proneness Scale, a measure of historical nostalgia, and the Nostalgia Inventory, a measure of personal nostalgia. Participants were also asked to indicate how much they "liked" four different artworks and to indicate how much the artworks "made them think." The results indicated that respondents with higher historical nostalgia reported liking artwork that included human figures more than artwork with no such inclusion; and that they found these artworks more thought-provoking. These findings are consistent with previous research suggesting that nostalgia involves some component of social connectedness.

  4. Art in Science Competition invites artworks to the annual exhibition on ISMB 2018 in Chicago.

    Science.gov (United States)

    Welch, Lonnie; Gaeta, Bruno; Kovats, Diane E; Frenkel Morgenstern, Milana

    2018-01-01

    The International Society of Computational Biology and Bioinformatics (ISCB) brings together scientists from a wide range of disciplines, including biology, medicine, computer science, mathematics and statistics. Practitioners in these fields are constantly dealing with information in visual form: from microscope images and photographs of gels to scatter plots, network graphs and phylogenetic trees, structural formulae and protein models to flow diagrams, visual aids for problem-solving are omnipresent. The ISCB Art in Science Competition 2017 at the ISCB/ECCB 2017 conference in Prague offered a way to show the beauty of science in art form. Past artworks in this annual exhibition at ISMB combined outstanding beauty and aesthetics with deep insight that perfectly validated the exhibit's approach or went beyond the problem's solution. Others were surprising and inspiring through the transition from science to art, opening eyes and minds to reflect on the work being undertaken.

  5. Imitation, Inspiration, and Creation: Cognitive Process of Creative Drawing by Copying Others' Artworks.

    Science.gov (United States)

    Okada, Takeshi; Ishibashi, Kentaro

    2017-09-01

    To investigate the cognitive processes underlying creative inspiration, we tested the extent to which viewing or copying prior examples impacted creative output in art. In Experiment 1, undergraduates made drawings under three conditions: (a) copying an artist's drawing, then producing an original drawing; (b) producing an original drawing without having seen another's work; and (c) copying another artist's work, then reproducing that artist's style independently. We discovered that through copying unfamiliar abstract drawings, participants were able to produce creative drawings qualitatively different from the model drawings. Process analyses suggested that participants' cognitive constraints became relaxed, and new perspectives were formed from copying another's artwork. Experiment 2 showed that exposure to styles of artwork considered unfamiliar facilitated creativity in drawing, while styles considered familiar did not do so. Experiment 3 showed that both copying and thoroughly viewing artwork executed using an unfamiliar style facilitated creativity in drawing, whereas merely thinking about alternative styles of artistic representation did not do so. These experiments revealed that deep encounters with unfamiliar artworks-whether through copying or prolonged observation-change people's cognitive representations of the act of drawing to produce novel artwork. Copyright © 2016 Cognitive Science Society, Inc.

  6. Comparing Impact of Climate Science Data Visualized Graphically and in Artwork

    Science.gov (United States)

    Pelto, J. N.; Pelto, M. S.; Zemp, M.

    2017-12-01

    How significant is the form of scientific data presentation in determining impact on and extent of the audience? This question is investigated by comparing the response to scientific information presented as a traditional data graph versus presented in artwork. Most people will gloss over the graphs in a scientific paper, even though the figures tell an important story. The role as an artist is to engage people emotionally in that story using the uniquely articulate lens of art. The goal of communicating the climate science data in an art format was to reach a broader audience. We compare the social media and media analytics from publication of original glacier data sets in 2015 to that generated by the artwork of the same data also completed in 2015. Glacier annual mass balance, total snow accumulation minus total snow ablation, is recognized as the most sensitive and representative climate parameter observed and reported from glaciers. The World Glacier Monitoring Service (M.Zemp: WGMS) compiles and reports this data. As a key contributor (M. Pelto) to this record and reporter on this record for the annual BAMS State of the Climate (SOTC) report, it became apparent that the data set though a special focus and media highlight of the SOTC report could benefit from a new perspective. J. Pelto completed two pieces of art that feature glacier mass balance as a visually important story of climate change. Decrease in Glacier Mass Balance presents data of average mass balance for a group of North Cascade, WA glaciers 1984-2014. Climate Change Data illustrates global annual glacier mass balance, global sea level rise, and global temperatures. This image conveys how the data sets are linked, and presented together better communicates the fluctuations in Earth's dynamic systems. The numbers on the left y-axis depict quantities of glacial melt and sea level rise, and the suns across the horizon contain global temperature increase values, coinciding with the timeline on the x

  7. Dark texture in artworks

    Science.gov (United States)

    Parraman, Carinna

    2012-01-01

    This presentation highlights issues relating to the digital capture printing of 2D and 3D artefacts and accurate colour reproduction of 3D objects. There are a range of opportunities and technologies for the scanning and printing of two-dimensional and threedimensional artefacts [1]. A successful approach of Polynomial Texture Mapping (PTM) technique, to create a Reflectance Transformation Image (RTI) [2-4] is being used for the conservation and heritage of artworks as these methods are non invasive or non destructive of fragile artefacts. This approach captures surface detail of twodimensional artworks using a multidimensional approach that by using a hemispherical dome comprising 64 lamps to create an entire surface topography. The benefits of this approach are to provide a highly detailed visualization of the surface of materials and objects.

  8. Lasers in the Conservation of Artworks

    CERN Document Server

    Nimmrichter, Johann; Schreiner, Manfred; LACONA VI Proceedings

    2007-01-01

    Within the last decades, the use of lasers in artworks conservation became an important tool for many conservators, scientists, architects and other experts, who are involved in the care of monuments and artefacts or laser technology. For the first time in 1995 Professor Costas Fotakis brought together restorers and scientists to discuss the potential of lasers in art conservation. Since then the field of "Lasers in the Conservation of Artworks" has gained enormously in importance. Nowadays restorers and laser scientists work close together in order to develop new fields of applications during the last years. Furthermore a large number of national and international research projects have been carried out by conservator-restorers, architects and scientists. In the last 10 years a number of historical and artistic high quality monuments (e.g. St. Stephens Cathedral in Vienna) have been cleaned or measured by laser and brought the laser in the spectra of tools which are useful in the sensible field of artworks. ...

  9. Enhancing in-Museum Informal Learning by Augmenting Artworks with Gesture Interactions and AIED Paradigms

    DEFF Research Database (Denmark)

    Blanchard, Emmanuel G.; Zanciu, Alin-Nicolae; Mahmoud, Haydar

    2014-01-01

    This paper presents a computer-supported approach for providing ‘enhanced’ discovery learning in informal settings like museums. It is grounded on a combination of gesture-based interactions and artwork-embedded AIED paradigms, and is implemented through a distributed architecture.......This paper presents a computer-supported approach for providing ‘enhanced’ discovery learning in informal settings like museums. It is grounded on a combination of gesture-based interactions and artwork-embedded AIED paradigms, and is implemented through a distributed architecture....

  10. The Development of the Virtual Learning Media of the Sacred Object Artwork

    Science.gov (United States)

    Nuanmeesri, Sumitra; Jamornmongkolpilai, Saran

    2018-01-01

    This research aimed to develop the virtual learning media of the sacred object artwork by applying the concept of the virtual technology in order to publicize knowledge on the cultural wisdom of the sacred object artwork. It was done by designing and developing the virtual learning media of the sacred object artwork for the virtual presentation.…

  11. A versatile optical profilometer based on conoscopic holography sensors for acquisition of specular and diffusive surfaces in artworks

    Science.gov (United States)

    Gaburro, Nicola; Marchioro, Giacomo; Daffara, Claudia

    2017-07-01

    Surface metrology of artworks requires the design of suitable devices for in-situ non-destructive measurement together with reliable procedures for an effective analysis of such non-engineered variegate objects. To advance the state-of-the-art it has been implemented a versatile optical micro-profilometry taking advantage of the adapt- ability of conoscopic holography sensors, able to operate with irregular shapes and composite materials (diffusive, specular, and polychrome) of artworks. The scanning technique is used to obtain wide field and high spatially resolved areal profilometry. The prototype has a modular scheme based on a set of conoscopic sensors, extending the typical design based on a scanning stage and a single probe with a limited bandwidth, thus allowing the collection of heights data from surface with different scales and materials with variegate optical response. The system was optimized by characterizing the quality of the measurement with the probes triggered in continuous scanning modality. The results obtained on examples of cultural heritage objects (2D paintings, 3D height-relief) and materials (pictorial, metallic) demonstrate the versatility of the implemented device.

  12. Improvement of the visibility of concealed features in artwork NIR reflectograms by information separation

    Czech Academy of Sciences Publication Activity Database

    Blažek, Jan; Striová, J.; Fontana, R.; Zitová, Barbara

    2017-01-01

    Roč. 60, č. 1 (2017), s. 140-151 ISSN 1051-2004 R&D Projects: GA ČR GAP103/12/2211 EU Projects: European Commission(IT) FP7-ICT-2011.8.2 ICT Institutional support: RVO:67985556 Keywords : signal separation * painted layer enhancement * Artwork analysis Subject RIV: JC - Computer Hardware ; Software OBOR OECD: Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8) Impact factor: 2.337, year: 2016 http://library.utia.cas.cz/separaty/2016/ZOI/zitova-0468355.pdf

  13. Installation Art and the Museum. Presentation and Conservation of Changing Artworks

    NARCIS (Netherlands)

    van Saaze, V.E.J.P.

    2013-01-01

    Installation art has become mainstream in artistic practices. However, acquiring and displaying such artworks implies that curators and conservators are challenged to deal with obsolete technologies, ephemeral materials and other issues concerning care and management of these artworks. By analysing

  14. Using CNN Features to Better Understand What Makes Visual Artworks Special

    Directory of Open Access Journals (Sweden)

    Anselm Brachmann

    2017-05-01

    Full Text Available One of the goal of computational aesthetics is to understand what is special about visual artworks. By analyzing image statistics, contemporary methods in computer vision enable researchers to identify properties that distinguish artworks from other (non-art types of images. Such knowledge will eventually allow inferences with regard to the possible neural mechanisms that underlie aesthetic perception in the human visual system. In the present study, we define measures that capture variances of features of a well-established Convolutional Neural Network (CNN, which was trained on millions of images to recognize objects. Using an image dataset that represents traditional Western, Islamic and Chinese art, as well as various types of non-art images, we show that we need only two variance measures to distinguish between the artworks and non-art images with a high classification accuracy of 93.0%. Results for the first variance measure imply that, in the artworks, the subregions of an image tend to be filled with pictorial elements, to which many diverse CNN features respond (richness of feature responses. Results for the second measure imply that this diversity is tied to a relatively large variability of the responses of individual CNN feature across the subregions of an image. We hypothesize that this combination of richness and variability of CNN feature responses is one of properties that makes traditional visual artworks special. We discuss the possible neural underpinnings of this perceptual quality of artworks and propose to study the same quality also in other types of aesthetic stimuli, such as music and literature.

  15. Nanotech, blur and tragedy in recent artworks by Gerhard Richter

    DEFF Research Database (Denmark)

    Nielsen, Kristian Hvidtfelt

    2008-01-01

    The author considers Gerhard Richter's work on nanotechnology, highlighting how these pieces continue the artist's ontology on photographic blur and, as such, raise questions about truth and reality with respect to the mass media's visual presentation of nanotechnology. The four works discussed i...... and terrorism, and contrasts Richter's artworks with utopian visions of nano-science in the mass media.......The author considers Gerhard Richter's work on nanotechnology, highlighting how these pieces continue the artist's ontology on photographic blur and, as such, raise questions about truth and reality with respect to the mass media's visual presentation of nanotechnology. The four works discussed...

  16. How to Preserve Photographic Artworks for the Future : Chemical and Physical Interactions and Implications for Conservation Strategies

    OpenAIRE

    Reijers, E.B.

    2017-01-01

    The combination of photographic prints with additional materials such as paints, varnishes, glues, etc. has given rise to a new type of artworks known as photoworks or photographic art. These photoworks have become a important part of our cultural heritage, and are being recognised as contemporary artworks in many international musea. However, photographic (gelatine-based) prints have not been designed to persist for long periods of time, such as might be expected from more traditional artwor...

  17. 3D Reconstruction and Restoration Monitoring of Sculptural Artworks by a Multi-Sensor Framework

    Directory of Open Access Journals (Sweden)

    Sandro Barone

    2012-12-01

    Full Text Available Nowadays, optical sensors are used to digitize sculptural artworks by exploiting various contactless technologies. Cultural Heritage applications may concern 3D reconstructions of sculptural shapes distinguished by small details distributed over large surfaces. These applications require robust multi-view procedures based on aligning several high resolution 3D measurements. In this paper, the integration of a 3D structured light scanner and a stereo photogrammetric sensor is proposed with the aim of reliably reconstructing large free form artworks. The structured light scanner provides high resolution range maps captured from different views. The stereo photogrammetric sensor measures the spatial location of each view by tracking a marker frame integral to the optical scanner. This procedure allows the computation of the rotation-translation matrix to transpose the range maps from local view coordinate systems to a unique global reference system defined by the stereo photogrammetric sensor. The artwork reconstructions can be further augmented by referring metadata related to restoration processes. In this paper, a methodology has been developed to map metadata to 3D models by capturing spatial references using a passive stereo-photogrammetric sensor. The multi-sensor framework has been experienced through the 3D reconstruction of a Statue of Hope located at the English Cemetery in Florence. This sculptural artwork has been a severe test due to the non-cooperative environment and the complex shape features distributed over a large surface.

  18. Combining a hydrogel and an electrochemical biosensor to determine the extent of degradation of paper artworks.

    Science.gov (United States)

    Micheli, Laura; Mazzuca, Claudia; Palleschi, Antonio; Palleschi, Giuseppe

    2012-06-01

    Paper-based artworks are among the most valuable assets for transmission of knowledge. Historical paper is composed of different polysaccharides (e.g. cellulose), binders, and glues. During aging all of these components undergo several degradation processes, as a result of external and intrinsic causes, and these can compromise the state of conservation of the document. In this work, application of a new biotechnological strategy for paper artefact preservation is reported. By making use of innovative and non-invasive materials, for example appropriate hydrogels, in combination with selective electrochemical biosensors, it is possible to simultaneously verify the degradation condition of the paper artwork and then to efficiently clean it, while monitoring the process of removal of both pollution and degradation products. In this paper, we focus on specific examples in which such techniques have been applied to paper artworks and that illustrate the advantages and potential of this biotechnology compared with the traditional paper-cleaning methods currently in use.

  19. Controlled laser cleaning of artworks via low resolution LIBS and linear correlation analysis

    NARCIS (Netherlands)

    Lentjes, M.; Dickmann, Klaus; Meijer, J.; Ostendof, A.; Hoult, A.; Lu, Y.

    2005-01-01

    Based on a fibre optic miniature spectrometer (spectral range 200-1100 nm, λ-resolution 2 nm) we have built up a LIBS-system (Laser Induced Breakdown Spectroscopy) for online monitoring during laser cleaning of artworks. This system is unsuitable for high resolved elemental identification but is

  20. Recoding painting? Repeated use of artwork in Cindy Sherman and Sam Taylor Wood

    Directory of Open Access Journals (Sweden)

    Dunja Radetic

    2012-12-01

    Through a theoretical analysis of two contemporary artworks by Cindy Sherman and Sam Taylor Wood, both based on earlier visual tradition, we will consider the effects of re-production of images as the re-production of deferred meaning. The intersystemic quotation such as painting - tableau vivant – coding by photographic and video technologies, works at different levels and creates high degree of ambiguity between the media and the images involved. This mediation produces disturbing effects on the viewer who has to recognize in the artwork an contaminated and elusive visual tradition, which displays a latent meanings and (reactivates memory images. In order to understand these complex layers it is necessary to consider the work and its subtext in terms of a shared temporality in which images, media and extratextual memories, interact.

  1. Cool Science: K-12 Climate Change Art Displayed on Buses

    Science.gov (United States)

    Chen, R. F.; Lustick, D. S.; Lohmeier, J.; Thompson, S. R.

    2015-12-01

    Cool science is an art contest where K12 students create placards (7" x 22") to educate the public about climate change. Students are prompted to create their artwork in response to questions such as: What is the evidence for climate change? How does climate change impact your local community? What can you do to reduce the impacts of climate change? In each of three years, 500-600 student entrees have been submitted from more than 12 school districts across Massachusetts. A panel of judges including scientists, artists, rapid transit representatives, and educators chooses elementary, middle, and high school winners. Winners (6), runners-up (6), and honorable mentions (12) and their families and teachers are invited to an annual Cool Science Award Ceremony to be recognized and view winning artwork. All winning artwork is posted on the Cool Science website. The winning artwork (2 per grade band) is converted into placards (11" x 28") and posters (2.5' x 12') that are placed on the inside (placards) and outside (posters) of buses. Posters are displayed for one month. So far, Cool Science was implemented in Lowell, MA where over 5000 public viewers see the posters daily on the sides of Lowell Rapid Transit Authority (LRTA) buses, making approximately 1,000,000 impressions per year. Cool Science acts to increase climate literacy in children as well as the public, and as such promotes intergenerational learning. Using art in conjunction with science learning about climate change appears to be effective at engaging not just traditionally high achieving science students, but also those interested in the creative arts. Hearing winners' stories about how they created their artwork and what this contest meant to them supports the idea that Cool Science attracts a wide diversity of students. Parents discuss climate change with their children. Multiple press releases announcing the winners further promotes the awareness of climate change throughout school districts and their

  2. Non-invasive identification of metal-oxalate complexes on polychrome artwork surfaces by reflection mid-infrared spectroscopy.

    Science.gov (United States)

    Monico, Letizia; Rosi, Francesca; Miliani, Costanza; Daveri, Alessia; Brunetti, Brunetto G

    2013-12-01

    In this work a reflection mid-infrared spectroscopy study of twelve metal-oxalate complexes, of interest in art conservation science as alteration compounds, was performed. Spectra of the reference materials highlighted the presence of derivative-like and/or inverted features for the fundamental vibrational modes as result of the main contribution from the surface component of the reflected light. In order to provide insights in the interpretation of theses spectral distortions, reflection spectra were compared with conventional transmission ones. The Kramers-Kronig (KK) algorithm, employed to correct for the surface reflection distortions, worked properly only for the derivative-like bands. Therefore, to pay attention to the use of this algorithm when interpreting the reflection spectra is recommended. The outcome of this investigation was exploited to discriminate among different oxalates on thirteen polychrome artworks analyzed in situ by reflection mid-infrared spectroscopy. The visualization of the νs(CO) modes (1400-1200 cm(-1)) and low wavenumber bands (below 900 cm(-1)) in the raw reflection profiles allowed Ca, Cu and Zn oxalates to be identified. Further information about the speciation of different hydration forms of calcium oxalates were obtained by using the KK transform. The work proves reflection mid-infrared spectroscopy to be a reliable and sensitive spectro-analytical method for identifying and mapping different metal-oxalate alteration compounds on the surface of artworks, thus providing conservation scientists with a non-invasive tool to obtain information on the state of conservation and causes of alteration of artworks. Copyright © 2013 Elsevier B.V. All rights reserved.

  3. Looking behaviour and preference for artworks: the role of emotional valence and location.

    Science.gov (United States)

    Kreplin, Ute; Thoma, Volker; Rodway, Paul

    2014-10-01

    The position of an item influences its evaluation, with research consistently finding that items occupying central locations are preferred and have a higher subjective value. The current study investigated whether this centre-stage effect (CSE) is a result of bottom-up gaze allocation to the central item, and whether it is affected by item valence. Participants (n=50) were presented with three images of artistic paintings in a row and asked to choose the image they preferred. Eye movements were recorded for a subset of participants (n=22). On each trial the three artworks were either similar but different, or were identical and with positive valence, or were identical and with negative valence. The results showed a centre-stage effect, with artworks in the centre of the row preferred, but only when they were identical and of positive valence. Significantly greater gaze allocation to the central and left artwork was not mirrored by equivalent increases in preference choices. Regression analyses showed that when the artworks were positive and identical the participants' last fixation predicted preference for the central art-work, whereas the fixation duration predicted preference if the images were different. Overall the result showed that item valence, rather than level of gaze allocation, influences the CSE, which is incompatible with the bottom-up gaze explanation. We propose that the centre stage heuristic, which specifies that the best items are in the middle, is able to explain these findings and the centre-stage effect. Copyright © 2014 Elsevier B.V. All rights reserved.

  4. Conceptual artwork as type : an account of dematerialization in conceptual art

    OpenAIRE

    İz, Mustafa Kemal

    2011-01-01

    Ankara : The Department of Graphic Design and the Institute of Fine Arts of İhsan Doğramacı Bilkent University, 2011. Thesis (Master's) -- Bilkent University, 2011. Includes bibliographical references leaves 98-101. This thesis explores the concept of dematerialization, which was introduced by Lucy Lippard and John Chandler to art context, by the means of a new characterization of word-based Conceptual artworks as types. Concerning the notion of dematerialization, it is argu...

  5. Considerations in relation to some research on the possible neural underpinnings linked to visual artworks observation

    Directory of Open Access Journals (Sweden)

    Gabriella Bartoli

    2017-05-01

    Full Text Available On the basis of the observations conducted by Freedberg & Gallese (2007 on neural processes implication in organizing the empathetic/aesthetic response, some recent research carried out by neuroscientists and art historians are analyzed, as they demonstrated cortical sensorimotor activation during the observation of abstract artworks (2012, 2013. The role of the “embodied simulation” of artist’s gesture in the empathic perception of artworks is hereby confirmed. These results are commented in light of psychological studies about aesthetic experience, with special regard to those based on a phenomenological methodology. The intention is to further explore possible interactions between neurosciences and phenomenological psychology, in accordance with their respective theoretical and methodological differences.

  6. Local Area Artworks: Collaborative Art Interpretation On-Site

    DEFF Research Database (Denmark)

    Polli, Anna Maria; Korn, Matthias; Klokmose, Clemens Nylandsted

    2013-01-01

    In this paper we present Local Area Artworks, a system enabling collaborative art interpretation on-site deployed during an exhibition in a local art gallery. Through the system, we explore ways to re-connect people to the local place by making use of their personal mobile devices as interfaces...

  7. 25 CFR 547.16 - What are the minimum standards for game artwork, glass, and rules?

    Science.gov (United States)

    2010-04-01

    ..., and rules? 547.16 Section 547.16 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR... § 547.16 What are the minimum standards for game artwork, glass, and rules? This section provides standards for the display of game artwork, the displays on belly or top glass, and the display and...

  8. THz Spectroscopic Identification of Red Mineral Pigments in Ancient Chinese Artworks

    Science.gov (United States)

    Yang, Yuping; Zhai, Dongwei; Zhang, Zhenwei; Zhang, Cunlin

    2017-10-01

    Nondestructive analysis of historical objects is of significance for cultural heritage conservation. In this paper, terahertz time-domain spectroscopy (THz-TDS) was used to distinguish seven red mineral pigments used in ancient Chinese artworks. Two absorption features of natural minerals HgS and four highly resolved spectral features of mineral pigment Pb3O4 were observed and identified as their fingerprints in the range 0.2 to 3.0 THz, based on which the spatial distribution of individual chemical substances including cinnabar, vermilion, and red lead were clearly revealed at various frequencies using terahertz spectroscopy imaging. Moreover, a noncontact evaluation of thickness changing and dehydration of a wet painting was monitored by inferring time delay as well as signal amplitude of THz pulses transmitted through the painting. In order to demonstrate the feasibility of THz-TDS and THz imaging for authentic artworks detection, a complete set of THz analysis of two nineteenth century wall paintings discovered in the Fuchen Temple of the Forbidden City, Beijing, was performed and the results indicate that THz measurement techniques provide a noninvasive and nondestructive solution for the care, preservation, and restoration of cultural relics.

  9. Digital Study and Web-based Documentation of the Colour and Gilding on Ancient Marble Artworks

    OpenAIRE

    Siotto, Eliana; Palma, Gianpaolo; Potenziani, Marco; Scopigno, Roberto

    2015-01-01

    Greek and Roman marble artworks have been deeply studied from a typological and stylistic point of view, while there is still a limited knowledge on the pigments, dyes, binders and technical expedients used by Roman artists. In a renewed scientific interest towards the ancient polychromy (colour and gilding), a digital methodological and multidisciplinary approach can provide valuable information to better investigate and understand this fundamental aspect and to get a complete sense on Greek...

  10. Umberto Eco: Freedom and the limits of artwork interpretation

    Directory of Open Access Journals (Sweden)

    Kršić Lamija

    2017-01-01

    Full Text Available In his study The Open Work (1962 Umberto Eco commenced his long term exploration of the nature of interpreting an artwork. The author problematizes the question of freedom and the limits of artwork interpretation in the context of semiology and theory of semiotics. Although the contemporary debates on interpreting art focus on interpretation and interpreter, that is to say, on unconditional openness of the work, Eco reminds us of the other side of the interpreting process - controllability of the interpretative activity and limitations of reading in new meanings. The paper points to the various theoretical basis on which Eco propagates the dialectics between the form and openness of a work of art, in other words, between intentio operis and intentio lectoris. This position enables him to differentiate art from nonart, as well as to consider interpretation of a work of art not as a self-sufficing process, but from the point of view of human experience.

  11. Perception of emotion in abstract artworks: a multidisciplinary approach.

    Science.gov (United States)

    Melcher, David; Bacci, Francesca

    2013-01-01

    There is a long-standing and fundamental debate regarding how emotion can be expressed by fine art. Some artists and theorists have claimed that certain features of paintings, such as color, line, form, and composition, can consistently express an "objective" emotion, while others have argued that emotion perception is subjective and depends more on expertise of the observer. Here, we discuss two studies in which we have found evidence for consistency in observer ratings of emotion for abstract artworks. We have developed a stimulus set of abstract art images to test emotional priming, both between different painting images and between paintings and faces. The ratings were also used in a computational vision analysis of the visual features underlying emotion expression. Overall, these findings suggest that there is a strong bottom-up and objective aspect to perception of emotion in abstract artworks that may tap into basic visual mechanisms. © 2013 Elsevier B.V. All rights reserved.

  12. ART-SCIENCE OF THE SPACE AGE: towards a platform for art-science collaborations at ESTEC

    Science.gov (United States)

    Domnitch, E.; Gelfand, D.

    2015-10-01

    In 2013, in collaboration with ESTEC scientist Bernard Foing and the ArtScience Interfaculty (Royal Academy of the Arts, The Hague), Synergetica Lab (Amsterdam) developed a course, which was repeated in 2015, for bachelor's and master's students aimed at seeding interactions with ESA researchers. The participants created artworks investigating space travel, radio astronomy, microgravity, ecosynthesis as well as extraterrestrial physics and architecture [1] [2]. After their initial presentation at the Royal Academy, these artworks were shown at ESTEC, TodaysArt Festival (The Hague), and TEC ART (Rotterdam). These presentations prompted diverse future collaborations and outreach opportunities, including the European Planetary Science Congress 2014 (Cascais) and the AxS Festival (Los Angeles).

  13. X-rays detection system to obtain digital imagines for the study of artworks

    International Nuclear Information System (INIS)

    Bolanos, L.; Cabal, A. E.; Diaz, A.; Ramello, L.; Prino, F.; Giubellino, P.; Marzari-Chiesa, A.; Grybos, P.; Maj, P.; Gambaccini, M.; Petrucci, F.; Albertin, F.

    2008-01-01

    X-ray radiography plays an important role in the study of artworks. It particularly provides information on the origin, authenticity, painting technique, material conditions and its conservation history. This article describes a system based on semiconductor microstrip detector for obtaining X-ray images using the k-edge logarithmic substraction technique. The system has been characterized and the first images of its application for pigment detection are shown. (Author)

  14. The Aesthetic Standard of Wen: A Comparative Study of Chinese and Western Early Artworks

    Directory of Open Access Journals (Sweden)

    Yi Wang

    2011-12-01

    Full Text Available A comparative study of the ancient Chinese and Western artworks over the same period (from approximately 3300 B.C. to 200 B.C shows that the dense and rich decorative patterns on the bronze wares in China represent a strong aesthetic appreciation of patterns/embellishment, while their counterparts in the West demonstrate an aesthetic orientation rooted in science, evident in nude bodies in bronze and marble. It is argued that there was a very obvious essential difference between Chinese and Western aesthetic values, and these divergent aesthetic orientations were present at the origins of the Pre-Qin and ancient Greek arts where they have been absorbed into the foundation of each culture.

  15. Science-Based Thematic Cultural Art Learning in Primary School (2013 Curriculum

    Directory of Open Access Journals (Sweden)

    Warih Handayaningrum

    2016-12-01

    Full Text Available This study is aimed at discussing the development result of thematic cultural art subject’s learning material based on science for primary school (2013 curriculum. This study is expected to inspire teacher to develop learning material that may explore artworks exist in our living environment (based on the context of children’s environment. This study applies steps in developmental research collaboration by Borg & Gall (1989 and Puslitjaknov (2008 to create the product. The development stages comprise observation in several primary schools in Surabaya, Gresik, and Sidoarjo that has implemented 2013 curriculum that is followed up by stages of development. Furthermore, prototype of cultural and art thematic learning material development results are verified by learning material experts, material expert, primary school teacher, and revised afterwards. The result of this research development is a set of teacher and student books. Science-based cultural art here means cultural art learning as the main medium to introduce local culture products (music, drawing, dance, and drama by integrating mathematics, sciences, Bahasa Indonesia, and local language subjects. Cultural art products in the form of dance, music, drawing, dramas will help children to understand a simple mathematical concept, such as: two-dimensional figure, geometry, comparing or estimating longer-shorter, smaller-bigger, or more-less.

  16. Nephele – Smart Digital Memory of Artwork Conservation

    Czech Academy of Sciences Publication Activity Database

    Zitová, Barbara; Beneš, Miroslav; Hradilová, J.

    2011-01-01

    Roč. 86, July (2011), s. 47-48 ISSN 0926-4981 R&D Projects: GA MŠk 1M0572 Institutional research plan: CEZ:AV0Z10750506 Keywords : art restoration * image registration * image retrieval * material analysis Subject RIV: JD - Computer Applications, Robotics http://library.utia.cas.cz/separaty/2012/ZOI/zitova-nephele%20smart%20digital%20memory%20of%20artwork%20conservation.pdf

  17. Computational Paradigm to Elucidate the Effects of Arts-Based Approaches and Interventions: Individual and Collective Emerging Behaviors in Artwork Construction.

    Directory of Open Access Journals (Sweden)

    Billie Sandak

    Full Text Available Art therapy, as well as other arts-based therapies and interventions, is used to reduce pain, stress, depression, breathlessness and other symptoms in a wide variety of serious and chronic diseases, such as cancer, Alzheimer and schizophrenia. Arts-based approaches are also known to contribute to one's well-being and quality of life. However, much research is required, since the mechanisms by which these non-pharmacological treatments exert their therapeutic and psychosocial effects are not adequately understood. A typical clinical setting utilizing the arts consists of the creation work itself, such as the artwork, as well as the therapist and the patient, all of which constitute a rich and dynamic environment of occurrences. The underlying complex, simultaneous and interwoven processes of this setting are often considered intractable to human observers, and as a consequence are usually interpreted subjectively and described verbally, which affect their subsequent analyses and understanding. We introduce a computational research method for elucidating and analyzing emergent expressive and social behaviors, aiming to understand how arts-based approaches operate. Our methodology, which centers on the visual language of Statecharts and tools for its execution, enables rigorous qualitative and quantitative tracking, analysis and documentation of the underlying creation and interaction processes. Also, it enables one to carry out exploratory, hypotheses-generating and knowledge discovery investigations, which are empirical-based. Furthermore, we illustrate our method's use in a proof-of-principle study, applying it to a real-world artwork investigation with human participants. We explore individual and collective emergent behaviors impacted by diverse drawing tasks, yielding significant gender and age hypotheses, which may account for variation factors in response to art use. We also discuss how to gear our research method to systematic and

  18. Corrosive Space Gas Restores Artwork, Promises Myriad Applications

    Science.gov (United States)

    2007-01-01

    Atomic oxygen's unique characteristic of oxidizing primarily hydrogen, carbon, and hydrocarbon polymers at surface levels has been applied in the restoration of artwork, detection of document forgeries, and removal of bacterial contaminants from surgical implants. The Electro-Physics Branch at Glenn Research Center built on corrosion studies of long-duration coatings for use in space, and applied atomic oxygen's selectivity to instances where elements need to be removed from a surface. Atomic oxygen is able to remove organic compounds high in carbon (mostly soot) from fire-damaged artworks without causing a shift in the paint color. First successfully tested on oil paintings, the team then applied the restoration technique to acrylics, watercolors, and ink. The successful art restoration process was well-publicized, and soon a multinational, nonprofit professional organization dedicated to the art of forensic analysis of documents had successfully applied this process in the field of forgery detection. The gas has biomedical applications as well-Atomic Oxygen technology can be used to decontaminate orthopedic surgical hip and knee implants prior to surgery, and additional collaborative research between the Cleveland Clinic Foundation and the Glenn team shows that this gas's roughening of surfaces improves cell adhesion, which is important for the development of new drugs.

  19. 5th International Conference LACONA V (Lasers in the Conservation of Artworks)

    CERN Document Server

    Dickmann, Klaus; Asmus, John F; Lasers in the Conservation of Artworks

    2005-01-01

    Since 1995, when Costas Fotakis first brought together restorers and scientists to discuss the potential of lasers in art conservation, the field has grown enormously in importance, and today restorers and laser scientists work together to develop new applications. This book presents the more than six dozen research papers prepared for LACONA V (Lasers in Art Conservation), held in Osnabrueck/Germany in September 2003. The fifth congress once again gathers restorers, art historians, museum staff, laser scientists and laser manufacturers. The topics include, among others: laser cleaning of artworks (case studies and side effects), removal of former conservation layers, fundamentals of laser-artwork interaction, online monitoring and process control, laser diagnostics, spectroscopy for monitoring and identification, networks and co-operation projects.

  20. Visual mismatch negativity indicates automatic, task-independent detection of artistic image composition in abstract artworks.

    Science.gov (United States)

    Menzel, Claudia; Kovács, Gyula; Amado, Catarina; Hayn-Leichsenring, Gregor U; Redies, Christoph

    2018-05-06

    In complex abstract art, image composition (i.e., the artist's deliberate arrangement of pictorial elements) is an important aesthetic feature. We investigated whether the human brain detects image composition in abstract artworks automatically (i.e., independently of the experimental task). To this aim, we studied whether a group of 20 original artworks elicited a visual mismatch negativity when contrasted with a group of 20 images that were composed of the same pictorial elements as the originals, but in shuffled arrangements, which destroy artistic composition. We used a passive oddball paradigm with parallel electroencephalogram recordings to investigate the detection of image type-specific properties. We observed significant deviant-standard differences for the shuffled and original images, respectively. Furthermore, for both types of images, differences in amplitudes correlated with the behavioral ratings of the images. In conclusion, we show that the human brain can detect composition-related image properties in visual artworks in an automatic fashion. Copyright © 2018 Elsevier B.V. All rights reserved.

  1. Context effects on emotional and aesthetic evaluations of artworks and IAPS pictures.

    Science.gov (United States)

    Gerger, Gernot; Leder, Helmut; Kremer, Alexandra

    2014-09-01

    In the arts emotionally negative objects sometimes can be positively judged. Defining an object as art possibly yields specific changes in how perceivers emotionally experience and aesthetically judge a stimulus. To study how emotional experiences (joy, anger, disgust, fear, sadness, and shame ratings, plus facial EMG) and aesthetic judgements (liking ratings) are modulated by an art context ("This is an artwork") as compared to non-art reality context ("This is a press photograph") participants evaluated IAPS pictures and veridical artworks depicting emotionally positive and negative content. In line with the assumption that emotional distancing is an essential feature of the art experience we found that positive emotional reactions were attenuated (joy, M. zygomaticus activation) in an art compared to non-art context. However, context had little influence on negative emotional reactions (anger, disgust, fear, sadness, shame, and M. corrugator activation) suggesting that these are similar in art and non-art. Importantly, only artworks of emotionally negative content were judged more positively in an art context - thus liked more. This study, in accordance with the assumption of a distanced aesthetic mode, shows that an art context fosters appraisal processes that influence emotional experiences, allowing to judge negative stimuli aesthetically more positively - thus suppressing the immediacy of emotional stimulus content. Copyright © 2014 Elsevier B.V. All rights reserved.

  2. New Strategy for the Cleaning of Paper Artworks: A Smart Combination of Gels and Biosensors

    Directory of Open Access Journals (Sweden)

    Laura Micheli

    2014-01-01

    Full Text Available In this work an outlook on the design and application, in the cultural heritage field, of new tools for diagnostic and cleaning use, based on biocompatible hydrogels and electrochemical sensors, is reported. The use of hydrogels is intriguing because it does not require liquid treatment that could induce damage on artworks, while electrochemical biosensors not only are easy to prepare, but also can be selective for a specific compound and therefore are suitable for monitoring the cleaning process. In the field of restoration of paper artworks, more efforts have to be done in order to know how to perform the best way for an effective restoration. Rigid Gellan gel, made up of Gellan gum and calcium acetate, was proposed as a paper cleaning treatment, and selective biosensors for substances to be removed from this gel have been obtained by choosing the appropriate enzymes to be immobilized. Using this approach, it is possible to know when the cleanup process will be completed, avoiding lengthy and sometimes unnecessary cleaning material applications.

  3. The process of co-creating the interface for VENSTER, an interactive artwork for nursing home residents with dementia.

    Science.gov (United States)

    Jamin, Gaston; Luyten, Tom; Delsing, Rob; Braun, Susy

    2017-10-17

    Interactive art installations might engage nursing home residents with dementia. The main aim of this article was to describe the challenging design process of an interactive artwork for nursing home residents, in co-creation with all stakeholders and to share the used methods and lessons learned. This process is illustrated by the design of the interface of VENSTER as a case. Nursing home residents from the psychogeriatric ward, informal caregivers, client representatives, health care professionals and members of the management team were involved in the design process, which consisted of three phases: (1) identify requirements, (2) develop a prototype and (3) conduct usability tests. Several methods were used (e.g. guided co-creation sessions, "Wizard of Oz"). Each phase generated "lessons learned", which were used as the departure point of the next phase. Participants hardly paid attention to the installation and interface. There, however, seemed to be an untapped potential for creating an immersive experience by focussing more on the content itself as an interface (e.g. creating specific scenes with cues for interaction, scenes based on existing knowledge or prior experiences). "Fifteen lessons learned" which can potentially assist the design of an interactive artwork for nursing home residents suffering from dementia were derived from the design process. This description provides tools and best practices for stakeholders to make (better) informed choices during the creation of interactive artworks. It also illustrates how co-design can make the difference between designing a pleasurable experience and a meaningful one. Implications for rehabilitation Co-design with all stakeholders can make the difference between designing a pleasurable experience and a meaningful one. There seems to be an untapped potential for creating an immersive experience by focussing more on the content itself as an interface (e.g. creating specific scenes with cues for interaction

  4. Viewing Artworks: Contributions of Cognitive Control and Perceptual Facilitation to Aesthetic Experience

    Science.gov (United States)

    Cupchik, Gerald C.; Vartanian, Oshin; Crawley, Adrian; Mikulis, David J.

    2009-01-01

    When we view visual images in everyday life, our perception is oriented toward object identification. In contrast, when viewing visual images "as artworks", we also tend to experience subjective reactions to their stylistic and structural properties. This experiment sought to determine how cognitive control and perceptual facilitation contribute…

  5. Pictorial layers in contemporary art: stabilization of an artwork made of chocolate and metal

    Directory of Open Access Journals (Sweden)

    Rosario Llamas

    2009-01-01

    Full Text Available We show in this article all the previous studies and the treatments performed over an interesting contemporary work by the artist Enriqueta Hueso. The artwork, made with contemporary and unconventional materials such as chocolate, iron and bronze, showed poor conservation conditions and needed a detailed analysis of all the differing factors which involved the act of intervention. In order to intervene according the differing factors, the artistic intention, the idea and the concept of the work were to be respected. Thus, all the performed treatments were limited by the need for keeping both the original appearance and the original materials' nature. This artwork was made to be touched and it demanded a consolidation treatment and protection against biological deterioration, as well as a good study on preventive conservation.

  6. Cool Science: Engaging Adult and K-16 Audiences in Climate Change Science

    Science.gov (United States)

    Lustick, D.; Lohmeier, J.; Chen, R. F.

    2012-12-01

    A team of educators and scientists from the University of Massachusetts Lowell and the University of Massachusetts Boston will report on an informal science learning research project using mass transit spaces in Lowell, MA. Cool Science (CS) uses advertising spaces on buses and terminals to engage the public with an Out of Home Multi-Media (OHMM) learning experience. K-16 classrooms throughout Massachusetts will submit original artwork that conveys a scientific concept central to understanding climate change. The best 6 works submitted will be printed and placed on every bus in the city over a 6 month period during the first half of 2013. CS aims to promote and evaluate learning about climate change science among the general adult public and k-16 students/teachers. Cool Science offers teachers an efficient and effective means of seamlessly bringing the study of climate change into classroom learning both within science and across disciplines. The products of this effort are then used to improve public engagement with the science of climate change in mass transit environments. Cool Science is an example of Science, Technology, Engineering, Art and Math education (STEAM). The goals of CS are: 1) Engage professors, teachers, and their respective students in a climate change science communication competition. 2) Run the winning 6 selected placards and posters throughout the LRTA. 3) Identify how different communities of risk among the riding public approach and understand climate change. 4) Identify the advantages and disadvantages of using buses as a context for research on informal science learning. 5) Determine the extent to which student artwork serves as a trusted source of information. As advances in technology allow for more scientific knowledge to be generated, the role of informal education to improve adult understanding of science has never been greater. We see the convergence of circumstances (ISE, climate change, OHMM, mobile technology) as an enormous

  7. In search of Leonardo: computer-based facial image analysis of Renaissance artworks for identifying Leonardo as subject

    Science.gov (United States)

    Tyler, Christopher W.; Smith, William A. P.; Stork, David G.

    2012-03-01

    One of the enduring mysteries in the history of the Renaissance is the adult appearance of the archetypical "Renaissance Man," Leonardo da Vinci. His only acknowledged self-portrait is from an advanced age, and various candidate images of younger men are difficult to assess given the absence of documentary evidence. One clue about Leonardo's appearance comes from the remark of the contemporary historian, Vasari, that the sculpture of David by Leonardo's master, Andrea del Verrocchio, was based on the appearance of Leonardo when he was an apprentice. Taking a cue from this statement, we suggest that the more mature sculpture of St. Thomas, also by Verrocchio, might also have been a portrait of Leonardo. We tested the possibility Leonardo was the subject for Verrocchio's sculpture by a novel computational technique for the comparison of three-dimensional facial configurations. Based on quantitative measures of similarities, we also assess whether another pair of candidate two-dimensional images are plausibly attributable as being portraits of Leonardo as a young adult. Our results are consistent with the claim Leonardo is indeed the subject in these works, but we need comparisons with images in a larger corpora of candidate artworks before our results achieve statistical significance.

  8. Understanding Visual Novel As Artwork of Visual Communication Design

    Directory of Open Access Journals (Sweden)

    Dendi Pratama

    2017-10-01

    Full Text Available Visual Novel is a kind of audiovisual game that offers visual strength through the narrative and visual characters. The developer community of Visual Novel (VN Project Indonesia indicated a limited local game developer that produces Visual Novel of Indonesia. In addition, Indonesian Visual Novel production was also more influenced by the style of anime or manga from Japan. Actually, Visual Novel is part of the potential of  creative industries products. The study is to formulate the problem, how to understand Visual Novel as artwork of visual communication design, especially among students? This research is a case study conducted on visual communication design student at the University Indraprasta PGRI Jakarta. The results showed low levels of knowledge, understanding, and experience of  the Visual Novel game, which is below 50%. Qualitative and quantitative methods combined with structural semiotic approach is used to describe the elements of the design and the signs structure at the Visual Novel. This research can be a scientific reference for further introduce and encourage an understanding of Visual Novel as artwork of Visual Communication Design. In addition, the results may add to the knowledge of  society, and encourage the development of Visual Novel artwork that  reflect the culture of Indonesia. Visual Novel adalah sejenis permainan audiovisual yang menawarkan kekuatan visual melalui narasi dan karakter visual. Data dari komunitas pengembang Visual Novel (VN Project Indonesia menunjukkan masih terbatasnya pengembang game lokal yang memproduksi Visual Novel Indonesia. Selain itu, produksi Visual Novel Indonesia juga lebih banyak dipengaruhi oleh gaya anime dan manga dari Jepang. Padahal Visual Novel adalah bagian dari produk industri kreatif yang potensial. Studi ini merumuskan masalah, bagaimana memahami Visual Novel sebagai karya seni desain komunikasi visual, khususnya di kalangan mahasiswa? Penelitian ini merupakan studi kasus

  9. "Adotta scienza e arte nella tua classe": The results of a successfully teaching project which combines science with art⋆

    Science.gov (United States)

    Giansanti, S.

    2015-03-01

    The project called Adotta scienza e arte nella tua classe ("Adopt Science and Art in your class"), on the interconnection between science and art, has been addressed to the Italian secondary middle and high school involving more than 200 teachers and about 2200 students. The main purpose of this project is to make the young students aware of the strong link between science and art is a unique cultural and interdisciplinary occasion. To reach this goal, the Adotta project asked students to produce an artwork inspired by the interpretation of a quotation among a hundred commented quotes by physicists, mathematicians, scientist, writers, artists, accompanied by an original short sentence written by students themselves. More than 1000 artworks have been produced and collected in two galleries on Facebook. From their analysis emerges the students' feeling about science, which is usually associated to human brain, based on mathematical laws and related to technological progress, but it is also a powerful tool that should be responsibly used. This project also valorizes teachers' role in scientific education through activities that encourage students to recognize science in every aspect of their lives.

  10. THE ARTWORK IN THE FIELD OF ART: THE STAKE, THE CAPITAL, THE HABITUÉS

    Directory of Open Access Journals (Sweden)

    A. A. Kalashnikova

    2017-01-01

    Full Text Available The article analyzes the relationship between agents of the art field and works created by them. The relevance of this topic is conditioned both by the growing social interest in the art and economic characteristics of this interest (rising prices and volume of art sales on the world market. The theoretical basis of the study is the theory of symbolic production fields created by P. Bourdieu, as well as criticism of this theory from the standpoint of sociological “returning to things” approach. Attempting to complement the agent-based approach of the theory of art field with the artwork consideration, we reveal the role of objects in the success of an agent in a symbolic game. The basis of our research consists of the fragmentary historical retrospective of art development, sales at different levels of the art market data and information obtained during author’s empirical research of the Ukrainian market of art. We postulate that works of art are involved in constructing the fields along with the agents, but do not operate in an independent or comparable to agents way, but perform delegated functions. Basing on the materiality of the artwork (if not physical, then legal and social, we consider the spatial and social relations, which the product being created is included in. These are the inclusion in the exhibition space, the storage and its terms, the spatial distribution in micro- and macro context, the movement and the sale. It is shown how physical and social space are interconnected: the transfer in one is immanent to the transfer in other. Analyzing the works in their relationship with the agents of the field of art, we find a parallelism of the trajectories of agents and objects that they have created, or which they are related to. Thus, the body of the artist’s works is understood as a socially marked out-object entity, structured by evolution of the author’s artistic style and at the same time structuringhis claims to change

  11. Examining Cultural Drifts in Artworks through History and Development: Cultural Comparisons between Japanese and Western Landscape Paintings and Drawings.

    Directory of Open Access Journals (Sweden)

    Kristina eNand

    2014-09-01

    Full Text Available Research on cultural products suggest that there are substantial cultural variations between East Asian and European landscape masterpieces and contemporary members’ landscape artwork (Masuda et al., 2008, and that these cultural differences in drawing styles emerge around the age of 8 (Senzaki et al., 2014. However, culture is not static. To explore the dynamics of historical and ontogenetic influence on artistic expressions, we examined (1 17th to 20th century Japanese and Western landscape masterpieces, and (2 cross-sectional adolescent data in landscape artworks alongside previous findings of elementary school-aged children, and undergraduates. The results showed cultural variations in artworks and masterpieces as well as substantial cultural drifts (Herskovits, 1948 where at certain time periods in history and in development, people’s expressions deviated from culturally default patterns but occasionally returned to its previous state. The bidirectional influence of culture and implications for furthering the discipline of cultural psychology will be discussed.

  12. Examining cultural drifts in artworks through history and development: cultural comparisons between Japanese and western landscape paintings and drawings

    Science.gov (United States)

    Nand, Kristina; Masuda, Takahiko; Senzaki, Sawa; Ishii, Keiko

    2014-01-01

    Research on cultural products suggest that there are substantial cultural variations between East Asian and European landscape masterpieces and contemporary members' landscape artwork (Masuda et al., 2008c), and that these cultural differences in drawing styles emerge around the age of 8 (Senzaki et al., 2014b). However, culture is not static. To explore the dynamics of historical and ontogenetic influence on artistic expressions, we examined (1) 17–20th century Japanese and Western landscape masterpieces, and (2) cross-sectional adolescent data in landscape artworks alongside previous findings of elementary school-aged children, and undergraduates. The results showed cultural variations in artworks and masterpieces as well as substantial “cultural drifts” (Herskovits, 1948) where at certain time periods in history and in development, people's expressions deviated from culturally default patterns but occasionally returned to its previous state. The bidirectional influence of culture and implications for furthering the discipline of cultural psychology will be discussed. PMID:25285085

  13. The Influence of Art Expertise and Training on Emotion and Preference Ratings for Representational and Abstract Artworks.

    Science.gov (United States)

    van Paasschen, Jorien; Bacci, Francesca; Melcher, David P

    2015-01-01

    Across cultures and throughout recorded history, humans have produced visual art. This raises the question of why people report such an emotional response to artworks and find some works more beautiful or compelling than others. In the current study we investigated the interplay between art expertise, and emotional and preference judgments. Sixty participants (40 novices, 20 art experts) rated a set of 150 abstract artworks and portraits during two occasions: in a laboratory setting and in a museum. Before commencing their second session, half of the art novices received a brief training on stylistic and art historical aspects of abstract art and portraiture. Results showed that art experts rated the artworks higher than novices on aesthetic facets (beauty and wanting), but no group differences were observed on affective evaluations (valence and arousal). The training session made a small effect on ratings of preference compared to the non-trained group of novices. Overall, these findings are consistent with the idea that affective components of art appreciation are less driven by expertise and largely consistent across observers, while more cognitive aspects of aesthetic viewing depend on viewer characteristics such as art expertise.

  14. The Influence of Art Expertise and Training on Emotion and Preference Ratings for Representational and Abstract Artworks.

    Directory of Open Access Journals (Sweden)

    Jorien van Paasschen

    Full Text Available Across cultures and throughout recorded history, humans have produced visual art. This raises the question of why people report such an emotional response to artworks and find some works more beautiful or compelling than others. In the current study we investigated the interplay between art expertise, and emotional and preference judgments. Sixty participants (40 novices, 20 art experts rated a set of 150 abstract artworks and portraits during two occasions: in a laboratory setting and in a museum. Before commencing their second session, half of the art novices received a brief training on stylistic and art historical aspects of abstract art and portraiture. Results showed that art experts rated the artworks higher than novices on aesthetic facets (beauty and wanting, but no group differences were observed on affective evaluations (valence and arousal. The training session made a small effect on ratings of preference compared to the non-trained group of novices. Overall, these findings are consistent with the idea that affective components of art appreciation are less driven by expertise and largely consistent across observers, while more cognitive aspects of aesthetic viewing depend on viewer characteristics such as art expertise.

  15. 'Adotta scienza e arte nella tua classe': The results of a successfully teaching project which combines science with art

    International Nuclear Information System (INIS)

    Giansanti, S.

    2015-01-01

    The project called 'Adotta scienza e arte nella tua classe' ('Adopt Science and Art in your class'), on the interconnection between science and art, has been addressed to the Italian secondary middle and high school involving more than 200 teachers and about 2200 students. The main purpose of this project is to make the young students aware of the strong link between science and art is a unique cultural and interdisciplinary occasion. To reach this goal, the Adotta project asked students to produce an artwork inspired by the interpretation of a quotation among a hundred commented quotes by physicists, mathematicians, scientist, writers, artists, accompanied by an original short sentence written by students themselves. More than 1000 artworks have been produced and collected in two galleries on Facebook. From their analysis emerges the students’ feeling about science, which is usually associated to human brain, based on mathematical laws and related to technological progress, but it is also a powerful tool that should be responsibly used. This project also valorizes teachers’ role in scientific education through activities that encourage students to recognize science in every aspect of their lives.

  16. The Humans in Space Art Program - Engaging the Mind, and the Heart, in Science

    Science.gov (United States)

    McPhee, J. C.

    2017-12-01

    How can we do a better job communicating about space, science and technology, getting more people engaged, understanding the impact that future space exploration will have on their lives, and thinking about how they can contribute? Humans naturally express their visions and interests through various forms of artistic expression because art is inherently capable of expressing not only the "what and how" but also the "why" of ideas. Offering opportunities that integrate space, science and technology with art allows more people to learn about space, relay their visions of the future, and discuss why exploration and research are important. The Humans in Space Art Program, managed by the nonprofit SciArt Exchange, offers a science-integrated-with-art opportunity. Through international online competitions, we invite participants to share their visions of the future using visual, literary, musical and video art. We then use their artwork in multi-media displays and live performances online, locally worldwide, and in space to engage listeners and viewers. The Program has three projects, targeting different types of participants: the Youth Competition (ages 10-18), the Challenge (college and early career) and Celebrity Artist-Fed Engagement (CAFÉ: professional artists). To date, the Program has received 3400 artworks from over 52 countries and displayed the artwork in 110 multi-media events worldwide, on the International Space Station and bounced off the Moon. 100,000's have thus viewed artwork considering topics such as: why we explore; where and how we will go and when; and what we will do when we arrive. The Humans in Space Art Program is a flexible public engagement model applicable to multiple settings, including classrooms, art and entertainment events, and scientific conferences. It provides a system to accessibly inspire all ages about space, science and technology, making them hungry to learn more and to take a personal role.

  17. From regular text to artistic writing and artworks: Fourier statistics of images with low and high aesthetic appeal

    Directory of Open Access Journals (Sweden)

    Tamara eMelmer

    2013-04-01

    Full Text Available The spatial characteristics of letters and their influence on readability and letter identification have been intensely studied during the last decades. There have been few studies, however, on statistical image properties that reflect more global aspects of text, for example properties that may relate to its aesthetic appeal. It has been shown that natural scenes and a large variety of visual artworks possess a scale-invariant Fourier power spectrum that falls off linearly with increasing frequency in log-log plots. We asked whether images of text share this property. As expected, the Fourier spectrum of images of regular typed or handwritten text is highly anisotropic, i.e. the spectral image properties in vertical, horizontal and oblique orientations differ. Moreover, the spatial frequency spectra of text images are not scale invariant in any direction. The decline is shallower in the low-frequency part of the spectrum for text than for aesthetic artworks, whereas, in the high-frequency part, it is steeper. These results indicate that, in general, images of regular text contain less global structure (low spatial frequencies relative to fine detail (high spatial frequencies than images of aesthetics artworks. Moreover, we studied images of text with artistic claim (ornate print and calligraphy and ornamental art. For some measures, these images assume average values intermediate between regular text and aesthetic artworks. Finally, to answer the question of whether the statistical properties measured by us are universal amongst humans or are subject to intercultural differences, we compared images from three different cultural backgrounds (Western, East Asian and Arabic. Results for different categories (regular text, aesthetic writing, ornamental art and fine art were similar across cultures.

  18. From regular text to artistic writing and artworks: Fourier statistics of images with low and high aesthetic appeal

    Science.gov (United States)

    Melmer, Tamara; Amirshahi, Seyed A.; Koch, Michael; Denzler, Joachim; Redies, Christoph

    2013-01-01

    The spatial characteristics of letters and their influence on readability and letter identification have been intensely studied during the last decades. There have been few studies, however, on statistical image properties that reflect more global aspects of text, for example properties that may relate to its aesthetic appeal. It has been shown that natural scenes and a large variety of visual artworks possess a scale-invariant Fourier power spectrum that falls off linearly with increasing frequency in log-log plots. We asked whether images of text share this property. As expected, the Fourier spectrum of images of regular typed or handwritten text is highly anisotropic, i.e., the spectral image properties in vertical, horizontal, and oblique orientations differ. Moreover, the spatial frequency spectra of text images are not scale-invariant in any direction. The decline is shallower in the low-frequency part of the spectrum for text than for aesthetic artworks, whereas, in the high-frequency part, it is steeper. These results indicate that, in general, images of regular text contain less global structure (low spatial frequencies) relative to fine detail (high spatial frequencies) than images of aesthetics artworks. Moreover, we studied images of text with artistic claim (ornate print and calligraphy) and ornamental art. For some measures, these images assume average values intermediate between regular text and aesthetic artworks. Finally, to answer the question of whether the statistical properties measured by us are universal amongst humans or are subject to intercultural differences, we compared images from three different cultural backgrounds (Western, East Asian, and Arabic). Results for different categories (regular text, aesthetic writing, ornamental art, and fine art) were similar across cultures. PMID:23554592

  19. The Visual Journal as an Image Sphere: Interpreting Artworks with an Anamorphic Perspective

    Science.gov (United States)

    Sinner, Anita

    2011-01-01

    During a 1-year study, the visual journal of a preservice teacher was explored as an image sphere, or "bildraum", in relation to teacher culture. Artworks created in the visual journal offered an anamorphic perspective on the materiality of teacher culture, tracing the lived experiences of a student of art in the process of becoming an art teacher…

  20. Artworks characterization at THz frequencies: preliminary results via the Fiber-Coupled Terahertz Time Domain System

    Science.gov (United States)

    Catapano, Ilaria; Soldovieri, Francesco

    2015-04-01

    spectra, while imaging includes THz tomography and it is considered to obtain non-invasive cross-section images of the artwork under test. Preliminary experiments regarding laboratory designed objects and not precious artworks have been carried out at the IREA laboratory mainly to trace measurements protocols and deeply investigate the diagnostic capabilities of the FICO system. The obtained results will be illustrated and discussed at the conference. REFERENCES [1] K. Fukunaga and I. Hosako, Innovative non-invasive analysis techniques for cultural heritage using terahertz technology, C.R. Physique 11, 519-526, 2010. [2] M. Perenzoni and D. J. Paul, Physics and Applications of Terahertz Radiation, Springer Series in Optical Sciences 173, 2014. [3] J.P. Guillet, B. Recur, L. Frederique, B. Bousquet, L. Canioni, I. Manek-Hönninger, P. Desbarats, P.Mounaix, Review of Terahertz Tomography Techniques, J. Infrared MilliTerahz Waves 35, 382-411, 2014.

  1. Electronics for artists adding light, motion, and sound to your artwork

    CERN Document Server

    Field, Simon Quellen

    2015-01-01

    With today's modern technology-LEDs, servomotors, motion sensors, speakers, and more-artwork can incorporate elements of light, sound, and motion for dramatic effects. Author and educator Simon Quellen Field has developed a primer for creative individuals looking for new ways to express themselves though electronically enhanced art. Following step-by-step examples of basic circuitry and programming, readers can develop the skills necessary to enhance their works of art. The book also features art projects to try, including a bouquet of glowing flowers, an LED metronome, a talking computer, a s

  2. Eight-Legged Encounters—Arachnids, Volunteers, and Art help to Bridge the Gap between Informal and Formal Science Learning

    Science.gov (United States)

    Hebets, Eileen A.; Welch-Lazoritz, Melissa; Tisdale, Pawl; Wonch Hill, Trish

    2018-01-01

    Increased integration and synergy between formal and informal learning environments is proposed to provide multiple benefits to science learners. In an effort to better bridge these two learning contexts, we developed an educational model that employs the charismatic nature of arachnids to engage the public of all ages in science learning; learning that aligns with the Next Generation Science Standards (NGSS Disciplinary Core Ideas associated with Biodiversity and Evolution). We created, implemented, and evaluated a family-focused, interactive science event—Eight-Legged Encounters (ELE)—which encompasses more than twenty modular activities. Volunteers facilitated participant involvement at each activity station and original artwork scattered throughout the event was intended to attract visitors. Initial ELE goals were to increase interest in arachnids and science more generally, among ELE participants. In this study, we tested the efficacy of ELE in terms of (i) activity-specific visitation rates and self-reported interest levels, (ii) the self-reported efficacy of our use of volunteers and original artwork on visitor engagement, and (iii) self-reported increases in interest in both spiders and science more generally. We collected survey data across five ELE events at four museum and zoo sites throughout the Midwest. We found that all activities were successful at attracting visitors and capturing their interest. Both volunteers and artwork were reported to be effective at engaging visitors, though likely in different ways. Additionally, most participants reported increased interest in learning about arachnids and science. In summary, ELE appears effective at engaging the public and piquing their interest. Future work is now required to assess learning outcomes directly, as well as the ability for participants to transfer knowledge gain across learning environments. PMID:29495395

  3. Eight-Legged Encounters-Arachnids, Volunteers, and Art help to Bridge the Gap between Informal and Formal Science Learning.

    Science.gov (United States)

    Hebets, Eileen A; Welch-Lazoritz, Melissa; Tisdale, Pawl; Wonch Hill, Trish

    2018-02-26

    Increased integration and synergy between formal and informal learning environments is proposed to provide multiple benefits to science learners. In an effort to better bridge these two learning contexts, we developed an educational model that employs the charismatic nature of arachnids to engage the public of all ages in science learning; learning that aligns with the Next Generation Science Standards (NGSS Disciplinary Core Ideas associated with Biodiversity and Evolution). We created, implemented, and evaluated a family-focused, interactive science event- Eight-Legged Encounters (ELE )-which encompasses more than twenty modular activities. Volunteers facilitated participant involvement at each activity station and original artwork scattered throughout the event was intended to attract visitors. Initial ELE goals were to increase interest in arachnids and science more generally, among ELE participants. In this study, we tested the efficacy of ELE in terms of (i) activity-specific visitation rates and self-reported interest levels, (ii) the self-reported efficacy of our use of volunteers and original artwork on visitor engagement, and (iii) self-reported increases in interest in both spiders and science more generally. We collected survey data across five ELE events at four museum and zoo sites throughout the Midwest. We found that all activities were successful at attracting visitors and capturing their interest. Both volunteers and artwork were reported to be effective at engaging visitors, though likely in different ways. Additionally, most participants reported increased interest in learning about arachnids and science. In summary, ELE appears effective at engaging the public and piquing their interest. Future work is now required to assess learning outcomes directly, as well as the ability for participants to transfer knowledge gain across learning environments.

  4. Eight-Legged Encounters—Arachnids, Volunteers, and Art help to Bridge the Gap between Informal and Formal Science Learning

    Directory of Open Access Journals (Sweden)

    Eileen A. Hebets

    2018-02-01

    Full Text Available Increased integration and synergy between formal and informal learning environments is proposed to provide multiple benefits to science learners. In an effort to better bridge these two learning contexts, we developed an educational model that employs the charismatic nature of arachnids to engage the public of all ages in science learning; learning that aligns with the Next Generation Science Standards (NGSS Disciplinary Core Ideas associated with Biodiversity and Evolution. We created, implemented, and evaluated a family-focused, interactive science event—Eight-Legged Encounters (ELE—which encompasses more than twenty modular activities. Volunteers facilitated participant involvement at each activity station and original artwork scattered throughout the event was intended to attract visitors. Initial ELE goals were to increase interest in arachnids and science more generally, among ELE participants. In this study, we tested the efficacy of ELE in terms of (i activity-specific visitation rates and self-reported interest levels, (ii the self-reported efficacy of our use of volunteers and original artwork on visitor engagement, and (iii self-reported increases in interest in both spiders and science more generally. We collected survey data across five ELE events at four museum and zoo sites throughout the Midwest. We found that all activities were successful at attracting visitors and capturing their interest. Both volunteers and artwork were reported to be effective at engaging visitors, though likely in different ways. Additionally, most participants reported increased interest in learning about arachnids and science. In summary, ELE appears effective at engaging the public and piquing their interest. Future work is now required to assess learning outcomes directly, as well as the ability for participants to transfer knowledge gain across learning environments.

  5. Using artwork to understand the experience of mental illness: Mainstream artists and Outsider artists

    Science.gov (United States)

    Rustin, Terry A.

    2008-01-01

    Objective: Artwork and psychiatric disorders are often linked. Accomplished artists with psychiatric disorders express themselves and their emotional distress through their works, and art therapists use the visual arts to help clients understand their problems and cope with them. There have been a number of psychiatric patients with no previous art training who produced artwork that many consider museum-worthy (Art Brut, or Outsider Art.) For the past two years, I have used artwork in another way: to better understand my clients and their psychiatric disorders. Methods: Presented here are paintings I have made about the mental illness experience of some of my clients, all well known to me through their therapy. It is a form of visual psychodrama, in which I reverse roles with the client through the paintings. My goal has been to experience the stresses felt by my clients so that I can understand them better. Results: The paintings have served as a point of embarkation for therapy sessions, as a means of clarifying a client’s experience, and as a way to show clients that their therapist is attending to what they say. Countertransference undoubtedly plays a role in my choice of clients and their portrayals, but the intent is to help me better understand the clients’ experiences. Included here are images of some of these paintings with a short psychiatric history of the client about whom they were made. Accompanying each one are responses from the clients upon viewing “their” paintings, and a discussion of the client’s psychiatric disorder. Conclusions: Making these paintings has helped me understand better the feelings of isolation, rejection, loss, and alienation that many of my clients experience every day. In turn, they tell me that viewing the paintings is an intense experience for them as well. As an outsider artist, I must leave it to the viewer to determine whether or not these paintings qualify as “art.” PMID:19742284

  6. The artful mind meets art history: toward a psycho-historical framework for the science of art appreciation.

    Science.gov (United States)

    Bullot, Nicolas J; Reber, Rolf

    2013-04-01

    Research seeking a scientific foundation for the theory of art appreciation has raised controversies at the intersection of the social and cognitive sciences. Though equally relevant to a scientific inquiry into art appreciation, psychological and historical approaches to art developed independently and lack a common core of theoretical principles. Historicists argue that psychological and brain sciences ignore the fact that artworks are artifacts produced and appreciated in the context of unique historical situations and artistic intentions. After revealing flaws in the psychological approach, we introduce a psycho-historical framework for the science of art appreciation. This framework demonstrates that a science of art appreciation must investigate how appreciators process causal and historical information to classify and explain their psychological responses to art. Expanding on research about the cognition of artifacts, we identify three modes of appreciation: basic exposure to an artwork, the artistic design stance, and artistic understanding. The artistic design stance, a requisite for artistic understanding, is an attitude whereby appreciators develop their sensitivity to art-historical contexts by means of inquiries into the making, authorship, and functions of artworks. We defend and illustrate the psycho-historical framework with an analysis of existing studies on art appreciation in empirical aesthetics. Finally, we argue that the fluency theory of aesthetic pleasure can be amended to meet the requirements of the framework. We conclude that scientists can tackle fundamental questions about the nature and appreciation of art within the psycho-historical framework.

  7. Icons of Just Is: Justice, Suffering, and the Artwork of Samuel Bak

    Directory of Open Access Journals (Sweden)

    Gary A. Phillips

    2017-06-01

    Full Text Available This paper examines select paintings by Holocaust survivor and painter Samuel Bak from his recent Just Is series. The essay explores ways Bak’s art bears witness to suffering. He creatively interrogates and reanimates the iconic figure of Lady Justice and the biblical principle of the lex talionis (“eye for an eye” in order to fashion alternative icons fit for an age of atrocity and loss. Bak’s artwork gives visual expression to Theodor Adorno’s view of the precariousness of art after Auschwitz. It is art’s responsibility to attend to the burden of real suffering experiences (the burden of the empirical and to think in contradictions, which renders art both adequate and inadequate in standing up against the injustice of other’s suffering. Through inventive juxtaposition of secular and sacred symbols, Bak displays the paradox of representation after the Holocaust and art’s precarious responsibility giving voice to suffering. Bak fashions visual spaces in which barbarity and beauty coincide and collide. He invites viewers into this space and into dialogue about justice’s standing and promises. Do Bak's remade icons of Just Is lament a permanent loss of justice and peace, or do they point tentatively to possibilities of life lived in a damaged world with an alternative Just Is? Bak’s artwork prompts such vexing questions for his viewers to contemplate and leaves them to decide what must be done.

  8. How to Preserve Photographic Artworks for the Future : Chemical and Physical Interactions and Implications for Conservation Strategies

    NARCIS (Netherlands)

    Reijers, E.B.

    2017-01-01

    The combination of photographic prints with additional materials such as paints, varnishes, glues, etc. has given rise to a new type of artworks known as photoworks or photographic art. These photoworks have become a important part of our cultural heritage, and are being recognised as contemporary

  9. Integrating Felting in Elementary Science Classrooms to Facilitate Understanding of the Polar Auroras

    Directory of Open Access Journals (Sweden)

    Brandy Terrill

    2017-10-01

    Full Text Available The Next Generation Science Standards (NGSS emphasize conceptual science instruction that draws on students’ ability to make observations, explain natural phenomena, and examine concept relationships. This paper explores integrating the arts, in the form of felting, in elementary science classrooms as a way for students to model and demonstrate understanding of the complex scientific processes that cause the polar auroras. The steps for creating felting, and using the felting artwork students create for assessing science learning, are described.

  10. Bacterially mediated mineralisation processes lead to biodeterioration of artworks in Maltese catacombs

    International Nuclear Information System (INIS)

    Zammit, Gabrielle; Sanchez-Moral, Sergio; Albertano, Patrizia

    2011-01-01

    Mineral structures formed by bacterial and microalgal biofilms growing on the archaeological surface in Maltese hypogea were studied using Energy Dispersive X-Ray Spectroscopy (EDS) coupled to Environmental Scanning Electron Microscopy (ESEM), X-ray micro-diffraction (XRD) and X-ray fluorescence (XRF). These techniques have shown that mineral structures having different morphologies and chemical composition were associated with the microorganisms in the subaerophytic biofilm. Salt efflorescences and mineral deposits on the archaeological surface were often formed from gypsum (CaSO 4 · 2H 2 O), halite (NaCl) and calcite (CaCO 3 ). Biogenic carbonates produced by microbial activities were a common occurrence. These assumed different forms, such as the production of mineral coats around cyanobacterial sheaths and the occurrence of calcite fibres with different morphologies on the surface of the biofilms. Moreover, vaterite (CaCO 3 ) spherulites which appeared hollow in cross-section were observed. The presence of struvite was recorded from one catacomb site. These investigations have facilitated the study of the neoformation of metastable minerals by microbially mediated processes, which potentially contribute to a better understanding of the biodeterioration of artworks in Maltese palaeo-Christian catacombs. - Research highlights: → Mineral structures formed by subaerial biofilms growing in hypogea were examined. → Efflorescences and mineral deposits were often formed from gypsum, halite, and calcite. → Biogenic carbonates assumed different forms e.g. vaterite spherulite, calcite fibres. → The formation of rare minerals e.g. struvite was mediated by bacteria. → Understanding biomineralisation processes facilitates the conservation of artworks.

  11. Bacterially mediated mineralisation processes lead to biodeterioration of artworks in Maltese catacombs

    Energy Technology Data Exchange (ETDEWEB)

    Zammit, Gabrielle, E-mail: gabrielle.zammit@gmail.com [Dept. of Physiology and Biochemistry, Faculty of Medicine and Surgery, University of Malta (Malta); Sanchez-Moral, Sergio [Dept. de Geologia, Museo Nacional de Ciencias Naturales, CSIC, Madrid (Spain); Albertano, Patrizia [Dept. of Biology, Faculty of Science, University of Rome ' Tor Vergata' , Rome (Italy)

    2011-06-15

    Mineral structures formed by bacterial and microalgal biofilms growing on the archaeological surface in Maltese hypogea were studied using Energy Dispersive X-Ray Spectroscopy (EDS) coupled to Environmental Scanning Electron Microscopy (ESEM), X-ray micro-diffraction (XRD) and X-ray fluorescence (XRF). These techniques have shown that mineral structures having different morphologies and chemical composition were associated with the microorganisms in the subaerophytic biofilm. Salt efflorescences and mineral deposits on the archaeological surface were often formed from gypsum (CaSO{sub 4}{center_dot} 2H{sub 2}O), halite (NaCl) and calcite (CaCO{sub 3}). Biogenic carbonates produced by microbial activities were a common occurrence. These assumed different forms, such as the production of mineral coats around cyanobacterial sheaths and the occurrence of calcite fibres with different morphologies on the surface of the biofilms. Moreover, vaterite (CaCO{sub 3}) spherulites which appeared hollow in cross-section were observed. The presence of struvite was recorded from one catacomb site. These investigations have facilitated the study of the neoformation of metastable minerals by microbially mediated processes, which potentially contribute to a better understanding of the biodeterioration of artworks in Maltese palaeo-Christian catacombs. - Research highlights: {yields} Mineral structures formed by subaerial biofilms growing in hypogea were examined. {yields} Efflorescences and mineral deposits were often formed from gypsum, halite, and calcite. {yields} Biogenic carbonates assumed different forms e.g. vaterite spherulite, calcite fibres. {yields} The formation of rare minerals e.g. struvite was mediated by bacteria. {yields} Understanding biomineralisation processes facilitates the conservation of artworks.

  12. Postcards And Supasigns: Extending Integrationist Theory Through The Creation Of Interactive Digital Artworks

    Directory of Open Access Journals (Sweden)

    Sally Pryor

    2007-01-01

    Full Text Available Integrationism is a post-structuralist theory of language and communication. The theory has been applied to a groundbreaking analysis of writing as a form of communication where writing is teased apart from speech and realigned with spatial configurations in general. Although it has many practical applications, this view can be extremely difficult to comprehend when expressed as a very specific form of writing, that is, as written words on paper. A solution to this problem is offered by the creative interaction design of two digital artworks, Postcard From Tunis and Postcards From Writing. The works are interactive multimedia pieces that creatively express the integrationist theory of writing and extend it into the transformations of writing that are possible in the human-computer interface. More generally, the unique rollover-based interfaces of these works both express the integrationist theory of communication and suggest that it is necessary in order to explain the creation of communicative signs that they demonstrate are possible.

  13. Using immersive media and digital technology to communicate Earth Science

    Science.gov (United States)

    Kapur, Ravi

    2016-04-01

    A number of technologies in digital media and interactivity have rapidly advanced and are now converging to enable rich, multi-sensoral experiences which create opportunities for both digital art and science communication. Techniques used in full-dome film-making can now be deployed in virtual reality experiences; gaming technologies can be utilised to explore real data sets; and collaborative interactivity enable new forms of public artwork. This session will explore these converging trends through a number of emerging and forthcoming projects dealing with Earth science, climate change and planetary science.

  14. Enhancing content-based recommendation with the task model of classication

    NARCIS (Netherlands)

    Wang, Y.; Wang, S.; Stash, N.; Aroyo, L.M.; Schreiber, A.Th.; Cimiano, P.; Pinto, H.S.

    2010-01-01

    In this paper, we define reusable inference steps for content-based recommender systems based on semantically-enriched collections. We show an instantiation in the case of recommending artworks and concepts based on a museum domain ontology and a user profile consisting of rated artworks and rated

  15. Reading Hidden Messages Through Deciphered Manual Alphabets on Classic Artwork

    Science.gov (United States)

    Castronovo, Joseph Anthony, Jr.

    1998-10-01

    Decipherment is the tool used to uncover several types of hand signs that played vital roles in the creation of hidden messages in classic artwork. A 3,100 B.C. bas-relief of The 'Kaph' Telescope, formerly named The Narmer Palette, and Michaelangelo Buonarrotte's Battle of Cascina of 1506 were two key works of art that show certain similarities even though separated by 4,500 years. It is evident that Renaissance humanists provided artists with certain knowledge of the ancients. Results of incorporating a number of minor works of art showed that the competence of ancient Egyptians, Cretans and Australian Aboriginals, to name a few, as astronomers, was underestimated. Some deciphered Indus seals attested to a global understanding of the universe, with Gemini and the star of Thuban at the center of their attention. Certain forms of secrecy had to be undertaken for various reasons throughout the millennia. Three examples are: (1) In Italy, to keep controversial and truthful teachings discreet and hidden, artists embedded them in artwork long before the plight of Galileo Galilei and his discoveries. (2) Among Jewish Kabbalists, a well-known design was obscured in The Arnolfini Wedding painting for fear it would be lost due to persecution. (3) Michaelangelo Buonarrotte indicated several meanings through the hands of The Statue of Moses. They were overlooked by several societies, including the gesticulating culture of Italy, because they oppressed the value of signed languages. Spatial decipherment may testify to a need for the restoration of a spatial writing system for expanded linguistic accessibility. A 21st century model community for sign language residents and employees will benefit visual learners, particularly visual artists and non-phonetic decipherers, to better uncover, understand and perhaps use ancient hand forms to restore ancient knowledge. Moreover, the National Association of Teaching English (NATE) has recently endorsed the addition of two skills

  16. The Art Of Planetary Science: An Exhibition - Bringing Together The Art And Science Communities To Engage The Public

    Science.gov (United States)

    Molaro, Jamie; Keane, Jamies; Peacock, Sarah; Schaefer, Ethan; Tanquary, Hannah

    2014-11-01

    The University of Arizona’s Lunar and Planetary Laboratory (LPL) presents the 2nd Annual The Art of Planetary Science: An Exhibition (TAPS) on 17-19 October 2014. This art exhibition and competition features artwork inspired by planetary science, alongside works created from scientific data. It is designed to connect the local art and science communities of Tucson, and engage the public together in celebration of the beauty and elegance of the universe. The exhibition is organized by a team of volunteer graduate students, with the help of LPL’s Space Imaging Center, and support from the LPL administration. Last year’s inaugural event featured over 150 works of art from 70 artists and scientists. A variety of mediums were represented, including paintings, photography, digital prints, sculpture, glasswork, textiles, film, and written word. Over 300 guests attended the opening. Art submission and event attendance are free, and open to anyone.The primary goal of the event is to present a different side of science to the public. Too often, the public sees science as dull or beyond their grasp. This event provides scientists the opportunity to demonstrate the beauty that they find in their science, by creating art out of their scientific data. These works utilized, for example, equations, simulations, visual representations of spacecraft data, and images of extra-terrestrial material samples. Viewing these works alongside more traditional artwork inspired by those same scientific ideas provided the audience a more complex, multifaceted view of the content that would not be possible viewing either alone. The event also provides a way to reach out specifically to the adult community. Most science outreach is targeted towards engaging children in STEM fields. While this is vital for the long term, adults have more immediate control over the perception of science and public policy that provides funding and research opportunities to scientists. We hope this event raises

  17. Interrogating the Conventional Boundaries of Research Methods in Social Sciences: The Role of Visual Representation in Ethnography

    Directory of Open Access Journals (Sweden)

    Nel Glass

    2008-05-01

    Full Text Available The author will propose that the use of performative social science is a means to deliberately interrogate long held conventions of established research. The innovative role of visual art representation in data collection, analysis and public engagement with research will be discussed. Examples will be drawn from two postmodern feminist ethnographic research which investigated academic professional development, resilience, hope and optimism in the UK, US, Australia and New Zealand from 1997-2005. Artwork was initially created as data collection and digitalised as representation to intentionally validate the voices of research participants, the researcher and viewers of the work. The research participants and viewers were given opportunities to actively engage with the visual work. Artwork complimented two additional research methods: critical conversational interviewing and reflective journaling. This paper will address the ways inclusion of art methods contributed and deepened data representation. The role of crafting artwork in the field, the artistic changes that represented the complexity of data analysis and engagement with the work will be explored. It will be argued that the creation and engagement with artwork in research is an empowering and dynamic process for researchers and participants. It is an innovative means of representing intersubjectivity that results in reciprocity. URN: urn:nbn:de:0114-fqs0802509

  18. An interactive local flattening operator to support digital investigations on artwork surfaces.

    Science.gov (United States)

    Pietroni, Nico; Massimiliano, Corsini; Cignoni, Paolo; Scopigno, Roberto

    2011-12-01

    Analyzing either high-frequency shape detail or any other 2D fields (scalar or vector) embedded over a 3D geometry is a complex task, since detaching the detail from the overall shape can be tricky. An alternative approach is to move to the 2D space, resolving shape reasoning to easier image processing techniques. In this paper we propose a novel framework for the analysis of 2D information distributed over 3D geometry, based on a locally smooth parametrization technique that allows us to treat local 3D data in terms of image content. The proposed approach has been implemented as a sketch-based system that allows to design with a few gestures a set of (possibly overlapping) parameterizations of rectangular portions of the surface. We demonstrate that, due to the locality of the parametrization, the distortion is under an acceptable threshold, while discontinuities can be avoided since the parametrized geometry is always homeomorphic to a disk. We show the effectiveness of the proposed technique to solve specific Cultural Heritage (CH) tasks: the analysis of chisel marks over the surface of a unfinished sculpture and the local comparison of multiple photographs mapped over the surface of an artwork. For this very difficult task, we believe that our framework and the corresponding tool are the first steps toward a computer-based shape reasoning system, able to support CH scholars with a medium they are more used to. © 2011 IEEE

  19. Novel analytical methods for characterising binding media and protective coatings in artworks

    International Nuclear Information System (INIS)

    Domenech-Carbo, Maria Teresa

    2008-01-01

    Since the first reported analytical studies and technical examinations of art and archaeological objects conducted in the late 18th century, analytical techniques and methods applied to the study of artworks have constantly grown. Among the materials composing the art object, organic compounds used as binding media or protective coatings have attracted the attention of the conservation profession given their noticeable ability for undergoing morphological and chemical changes on ageing. Thus, the aim of this paper is to review the most recent advances in the identification and determination of organic compounds present in art and art conservation materials. Immunofluorescence techniques have been proposed in recent decades as an alternative to the classical and simpler microchemical tests. Besides, a variety of instrumental techniques have also been improved in an attempt to enhance the sensitivity, repeatability and accuracy of the analytical results. Spectroscopic techniques, such as UV-vis, FTIR and Raman spectroscopy, have been coupled with light microscopes for these purposes. Synchrotron radiation FTIR microspectroscopy has also been successfully applied to the analysis of artworks. Mass spectrometry has also been increasingly used as a detector system coupled with a chromatographic device. Chromatographic methods have also improved in recent years. Paper and thin layer chromatographic techniques have been progressively replaced with gas chromatography (GC), pyrolysis-GC, high performance liquid chromatography and capillary electrophoresis. More complex proteomics hyphenated techniques, such as nano-liquid chromatography-nano-electrospray ionisation/collision quadrupole time-of-flight tandem mass spectrometry, have been recently applied to the identification and determination of proteinaceous binders. Microbeam analytical techniques have also been incorporated into the list of advanced instrumental techniques for art conservation purposes. Finally, a number

  20. Novel analytical methods for characterising binding media and protective coatings in artworks

    Energy Technology Data Exchange (ETDEWEB)

    Domenech-Carbo, Maria Teresa [Institut de Restauracio del Patrimoni, Universitat Politecnica de Valencia, Cami de Vera s/n, 46022 Valencia (Spain)], E-mail: tdomenec@crbc.upv.es

    2008-07-28

    Since the first reported analytical studies and technical examinations of art and archaeological objects conducted in the late 18th century, analytical techniques and methods applied to the study of artworks have constantly grown. Among the materials composing the art object, organic compounds used as binding media or protective coatings have attracted the attention of the conservation profession given their noticeable ability for undergoing morphological and chemical changes on ageing. Thus, the aim of this paper is to review the most recent advances in the identification and determination of organic compounds present in art and art conservation materials. Immunofluorescence techniques have been proposed in recent decades as an alternative to the classical and simpler microchemical tests. Besides, a variety of instrumental techniques have also been improved in an attempt to enhance the sensitivity, repeatability and accuracy of the analytical results. Spectroscopic techniques, such as UV-vis, FTIR and Raman spectroscopy, have been coupled with light microscopes for these purposes. Synchrotron radiation FTIR microspectroscopy has also been successfully applied to the analysis of artworks. Mass spectrometry has also been increasingly used as a detector system coupled with a chromatographic device. Chromatographic methods have also improved in recent years. Paper and thin layer chromatographic techniques have been progressively replaced with gas chromatography (GC), pyrolysis-GC, high performance liquid chromatography and capillary electrophoresis. More complex proteomics hyphenated techniques, such as nano-liquid chromatography-nano-electrospray ionisation/collision quadrupole time-of-flight tandem mass spectrometry, have been recently applied to the identification and determination of proteinaceous binders. Microbeam analytical techniques have also been incorporated into the list of advanced instrumental techniques for art conservation purposes. Finally, a number

  1. Use of children's artwork to evaluate the effectiveness of a hospital preparation program.

    Science.gov (United States)

    Wilson, C J

    1991-01-01

    Approximately 1.5 million children are hospitalized on an emergency basis per year and are not able to be fully prepared for the event due to the emergency (Azarnoff & Woody, 1981). For this reason many pre-crisis hospital preparation programs are being instituted by hospitals and pediatric nurses. This pilot study investigated the use of children's artwork to evaluate the effectiveness of a hospital preparation program. The 6 to 10 year old children attending summer school at a day care center participated in a hospital preparation program. The purpose of the program was to decrease children's anxieties and fears in the event of an emergency hospitalization.

  2. The influence of indoor microclimate on thermal comfort and conservation of artworks: the case study of the cathedral of Matera (South Italy)

    Science.gov (United States)

    Cardinale, Tiziana; Rospi, Gianluca; Cardinale, Nicola; Paterino, Lucia; Persia, Ivan

    2014-05-01

    The Matera Cathedral was built in Apulian-Romanesque style in the thirteenth century on the highest spur of the "Civita" that divides "Sassi" district in two parts. The constructive material is the calcareous stone of the Vaglia, extracted from quarries in the area of Matera. The interior is Baroque and presents several artworks, including: mortars covered with a golden patina, a wooden ceiling, painted canvas and painting frescoes, three minor altars and a major altar of precious white marble, a nativity scene made of local painted limestone. The research had to evaluate the indoor microclimate during and after the restoration works, that also concern the installation of floor heating system to heat the indoor environments. Specifically, we have analyzed the thermal comfort and the effect that the artwork and construction materials inside the Cathedral of Matera have undergone. This evaluation was carried out in two different phases: in the first one we have investigated the state of the art (history of the site, constructive typology and artworks); in the second one we have done a systematic diagnosis and an instrumental one. The analysis were carried out in a qualitative and quantitative way and have allowed us to test indoor microclimatic parameters (air temperature, relative humidity and indoor air velocity), surface temperatures of the envelope and also Fanger's comfort indices (PMV and PPD) according to the UNI EN ISO 7730. The thermal mapping of the wall surface and of the artworks, carried out through thermal imaging camera, and the instrumental measurement campaigns were made both before restoration and after installation of the heating system; in addition measurements were taken with system on and off. The analysis thus made possible to verify that the thermo-hygrometric parameters found, as a result of the recovery operations, meet the limits indicated by the regulations and international studies. In this way, we can affirm that the indoor environment

  3. Masterpieces unmasked: New high-resolution infrared cameras produce rich, detailed images of artwork, and create new controversies

    CERN Document Server

    Marshall, J

    2002-01-01

    Luca Pezzati is a physicist who heads a group called Art Diagnostics, which is a part of the Opificio delle Pietre Dure, an institute devoted to the research and conservation of artworks in Italy. Pezzati and his group use high-resolution infrared scanning device to produce colour images of what lies below the surface of paintings. Their scanner is able to produce the best-known quality of images without harming the painting under examination (1 page).

  4. KioskAR: An Augmented Reality Game as a New Business Model to Present Artworks

    Directory of Open Access Journals (Sweden)

    Yoones A. Sekhavat

    2016-01-01

    Full Text Available This paper presents the architecture of KioskAR, which is a pervasive game implemented using augmented reality (AR. This game introduces a new business model that makes it possible for players to present their artworks in virtual kiosks using augmented reality, while they are having fun playing the game. In addition to competition between the players in the game, this game requires social interaction between players to earn more points. A user study is conducted to evaluate the sense of presence and the usability of the application. The results of experiments show that KioskAR can achieve a high level of usability as well as sense of presence.

  5. Project-Based Science

    Science.gov (United States)

    Krajcik, Joe

    2015-01-01

    Project-based science is an exciting way to teach science that aligns with the "Next Generation Science Standards" ("NGSS"). By focusing on core ideas along with practices and crosscutting concepts, classrooms become learning environments where teachers and students engage in science by designing and carrying out…

  6. Promoting Art through Technology, Education and Research of Natural Sciences (PATTERNS) across Wyoming, A Wyoming NSF EPSCoR Funded Project

    Science.gov (United States)

    Gellis, B. S.; McElroy, B. J.

    2016-12-01

    PATTERNS across Wyoming is a science and art project that promotes new and innovative approaches to STEM education and outreach, helping to re-contextualize how educators think about creative knowledge, and how to reach diverse audiences through informal education. The convergence of art, science and STEM outreach efforts is vital to increasing the presence of art in geosciences, developing multidisciplinary student research opportunities, expanding creative STEM thinking, and generating creative approaches of visualizing scientific data. A major goal of this project is to train art students to think critically about the value of scientific and artistic inquiry. PATTERNS across Wyoming makes science tangible to Wyoming citizens through K-14 art classrooms, and promotes novel maker-based art explorations centered around Wyoming's geosciences. The first PATTERNS across Wyoming scientific learning module (SIM) is a fish-tank sized flume that recreates natural patterns in sand as a result of fluid flow and sediment transport. It will help promotes the understanding of river systems found across Wyoming (e.g. Green, Yellowstone, Snake). This SIM, and the student artwork inspired by it, will help to visualize environmental-water changes in the central Rocky Mountains and will provide the essential inspiration and tools for Wyoming art students to design biological-driven creative explorations. Each art class will receive different fluvial system conditions, allowing for greater understanding of river system interactions. Artwork will return to the University of Wyoming for a STE{A}M Exhibition inspired by Wyoming's varying fluvial systems. It is our hope that new generations of science and art critical thinkers will not only explore questions of `why' and `how' scientific phenomena occur, but also `how' to better predict, conserve and study invaluable artifacts, and visualize conditions which allow for better control of scientific outcomes and public understanding.

  7. Bridging research with innovative products: a compact hyperspectral camera for investigating artworks: a feasibility study

    Science.gov (United States)

    Cucci, Costanza; Casini, Andrea; Stefani, Lorenzo; Picollo, Marcello; Jussila, Jouni

    2017-07-01

    For more than a decade, a number of studies and research projects have been devoted to customize hyperspectral imaging techniques to the specific needs of conservation and applications in museum context. A growing scientific literature definitely demonstrated the effectiveness of reflectance hyperspectral imaging for non-invasive diagnostics and highquality documentation of 2D artworks. Additional published studies tackle the problems of data-processing, with a focus on the development of algorithms and software platforms optimised for visualisation and exploitation of hyperspectral bigdata sets acquired on paintings. This scenario proves that, also in the field of Cultural Heritage (CH), reflectance hyperspectral imaging has nowadays reached the stage of mature technology, and is ready for the transition from the R&D phase to the large-scale applications. In view of that, a novel concept of hyperspectral camera - featuring compactness, lightness and good usability - has been developed by SPECIM, Spectral Imaging Ltd. (Oulu, Finland), a company in manufacturing products for hyperspectral imaging. The camera is proposed as new tool for novel applications in the field of Cultural Heritage. The novelty of this device relies in its reduced dimensions and weight and in its user-friendly interface, which make this camera much more manageable and affordable than conventional hyperspectral instrumentation. The camera operates in the 400-1000nm spectral range and can be mounted on a tripod. It can operate from short-distance (tens of cm) to long distances (tens of meters) with different spatial resolutions. The first release of the prototype underwent a preliminary in-depth experimentation at the IFAC-CNR laboratories. This paper illustrates the feasibility study carried out on the new SPECIM hyperspectral camera, tested under different conditions on laboratory targets and artworks with the specific aim of defining its potentialities and weaknesses in its use in the

  8. Specificity of Esthetic Experience for Artworks: An fMRI Study

    Science.gov (United States)

    Di Dio, Cinzia; Canessa, Nicola; Cappa, Stefano F.; Rizzolatti, Giacomo

    2011-01-01

    In a previous functional magnetic resonance imaging (fMRI) study, where we investigated the neural correlates of esthetic experience, we found that observing canonical sculptures, relative to sculptures whose proportions had been modified, produced the activation of a network that included the lateral occipital gyrus, precuneus, prefrontal areas, and, most interestingly, the right anterior insula. We interpreted this latter activation as the neural signature underpinning hedonic response during esthetic experience. With the aim of exploring whether this specific hedonic response is also present during the observation of non-art biological stimuli, in the present fMRI study we compared the activations associated with viewing masterpieces of classical sculpture with those produced by the observation of pictures of young athletes. The two stimulus-categories were matched on various factors, including body postures, proportion, and expressed dynamism. The stimuli were presented in two conditions: observation and esthetic judgment. The two stimulus-categories produced a rather similar global activation pattern. Direct comparisons between sculpture and real-body images revealed, however, relevant differences, among which the activation of right antero-dorsal insula during sculptures viewing only. Along with our previous data, this finding suggests that the hedonic state associated with activation of right dorsal anterior insula underpins esthetic experience for artworks. PMID:22121344

  9. Multipurpose, dual-mode imaging in the 3-5 μm range (MWIR) for artwork diagnostics: A systematic approach

    Science.gov (United States)

    Daffara, Claudia; Parisotto, Simone; Ambrosini, Dario

    2018-05-01

    We present a multi-purpose, dual-mode imaging method in the Mid-Wavelength Infrared (MWIR) range (from 3 μm to 5 μm) for a more efficient nondestructive analysis of artworks. Using a setup based on a MWIR thermal camera and multiple radiation sources, two radiometric image datasets are acquired in different acquisition modalities, the image in quasi-reflectance mode (TQR) and the thermal sequence in emission mode. Here, the advantages are: the complementarity of the information; the use of the quasi-reflectance map for calculating the emissivity map; the use of TQR map for a referentiation to the visible of the thermographic images. The concept of the method is presented, the practical feasibility is demonstrated through a custom imaging setup, the potentiality for the nondestructive analysis is shown on a notable application to cultural heritage. The method has been used as experimental tool in support of the restoration of the mural painting "Monocromo" by Leonardo da Vinci. Feedback from the operators and a comparison with some conventional diagnostic techniques is also given to underline the novelty and potentiality of the method.

  10. The museum setup in the Benedictine dormitory of Monreale: the artworks of Santa Maria del Bosco and the textile artefacts of the Cathedral, Sicily, Italy

    Directory of Open Access Journals (Sweden)

    Maria Concetta di Natale

    2018-03-01

    Full Text Available The recent decision to convert the Benedictine Dormitory in Monreale into an exhibition site offers the opportunity to enjoy the whole monumental complex where the wonderful cloister is the core attraction. It is on this site that the Norman Cathedral stands, brightly decorated with golden mosaics. The new exhibition has gathered together the artworks from the ruined abbey of Santa Maria del Bosco in Calatamauro and added them to the artefacts already exhibited at the Diocesan Museum. They include marble gravestones from the 16th-17th century church and those dating to the 18th century; one stone is in polychrome marble of the family of the canons, Candes and Donato; another was used for the burial of the monks from the period of the Olivetan refoundation, characterized by the Order’s coat of arms and attributed to Girolamo Musca. There are also majolica tiles from the chapels in cornu evangelij (left side of the altar adorned with large vegetal-shaped decorations, provided by Palermitan manufacturers in the mid-eighteenth century. They are found next to the remnants of the majolica tiles still in situ, executed in 1762 by the potters from Burgio, in Sicily. Rosario Rosso (also Russo and Giuseppe Virgadamo. Also commissioned after the refoundation of the holy temple are the four artworks by the painter Ippolito Ferrante, three of which, Sacrificio di Isacco, Melchisedec and Giale e Sisar, are on exhibition in the prestigious museum. Alongside these artworks are noteworthy textile artefacts made between the second half of the 16th and second half of the 18th centuries some of which are linked to the munificent figures of archbishops such as Ludovico II Torres and Francesco Testa.

  11. Facilitating Elementary Science Teachers' Implementation of Inquiry-Based Science Teaching

    Science.gov (United States)

    Qablan, Ahmad M.; DeBaz, Theodora

    2015-01-01

    Preservice science teachers generally feel that the implementation of inquiry-based science teaching is very difficult to manage. This research project aimed at facilitating the implementation of inquiry-based science teaching through the use of several classroom strategies. The evaluation of 15 classroom strategies from 80 preservice elementary…

  12. Take One Boat: from offshore science to onshore art

    Science.gov (United States)

    Cotterill, C.

    2017-12-01

    The International Ocean Discovery Program (IODP) is a collaborative programme that works to explore the oceans and the rocks beneath them. Working from shallow to deep waters, and in ice covered to more tropical areas, scientists work together to sample ocean sediments and rocks, and install subsea observatories, in order to investigate our planets dynamic history. The European Consortium for Ocean Research Drilling (ECORD) are one arm of IODP, and the Education and Outreach Task Force are investigating ways of taking education and outreach further - how can we convey the excitement of this program to others and inspire careers in STEM subjects?Cape Farewell are a think / do tank who gather artists, designers, filmmakers and writers to interact with scientists and find ways to address climate change. From creation of internationally touring artworks to films and novels, Cape Farewell continues to educate engage and inspire. For 3 years the author was involved in Cape Farewell not only as a research scientist, but also as a mentor within the educational programme. Over the course of two expeditions, students were invited to design both a science research project and an accompanying arts project that investigated climate change in this fragile environment, replicating the model used for professional scientists and artists. The long term aim of the project was to support peer to peer learning, with students working as youth ambassadors within their schools and communities. With outputs from this style of engagement now including digital artwork exhibitions, a multi-disciplinary arts school, online resources and the initiation of the youth climate change summit, this talk investigates what lessons can be learnt from this dynamic combination of arts and science, to develop a programme that takes just one boat, and makes a big change in how we communicate science. "The art the students have been producing has been inspired by the science they have learnt, what they

  13. The Science of Unitary Human Beings in a Creative Perspective.

    Science.gov (United States)

    Caratao-Mojica, Rhea

    2015-10-01

    In moving into a new kind of world, nurses are encouraged to look ahead and be innovative by transcending to new ways of using nursing knowledge while embracing a new worldview. "We need to recognize that we're going to have to use our imagination more and more" (Rogers, 1994). On that note, the author in this paper explicates Rogers' science of unitary human beings in a creative way relating it to painting. In addition, the author also explores works derived from Rogers' science such as Butcher's (1993) and Cowling's (1997), which are here discussed in light of an artwork. A painting is presented with the unpredictability, creativity, and the "dance of color and light" (Butcher, 1993) is appreciated through comprehending essence, pandimensionality, and wholeness. © The Author(s) 2015.

  14. The Aeolus project: Science outreach through art.

    Science.gov (United States)

    Drumm, Ian A; Belantara, Amanda; Dorney, Steve; Waters, Timothy P; Peris, Eulalia

    2015-04-01

    With a general decline in people's choosing to pursue science and engineering degrees there has never been a greater need to raise the awareness of lesser known fields such as acoustics. Given this context, a large-scale public engagement project, the 'Aeolus project', was created to raise awareness of acoustics science through a major collaboration between an acclaimed artist and acoustics researchers. It centred on touring the large singing sculpture Aeolus during 2011/12, though the project also included an extensive outreach programme of talks, exhibitions, community workshops and resources for schools. Described here are the motivations behind the project and the artwork itself, the ways in which scientists and an artist collaborated, and the public engagement activities designed as part of the project. Evaluation results suggest that the project achieved its goal of inspiring interest in the discipline of acoustics through the exploration of an other-worldly work of art. © The Author(s) 2013.

  15. Do science coaches promote inquiry-based instruction in the elementary science classroom?

    Science.gov (United States)

    Wicker, Rosemary Knight

    The South Carolina Mathematics and Science Coaching Initiative established a school-based science coaching model that was effective in improving instruction by increasing the level of inquiry-based instruction in elementary science classrooms. Classroom learning environment data from both teacher groups indicated considerable differences in the quality of inquiry instruction for those classrooms of teachers supported by a science coach. All essential features of inquiry were demonstrated more frequently and at a higher level of open-ended inquiry in classrooms with the support of a science coach than were demonstrated in classrooms without a science coach. However, from teacher observations and interviews, it was determined that elementary schoolteacher practice of having students evaluate conclusions and connect them to current scientific knowledge was often neglected. Teachers with support of a science coach reported changes in inquiry-based instruction that were statistically significant. This mixed ethnographic study also suggested that the Mathematics and Science Coaching Initiative Theory of Action for Instructional Improvement was an effective model when examining the work of science coaches. All components of effective school infrastructure were positively impacted by a variety of science coaching strategies intended to promote inquiry. Professional development for competent teachers, implementation of researched-based curriculum, and instructional materials support were areas highly impacted by the work of science coaches.

  16. Art across the Curriculum: Burchfield... Expressions of Nature.

    Science.gov (United States)

    Sartorius, Tara Cady

    1998-01-01

    Discusses the life and artwork of Charles Burchfield, particularly focusing on his depiction of nature, watercolor techniques, and use of symbolism in his artwork entitled "Arctic Owl and Winter Moon." Provides lessons for philosophy, visual arts, music, natural science, language arts, and astronomy. (CMK)

  17. Brain-Based Learning and Standards-Based Elementary Science.

    Science.gov (United States)

    Konecki, Loretta R.; Schiller, Ellen

    This paper explains how brain-based learning has become an area of interest to elementary school science teachers, focusing on the possible relationships between, and implications of, research on brain-based learning to the teaching of science education standards. After describing research on the brain, the paper looks at three implications from…

  18. Recent Advances in Analytical Pyrolysis to Investigate Organic Materials in Heritage Science.

    Science.gov (United States)

    Degano, Ilaria; Modugno, Francesca; Bonaduce, Ilaria; Ribechini, Erika; Colombini, Maria Perla

    2018-06-18

    The molecular characterization of organic materials in samples from artworks and historical objects traditionally entailed qualitative and quantitative analyses by HPLC and GC. Today innovative approaches based on analytical pyrolysis enable samples to be analysed without any chemical pre-treatment. Pyrolysis, which is often considered as a screening technique, shows previously unexplored potential thanks to recent instrumental developments. Organic materials that are macromolecular in nature, or undergo polymerization upon curing and ageing can now be better investigated. Most constituents of paint layers and archaeological organic substances contain major insoluble and chemically non-hydrolysable fractions that are inaccessible to GC or HPLC. To date, molecular scientific investigations of the organic constituents of artworks and historical objects have mostly focused on the minor constituents of the sample. This review presents recent advances in the qualitative and semi-quantitative analyses of organic materials in heritage objects based on analytical pyrolysis coupled with mass spectrometry. © 2018 Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim.

  19. The imagework method in health and social science research.

    Science.gov (United States)

    Edgar, I R

    1999-03-01

    Existing alongside the traditional forms of qualitative social science research, there is a set of potential research methods that derive from experiential groupwork and the humanistic human potential movement and are only slightly used by researchers. Social science research has barely begun to use these powerful strategies that were developed originally for personal and group change but that are potentially applicable to the research domain. This article will locate these methods within the qualitative research domain and propose a novel view of their value. The study of the actual and potential use of one of these methods, imagework, will be the particular focus of this article. References to the use of artwork, sculpting, psychodrama, gestalt, and dreamwork will also be made. The hypothesis underpinning the author's approach is that experiential research methods such as imagework can elicit implicit knowledge and self-identifies of respondents in a way that other methods cannot.

  20. Science Meets Literacy and Art at the Library

    Science.gov (United States)

    LaConte, K. M.; Shipp, S. S.; Halligan, E.

    2011-12-01

    The Lunar and Planetary Institute's Explore! program is designed to engage and inspire children in Earth and space science in the library and other informal learning environments. Eight online thematic Explore! modules make up-to-date science accessible to rural communities - often where the library is the closest center of public learning - and other underserved audiences. The program prepares librarians to engage their communities in science through experiences with the modules, interactions with scientists, exploration of the resources available within the library learning environment, and development of local partnerships. Through hands-on science activities, art, and reading, Explore! reaches library patrons between the ages of 8 and 13 through librarian-led, locally facilitated programs across the nation. For example, NASA Lunar Science Institute research into lunar formation, evolution, and orbital dynamics are woven into a comic book that serves as a journal and art piece for participants in Marvel Moon programs (http://www.lpi.usra.edu/explore/marvelMoon). In another example, children compare cloud types and atmospheric structure on Earth and Jupiter, and then they consider artwork of Jupiter's clouds and the future discoveries of NASA's upcoming Juno mission as they write "Jovian Poetry" (http://www.lpi.usra.edu/explore/solar_system/activities/weatherStations). Explore! program facilitators are provided resources for making use of children's science books and local professional scientists and engineers.

  1. Traumaculture and Telepathetic Cyber Fiction

    Science.gov (United States)

    Drinkall, Jacquelene

    This paper explores the interactive CD-ROM No Other Symptoms: Time Travelling with Rosalind Brodsky, usingtelepathetic socio-psychological, psychoanalytic and narrative theories. The CD-ROMexists as a contemporary artwork and published interactive hardcover book authored by painter and new-media visual artist Suzanne Treister. The artwork incorporates Treister's paintings, writing, photoshop, animation, video and audio work with narrative structures taken from world history, the history of psychoanalysis, futurist science and science fiction, family history and biography.

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

    Science.gov (United States)

    Poderoso, Charie

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

  3. Multiscale science for science-based stockpile stewardship

    Energy Technology Data Exchange (ETDEWEB)

    Margolin, L.; Sharp, D.

    2000-12-01

    This is the final report of a three-year, Laboratory-Directed Research and Development (LDRD) project at the Los Alamos National Laboratory (LANL). The goal of this project has been to develop and apply the methods of multi scale science to the problems of fluid and material mixing due to instability and turbulence, and of materials characterization. Our specific focus has been on the SBSS (science-based stockpile stewardship) issue of assessing the performance of a weapons with off-design, aged, or remanufactured components in the absence of full-scale testing. Our products are physics models, based on microphysical principles and parameters, and suitable for implementation in the large scale design and assessment codes used in the nuclear weapons program.

  4. Inquiry-based science education

    DEFF Research Database (Denmark)

    Østergaard, Lars Domino; Sillasen, Martin Krabbe; Hagelskjær, Jens

    2010-01-01

    Inquiry-based science education (IBSE) er en internationalt afprøvet naturfagsdidaktisk metode der har til formål at øge elevernes interesse for og udbytte af naturfag. I artiklen redegøres der for metoden, der kan betegnes som en elevstyret problem- og undersøgelsesbaseret naturfagsundervisnings......Inquiry-based science education (IBSE) er en internationalt afprøvet naturfagsdidaktisk metode der har til formål at øge elevernes interesse for og udbytte af naturfag. I artiklen redegøres der for metoden, der kan betegnes som en elevstyret problem- og undersøgelsesbaseret...

  5. Towards a Science Base for Cybersecurity

    Science.gov (United States)

    2016-06-08

    485. 7. Computing researchers get ’schooled’ on science policy at CCC work- shop . Computing Research News Volume 24, No. 1 (January 2012). With Peter...AFRL-AFOSR-VA-TR-2016-0177 Towards a Science Base for Cybersecurity Fred Schneider CORNELL UNIVERSITY Final Report 06/08/2016 DISTRIBUTION A... Science Base for Cybersecurity 5a. CONTRACT NUMBER N/A 5b. GRANT NUMBER FA9550-11-1-0137 5c. PROGRAM ELEMENT NUMBER N/A 6. AUTHOR(S) Schneider, Fred

  6. Science-based natural resource management decisions: what are they?

    Science.gov (United States)

    T.J. Mills; T.M. Quigley; F.J. Everest

    2001-01-01

    While many people interested in natural resources management propose science-based decisions, it is not clear what “science-based” means. Science-based decisions are those that result from the full and complete consideration of the relevant science information. We offer five guidelines to focus the scientist’s contributions to science-based decisionmaking and use the...

  7. Food-Based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge

    Science.gov (United States)

    Hovland, Jana A.; Carraway-Stage, Virginia G.; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R.; Collins, Angelo; Duffrin, Melani W.

    2013-01-01

    Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students' understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a…

  8. Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar

    Science.gov (United States)

    Areepattamannil, Shaljan

    2012-01-01

    The author sought to investigate the effects of inquiry-based science instruction on science achievement and interest in science of 5,120 adolescents from 85 schools in Qatar. Results of hierarchical linear modeling analyses revealed the substantial positive effects of science teaching and learning with a focus on model or applications and…

  9. Abbreviated Title of the Artwork in the System of Signs by Ch. Peirce

    Directory of Open Access Journals (Sweden)

    Grigoriy Valeryevich Tokarev

    2015-09-01

    Full Text Available The article is devoted to the semiotic aspect of the functioning of the abbreviated title of the postmodern artwork. The authors analyze the relationship of title-sign to the object which it replaces. The title is considered from the perspective of three main features peculiar of the sign in accordance with the Charles S. Peirce's theory. This fact allows us to conclude that, being a sign, the abbreviated title replaces a literary text, which is also expressed in symbolic form of the author's knowledge of reality. In this aspect the title becomes the metasign of its text. It is shown that in this connection, decoding and interpretation process take place in two stages – before reading the text and in the process of its reading and interpretation. It is alleged that the result of the interpretation of the title depends on the reader's competence which is determined by their individual literary scope, as well as by the skills of productive work with the text. On the basis of the classification of signs created by Charles Pierce, it was found that the abbreviated title has a complex semiotic nature combining the features of indexicality, conventionality, and iconicity, the latter of which may be present only in the abbreviated title.

  10. A study of science leadership and science standards in exemplary standards-based science programs

    Science.gov (United States)

    Carpenter, Wendy Renae

    The purpose for conducting this qualitative study was to explore best practices of exemplary standards-based science programs and instructional leadership practices in a charter high school and in a traditional high school. The focus of this study included how twelve participants aligned practices to National Science Education Standards to describe their science programs and science instructional practices. This study used a multi-site case study qualitative design. Data were obtained through a review of literature, interviews, observations, review of educational documents, and researcher's notes collected in a field log. The methodology used was a multi-site case study because of the potential, through cross analysis, for providing greater explanation of the findings in the study (Merriam, 1988). This study discovered six characteristics about the two high school's science programs that enhance the literature found in the National Science Education Standards; (a) Culture of expectations for learning-In exemplary science programs teachers are familiar with a wide range of curricula. They have the ability to examine critically and select activities to use with their students to promote the understanding of science; (b) Culture of varied experiences-In exemplary science programs students are provided different paths to learning, which help students, take in information and make sense of concepts and skills that are set forth by the standards; (c) Culture of continuous feedback-In exemplary science programs teachers and students work together to engage students in ongoing assessments of their work and that of others as prescribed in the standards; (d) Culture of Observations-In exemplary science programs students, teachers, and principals reflect on classroom instructional practices; teachers receive ongoing evaluations about their teaching and apply feedback towards improving practices as outlined in the standards; (e) Culture of continuous learning-In exemplary

  11. L’objet à l’œuvre dans l’art des British Young Artists Objecting to materialization: Some artworks by Young British Artists

    Directory of Open Access Journals (Sweden)

    Charlotte Gould

    2006-01-01

    Full Text Available While an artwork is never merely an object, the relationship between the two has come to define some of the historical evolutions of art, and especially that of the 20th century, going from representation to presentation. The works of the Young British Artists, at the very end of the century, have suggested a way out of both the dematerialization process inaugurated by some of their elders and the very weighty materialism of the New Sculpture of the eighties with its “truth to material” motto, by adopting a lighter approach, unencumbered with history, which does away with the unbearable heaviness of things.

  12. An Analysis of “My Mother’s Room”: An Artwork by Aidin Aghdashloo

    Directory of Open Access Journals (Sweden)

    Yassaman Emami

    2017-06-01

    Full Text Available Aidin Aghdashloo, an Iranian prominent artist, paints and repairs artworks as well as critiques them. His collections are such titles as “Years of Fire and Snow”, “Memories from Malek Garden”, “The Apocalyptic Calamity”, “The Riddle”, “The Angels’ Pleading”, and “The Memories of Destruction”; “My Mother’s Room” is a work from the latter made in 1981, which, thematically, is very close to the artist himself and is an indispensable part of him. This paper aims to decipher this work in order to reach its underlying levels and thus its underlying meaning. The following questions are to be answered in the paper: What was the painter’s purpose of painting his mother’s room in her absence? What is the semantic relationship between the miniature (Iranian/Persian painting on one side and the painter’s mother and her room on the other? What are the overt and covert elements in the work that help the artist to communicate his meaning to his audience? What are the similarities between his “My Mother’s Room” and his “My Mother’s Face”? What are the similarities between the painter’s two works of his mother and mother-themed portraits by other well-known painters? With which of his other works can these two mother-themed paintings be compared?

  13. 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.

  14. 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...

  15. Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

    Science.gov (United States)

    Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.

    2001-05-01

    In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult

  16. 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

  17. Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Elementary Science

    Science.gov (United States)

    Forbes, Cory T.

    2011-01-01

    Curriculum materials are important resources with which teachers make pedagogical decisions about the design of science learning environments. To become well-started beginning elementary teachers capable of engaging their students in inquiry-based science, preservice elementary teachers need to learn to use science curriculum materials…

  18. Science and the city: A visual journey towards a critical place based science education

    Science.gov (United States)

    Ibrahim, Sheliza

    The inclusion of societal and environmental considerations during the teaching and learning of science and technology has been a central focus among science educators for many decades. Major initiatives in science and technology curriculum advocate for science, technology, society and environment (STSE). Yet, it is surprising that despite these longstanding discussions, it is only recently that a handful of researchers have turned to students' 'places' (and the literature of place based education) to serve as a source of teaching and learning in science education. In my study, I explore three issues evident in place based science education. First, it seems that past scholarship focused on place-based projects which explore issues usually proposed by government initiatives, university affiliation, or community organizations. Second, some of the studies fail to pay extended attention to the collaborative and intergenerational agency that occurs between researcher, teacher, student, and community member dynamics, nor does it share the participatory action research process in order to understand how teacher practice, student learning, and researcher/local collaborations might help pedagogy emerge. The third issue is that past place-based projects, rarely if ever, return to the projects to remember the collaborative efforts and question what aspects sustained after they were complete. To address these issues, I propose a critical place based science education (CPBSE) model. I describe a participatory action research project that develops and explores the CPBSE model. The data were gathered collaboratively among teachers, researchers, and students over 3 years (2006-2008), via digital video ethnography, photographs, and written reflections. The data were analysed using a case study approach and the constant comparative method. I discuss the implications for its practice in the field of STSE and place based education. I conclude that an effective pedagogical model of

  19. Perception Modelling of Visitors in Vargas Museum Using Agent-Based Simulation and Visibility Analysis

    Science.gov (United States)

    Carcellar, B. G., III

    2017-10-01

    Museum exhibit management is one of the usual undertakings of museum facilitators. Art works must be strategically placed to achieve maximum viewing from the visitors. The positioning of the artworks also highly influences the quality of experience of the visitors. One solution in such problems is to utilize GIS and Agent-Based Modelling (ABM). In ABM, persistent interacting objects are modelled as agents. These agents are given attributes and behaviors that describe their properties as well as their motion. In this study, ABM approach that incorporates GIS is utilized to perform analyticcal assessment on the placement of the artworks in the Vargas Museum. GIS serves as the backbone for the spatial aspect of the simulation such as the placement of the artwork exhibits, as well as possible obstructions to perception such as the columns, walls, and panel boards. Visibility Analysis is also done to the model in GIS to assess the overall visibility of the artworks. The ABM is done using the initial GIS outputs and GAMA, an open source ABM software. Visitors are modelled as agents, moving inside the museum following a specific decision tree. The simulation is done in three use cases: the 10 %, 20 %, and 30 % chance of having a visitor in the next minute. For the case of the said museum, the 10 % chance is determined to be the closest simulation case to the actual and the recommended minimum time to achieve a maximum artwork perception is 1 hour and 40 minutes. Initial assessment of the results shows that even after 3 hours of simulation, small parts of the exhibit show lack of viewers, due to its distance from the entrance. A more detailed decision tree for the visitor agents can be incorporated to have a more realistic simulation.

  20. Fingerprinting of egg and oil binders in painted artworks by matrix-assisted laser desorption ionization time-of-flight mass spectrometry analysis of lipid oxidation by-products.

    Science.gov (United States)

    Calvano, C D; van der Werf, I D; Palmisano, F; Sabbatini, L

    2011-06-01

    A matrix-assisted laser desorption ionization time-of-flight mass spectrometry-based approach was applied for the detection of various lipid classes, such as triacylglycerols (TAGs) and phospholipids (PLs), and their oxidation by-products in extracts of small (50-100 μg) samples obtained from painted artworks. Ageing of test specimens under various conditions, including the presence of different pigments, was preliminarily investigated. During ageing, the TAGs and PLs content decreased, whereas the amount of diglycerides, short-chain oxidative products arising from TAGs and PLs, and oxidized TAGs and PLs components increased. The examination of a series of model paint samples gave a clear indication that specific ions produced by oxidative cleavage of PLs and/or TAGs may be used as markers for egg and drying oil-based binders. Their elemental composition and hypothetical structure are also tentatively proposed. Moreover, the simultaneous presence of egg and oil binders can be easily and unambiguously ascertained through the simultaneous occurrence of the relevant specific markers. The potential of the proposed approach was demonstrated for the first time by the analysis of real samples from a polyptych of Bartolomeo Vivarini (fifteenth century) and a "French school" canvas painting (seventeenth century).

  1. Turkish preservice science teachers' socioscientific issues-based teaching practices in middle school science classrooms

    Science.gov (United States)

    Genel, Abdulkadir; Sami Topçu, Mustafa

    2016-01-01

    Background: Despite a growing body of research and curriculum reforms including socioscientific issues (SSI) across the world, how preservice science teachers (PST) or in-service science teachers can teach SSI in science classrooms needs further inquiry. Purpose: The purpose of this study is to describe the abilities of PSTs to teach SSI in middle school science classrooms, and the research question that guided the present study is: How can we characterize Turkish PSTs' SSI-based teaching practices in middle school science classrooms (ages 11-14)? Sample: In order to address the research question of this study, we explored 10 Turkish PSTs' SSI-based teaching practices in middle school science classrooms. A purposeful sampling strategy was used, thus, PSTs were specifically chosen because they were ideal candidates to teach SSI and to integrate SSI into the science curricula since they were seniors in the science education program who had to take the field experience courses. Design and method: The participants' SSI teaching practices were characterized in light of qualitative research approach. SSI-based teaching practices were analyzed, and the transcripts of all videotape recordings were coded by two researchers. Results: The current data analysis describes Turkish PSTs' SSI-based teaching practices under five main categories: media, argumentation, SSI selection and presentation, risk analysis, and moral perspective. Most of PSTs did not use media resources in their lesson and none of them considered moral perspective in their teaching. While the risk analyses were very simple and superficial, the arguments developed in the classrooms generally remained at a simple level. PSTs did not think SSI as a central topic and discussed these issues in a very limited time and at the end of the class period. Conclusions: The findings of this study manifest the need of the reforms in science education programs. The present study provides evidence that moral, media

  2. Mapping Science in Discourse-based Inquiry Classrooms

    Science.gov (United States)

    Yeneayhu, Demeke Gesesse

    Abstract The purpose of this study was to investigate how discourse-based inquiry science lessons provided opportunities for students to develop a network of semantic relations among core ideas and concepts in science. It was a naturalistic inquiry classroom lessons observation study on three science teachers--- a middle school science teacher and two high school physics teachers in an urban school district located in the Western New York region. Discourse and thematic analysis drawn from the theory of Systemic Functional Linguistics were utilized as guiding framework and analysis tools. Analysis of the pre-observation and post-observation interviews of the participant teachers revealed that all of the three teachers participated in at least one inquiry-based science teaching teacher professional development program and they all thought their classroom teaching practice was inquiry-based. Analysis of their classroom lesson videos that each participant teacher taught on a specific science topic revealed that the middle school teacher was found to be a traditional teacher-dominated classroom whereas the two high school physics teachers' classroom teaching approach was found to be discourse-based inquiry. One of the physics teachers who taught on a topic of Magnetic Interaction used relatively structured and guided-inquiry classroom investigations. The other physics teacher who taught on a topic of Color Mixing utilized open-ended classroom investigations where the students planned and executed the series of classroom science investigations with minimal guidance from the teacher. The traditional teacher-based classroom communicative pattern was found to be dominated by Triadic Dialogue and most of the science thematics were jointly developed by the teacher and the students, but the students' role was limited to providing responses to the teacher's series questions. In the guided-inquiry classroom, the common communicative pattern was found to be True Dialogue and most

  3. Design and validation of a standards-based science teacher efficacy instrument

    Science.gov (United States)

    Kerr, Patricia Reda

    National standards for K--12 science education address all aspects of science education, with their main emphasis on curriculum---both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous---basing the theoretical underpinnings on the work of either Rotter's Locus of Control theory or on Bandura's explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together---K--12 science standards, teacher education standards, and efficacy beliefs---in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura's explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers' responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA

  4. Engaging Nature of Science to Preservice Teachers through Inquiry-Based Classroom

    Science.gov (United States)

    Nuangchalerm, Prasart

    2013-01-01

    Inquiry-based classroom is widely distributed in the school science based on its useful and effective instruction. Science teachers are key elements allowing students to have scientific inquiry. If teachers understand and imply inquiry-based learning into science classroom, students will learn science as scientific inquiry and understand nature of…

  5. Investigative Primary Science: A Problem-Based Learning Approach

    Science.gov (United States)

    Etherington, Matthew B.

    2011-01-01

    This study reports on the success of using a problem-based learning approach (PBL) as a pedagogical mode of learning open inquiry science within a traditional four-year undergraduate elementary teacher education program. In 2010, a problem-based learning approach to teaching primary science replaced the traditional content driven syllabus. During…

  6. From Tattoos to Paintings: An Overview of Where Art and Science Intersect in the Anthropocene

    Science.gov (United States)

    Kahn, B.

    2017-12-01

    The relationship between art and science spans centuries from daVinci's Vitruvian Man to the pointilism of Suerat's "A Sunday Afternoon on the Island of La Grande Jatte." The connection is so strong because both art and science help us make sense of the world. Climate change is a global problem and art and science are playing a role in making it more personal and local. Artists in particular have transformed climate science from data into a universal language, playing on themes of loss, change and spectacle. This presentation will cover climate-related art in a variety of mediums from pastels to oil paints to digital graphics to apps to music to objects made to survive the anthropocene. As a journalist, I've had the chance to engage with both scientists and artists and will explain how these projects came about and concrete steps both sides can take to foster more science and art collaborations. In addition, I'll specifically highlight how Climate Central has worked with artists to translate our sea level rise data from maps into artwork on the web to reach audiences beyond gallery walls. This collaboration has helped make climate change more tangible for tens of millions of viewers.

  7. Game based learning for computer science education

    NARCIS (Netherlands)

    Schmitz, Birgit; Czauderna, André; Klemke, Roland; Specht, Marcus

    2011-01-01

    Schmitz, B., Czauderna, A., Klemke, R., & Specht, M. (2011). Game based learning for computer science education. In G. van der Veer, P. B. Sloep, & M. van Eekelen (Eds.), Computer Science Education Research Conference (CSERC '11) (pp. 81-86). Heerlen, The Netherlands: Open Universiteit.

  8. Assessing Gains in Science Teaching Self-Efficacy after Completing an Inquiry-Based Earth Science Course

    Science.gov (United States)

    Gray, Kyle

    2017-01-01

    Preservice elementary teachers are often required to take an Earth Science content course as part of their teacher education program but typically enter the course with little knowledge of key Earth Science concepts and are uncertain in their ability to teach science. This study investigated whether completing an inquiry-based Earth Science course…

  9. Perspectives of women of color in science-based education and careers. Summary of the conference on diversity in science

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-12-01

    Research on inequality or stratification in science and engineering tends to concentrate on black/white or male/female difference; very few studies have discussions of both race and gender. Consequently, very little is known about the exact course that women of color take in science-based education and employment or about the course that steers them out of science-based careers. Questions abound: What are the environmental factors that affect the choices in education and science-based careers of women of color? What has influenced women of color who currently are in science-based careers? Is critical mass important and, if so, what are the keys to increasing it? What recommendations can be made to colleges and universities, faculty members, employers, the federal government, women of color themselves, and to improve the conditions and numbers of women of color in science-based careers? These questions prompted the National Research Council`s Committee on Women in Science and Engineering (CWSE) to convene a conference on Diversity in Science: Perspectives on the Retention of Minority Women in Science, Engineering, and Health-Care Professions, held on October 21--23, 1995. Confronting the problem of the lack of knowledge about the journey of women of color in science-based education and career, the conference offered opportunities for these women to describe the paths that they have taken and to identify strategies for success. Their perspectives ground this report. For purposes of this document, women of color include women in the following racial or ethnic groups: Hispanics, African-Americans, Asian and Pacific Islanders, and American Indians and Alaskan Natives. Science-based careers include those in the physical sciences and mathematics, life sciences, social sciences, and engineering.

  10. Economic development evaluation based on science and patents

    Science.gov (United States)

    Jokanović, Bojana; Lalic, Bojan; Milovančević, Miloš; Simeunović, Nenad; Marković, Dusan

    2017-09-01

    Economic development could be achieved through many factors. Science and technology factors could influence economic development drastically. Therefore the main aim in this study was to apply computational intelligence methodology, artificial neural network approach, for economic development estimation based on different science and technology factors. Since economic analyzing could be very challenging task because of high nonlinearity, in this study was applied computational intelligence methodology, artificial neural network approach, to estimate the economic development based on different science and technology factors. As economic development measure, gross domestic product (GDP) was used. As the science and technology factors, patents in different field were used. It was found that the patents in electrical engineering field have the highest influence on the economic development or the GDP.

  11. Volcano!: An Event-Based Science Module. Teacher's Guide. Geology Module.

    Science.gov (United States)

    Wright, Russell G.

    This book is designed for middle school earth science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research,…

  12. How does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?

    Science.gov (United States)

    Whittington, Kayla Lee

    This study examined the impact of an inquiry based Next Generation Science Standard aligned science unit on elementary students' understanding and application of the eight Science and Engineering Practices and their relation in building student problem solving skills. The study involved 44 second grade students and three participating classroom teachers. The treatment consisted of a school district developed Second Grade Earth Science unit: What is happening to our playground? that was taught at the beginning of the school year. Quantitative results from a Likert type scale pre and post survey and from student content knowledge assessments showed growth in student belief of their own abilities in the science classroom. Qualitative data gathered from student observations and interviews performed at the conclusion of the Earth Science unit further show gains in student understanding and attitudes. This study adds to the existing literature on the importance of standard aligned, inquiry based science curriculum that provides time for students to engage in science practices.

  13. Bridging two worlds that care about art: psychological and historical approaches to art appreciation.

    Science.gov (United States)

    Thompson, William Forde; Antliff, Mark

    2013-04-01

    Art appreciation often involves contemplation beyond immediate perceptual experience. However, there are challenges to incorporating such processes into a comprehensive theory of art appreciation. Can appreciation be captured in the responses to individual artworks? Can all forms of contemplation be defined? What properties of artworks trigger contemplation? We argue that such questions are fundamental to a psycho-historical framework for the science of art appreciation, and we suggest research that may assist in refining this framework.

  14. A. How the intentions of the draftsman shape perception of a drawing.

    OpenAIRE

    Pignocchi , Alessandro

    2010-01-01

    The interaction between the recovery of the artist's intentions and the perception of an artwork is a classic topic for philosophy and history of art. It also frequently, albeit sometimes implicitly, comes up in everyday thought and conversation about art and artworks. Since recent work in cognitive science can help us understand how we perceive and understand the intentions of others, this discipline could fruitfully participate in a multidisciplinary investigation of the role of intention r...

  15. Lessons Learned from Real-Time, Event-Based Internet Science Communications

    Science.gov (United States)

    Phillips, T.; Myszka, E.; Gallagher, D. L.; Adams, M. L.; Koczor, R. J.; Whitaker, Ann F. (Technical Monitor)

    2001-01-01

    For the last several years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of Internet-based science communication. The Directorate's Science Roundtable includes active researchers, NASA public relations, educators, and administrators. The Science@NASA award-winning family of Web sites features science, mathematics, and space news. The program includes extended stories about NASA science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. The focus of sharing science activities in real-time has been to involve and excite students and the public about science. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases, broadcasts accommodate active feedback and questions from Internet participants. Through these projects a pattern has emerged in the level of interest or popularity with the public. The pattern differentiates projects that include science from those that do not, All real-time, event-based Internet activities have captured public interest at a level not achieved through science stories or educator resource material exclusively. The worst event-based activity attracted more interest than the best written science story. One truly rewarding lesson learned through these projects is that the public recognizes the importance and excitement of being part of scientific discovery. Flying a camera to 100,000 feet altitude isn't as interesting to the public as searching for viable life-forms at these oxygen-poor altitudes. The details of these real-time, event-based projects and lessons learned will be discussed.

  16. Enhancing Science Literacy and Art History Engagement at Princeton Through Collaboration Between the University Art Museum and the Council on Science and Technology

    Science.gov (United States)

    Riihimaki, C. A.; White, V. M.

    2016-12-01

    The importance of innovative science education for social science and humanities students is often under-appreciated by science departments, because these students typically do not take science courses beyond general education requirements, nor do they contribute to faculty research programs. However, these students are vitally important in society—for example as business leaders or consultants, and especially as voters. In these roles, they will be confronted with decisions related to science in their professional and personal lives. The Council on Science and Technology at Princeton University aims to fill this education gap by developing and supporting innovative programs that bring science to cross-disciplinary audiences. One of our most fruitful collaborations has been with the Princeton University Art Museum, which has an encyclopedic collection of over 92,000 works of art, ranging from antiquity to the contemporary. Our work includes 1) bringing introductory environmental science courses to the Museum to explore how original works of art of different ages can serve as paleo-environmental proxies, thereby providing a means for discussing broader concepts in development of proxies and validation of reconstructions; 2) sponsoring a panel aimed at the general public and composed of science faculty and art historians who discussed the scientific and art historical contexts behind Albert Bierstadt's Mount Adams, Washington, 1875 (oil on canvas, gift of Mrs. Jacob N. Beam, accession number y1940-430), including the landscape's subjects, materials, technique, and style; and 3) collaborating on an installation of photographs relevant to a freshman GIS course, with an essay about the artwork written by the students. This first-hand study of works of art encourages critical thinking and an empathetic approach to different historical periods and cultures, as well as to the environment. Our collaboration additionally provides an opportunity to engage more students in

  17. Teacher Leaders in Research Based Science Education

    Science.gov (United States)

    Rector, T. A.; Jacoby, S. H.; Lockwood, J. F.; McCarthy, D. W.

    2001-12-01

    NOAO facilities will be used in support of ``Teacher Leaders in Research Based Science Education" (TLRBSE), a new Teacher Retention and Renewal program that will be funded through the National Science Foundation's Directorate for Education and Human Resources. The goal of TLRBSE is to provide professional development for secondary teachers of mathematics and science in an effort to support novice teachers beginning their careers as well as to motivate and retain experienced teachers. Within the context of astronomy, TLRBSE will develop master teachers who will mentor a second tier of novice teachers in the exemplary method of research-based science education, a proven effective teaching method which models the process of inquiry and exploration used by scientists. Participants will be trained through a combination of in-residence workshops at Kitt Peak National Observatory and the National Solar Observatory, a distance-learning program during the academic year, interaction at professional meetings and mentor support from teacher leaders and professional astronomers. A total of 360 teachers will participate in the program over five years.

  18. Space Science Cloud: a Virtual Space Science Research Platform Based on Cloud Model

    Science.gov (United States)

    Hu, Xiaoyan; Tong, Jizhou; Zou, Ziming

    Through independent and co-operational science missions, Strategic Pioneer Program (SPP) on Space Science, the new initiative of space science program in China which was approved by CAS and implemented by National Space Science Center (NSSC), dedicates to seek new discoveries and new breakthroughs in space science, thus deepen the understanding of universe and planet earth. In the framework of this program, in order to support the operations of space science missions and satisfy the demand of related research activities for e-Science, NSSC is developing a virtual space science research platform based on cloud model, namely the Space Science Cloud (SSC). In order to support mission demonstration, SSC integrates interactive satellite orbit design tool, satellite structure and payloads layout design tool, payload observation coverage analysis tool, etc., to help scientists analyze and verify space science mission designs. Another important function of SSC is supporting the mission operations, which runs through the space satellite data pipelines. Mission operators can acquire and process observation data, then distribute the data products to other systems or issue the data and archives with the services of SSC. In addition, SSC provides useful data, tools and models for space researchers. Several databases in the field of space science are integrated and an efficient retrieve system is developing. Common tools for data visualization, deep processing (e.g., smoothing and filtering tools), analysis (e.g., FFT analysis tool and minimum variance analysis tool) and mining (e.g., proton event correlation analysis tool) are also integrated to help the researchers to better utilize the data. The space weather models on SSC include magnetic storm forecast model, multi-station middle and upper atmospheric climate model, solar energetic particle propagation model and so on. All the services above-mentioned are based on the e-Science infrastructures of CAS e.g. cloud storage and

  19. Internet-Based Science Learning: A Review of Journal Publications

    Science.gov (United States)

    Lee, Silvia Wen-Yu; Tsai, Chin-Chung; Wu, Ying-Tien; Tsai, Meng-Jung; Liu, Tzu-Chien; Hwang, Fu-Kwun; Lai, Chih-Hung; Liang, Jyh-Chong; Wu, Huang-Ching; Chang, Chun-Yen

    2011-01-01

    Internet-based science learning has been advocated by many science educators for more than a decade. This review examines relevant research on this topic. Sixty-five papers are included in the review. The review consists of the following two major categories: (1) the role of demographics and learners' characteristics in Internet-based science…

  20. INQUIRY-BASED SCIENCE COMIC PHYSICS SERIES INTEGRATED WITH CHARACTER EDUCATION

    Directory of Open Access Journals (Sweden)

    D Yulianti

    2016-04-01

    Full Text Available This study aimed to test the level of readability and feasibility of science comic, to knowcharacter development through a small test in some schools. The research design was Research & Development, trials were using quasi-experimental pre-test-post-test experimental design. The instruments to measure attitudes were: a questionnaire and observation sheet, a test used to measure comprehension of the material. The results showed that learning science by inquiry-based science comic can improvecharacters and cognitive achievement of primary school students. Results in the form of inquiry-based science comic can be utilized in learning science as a companion teaching materials.

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

    Science.gov (United States)

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

    2017-01-01

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

  2. The Art and Science of Snow Microbiology: Data Paintings of the Finnish Arctic

    Science.gov (United States)

    Reasor, K.; Lipson, D.

    2017-12-01

    A challenge in science-art collaborations is to create artwork that accurately represents scientific results while standing as an independent art object. Art associated with science may merely be illustrative, serving to decorate a scientific study, or conversely, science-art may only superficially derive from data without addressing its broader scientific meaning. A fully integrated work of science-art requires copious communication between the scientist and artist. Here we present the results of a collaboration between a microbial ecologist and a painter, to study and depict the nature of microbial communities in the snowpack of the Finnish Arctic around Lake Kilpisjärvi. Snow profiles were studied along an altitudinal gradient that spanned the lake, a mountain birch forest, the transitional forest near tree line, and the alpine above tree line on the fell, Saana. Snow from the top, middle and bottom of each profile was characterized physically, chemically and microbiologically. The snowpack provided an insulating layer such that temperatures close to 0°C were found at the base of the snowpack. Windblown areas outside the protective influence of the forest (lake, alpine) had thinner, denser snowpacks. Bacterial cell counts (performed by flow cytometry) were highest in the protected area at the base of the snowpack, lowest in the middle and intermediate at the snow surface. Sequencing of the 16S rRNA gene showed a diverse assemblage of bacteria on the surface that resembled typical soil species, while the base harbored a community dominated by Gammaproteobacteria. The artist chose to depict the results using four pairs of paintings, corresponding to the four elevations. The pairs consist of a landscape oil painting of the site and a "data painting," in which a simplified version of the landscape is shown in grayscale and snow characteristics are overlaid in color. Snow density is shown using value (the lightness or darkness of a color) and temperature is coded

  3. Development of Socioscientific Issues-Based Teaching for Preservice Science Teachers

    OpenAIRE

    Prasart Nuangchalerm

    2009-01-01

    Problem statement: In the context of science education reform in Thailand, we need to prepare science teachers who can face science and social issues controversial; teachers can response the question socioscientific issues and let their students to meet the goal of science education. This study investigated the conception leading preservice science teachers approaching socioscientific issues-based teaching. The activities in classroom emphasized on peer discussion about science and social ref...

  4. 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…

  5. A Computer-Based Instrument That Identifies Common Science Misconceptions

    Science.gov (United States)

    Larrabee, Timothy G.; Stein, Mary; Barman, Charles

    2006-01-01

    This article describes the rationale for and development of a computer-based instrument that helps identify commonly held science misconceptions. The instrument, known as the Science Beliefs Test, is a 47-item instrument that targets topics in chemistry, physics, biology, earth science, and astronomy. The use of an online data collection system…

  6. A dual justification for science-based policy-making

    DEFF Research Database (Denmark)

    Pedersen, David Budtz

    2014-01-01

    Science-based policy-making has grown ever more important in recent years, in parallel with the dramatic increase in the complexity and uncertainty of the ways in which science and technology interact with society and economy at the national, regional and global level. Installing a proper framewo...

  7. Theme-Based Project Learning: Design and Application of Convergent Science Experiments

    Science.gov (United States)

    Chun, Man-Seog; Kang, Kwang Il; Kim, Young H.; Kim, Young Mee

    2015-01-01

    This case study aims to verify the benefits of theme-based project learning for convergent science experiments. The study explores the possibilities of enhancing creative, integrated and collaborative teaching and learning abilities in science-gifted education. A convergent project-based science experiment program of physics, chemistry and biology…

  8. ME science as mobile learning based on virtual reality

    Science.gov (United States)

    Fradika, H. D.; Surjono, H. D.

    2018-04-01

    The purpose of this article described about ME Science (Mobile Education Science) as mobile learning application learning of Fisika Inti. ME Science is a product of research and development (R&D) that was using Alessi and Trollip model. Alessi and Trollip model consists three stages that are: (a) planning include analysis of problems, goals, need, and idea of development product, (b) designing includes collecting of materials, designing of material content, creating of story board, evaluating and review product, (c) developing includes development of product, alpha testing, revision of product, validation of product, beta testing, and evaluation of product. The article describes ME Science only to development of product which include development stages. The result of development product has been generates mobile learning application based on virtual reality that can be run on android-based smartphone. These application consist a brief description of learning material, quizzes, video of material summery, and learning material based on virtual reality.

  9. Scientifically artistic - artistically scientific

    CERN Multimedia

    Anaïs Schaeffer

    2013-01-01

    From 5 to 7 June, two Austrian high-school classes met in Graz (Austria) for the Art&Science@School project. Launched by Michael Hoch from the CMS collaboration, the programme aims to show them another face of science through art.       On the first day, 62 teenagers from the BORG and GIBS schools attended a masterclass, where scientists from the CMS institute HEPHY (Vienna) provided information on colliders and detectors at CERN and explained the principles of high-energy physics. The students even had the chance to analyse real CERN data sets to “find” new particles. They also discovered the close link between science and art over the centuries and how contemporary artists visualise modern science and technology today. On the second day, under the supervision of art teachers, the students created an artwork from idea and concept to realisation and presentation. “I was completely amazed by the standard of the four artworks and by ...

  10. Synchrotron-Based X Ray and FTIR Micro-Spectroscopy for the Cultural Heritage Science at the ID21 Beamline, ESRF

    International Nuclear Information System (INIS)

    Cotte, M.; Radepont, M.; Pouyet, E.; Salome, M.; Susini, J.

    2016-01-01

    Synchrotron-based techniques are increasingly used for the study of Cultural Heritage (CH) materials. These analyses rely on light-matter interactions and can be carried out directly onto the artworks. They also benefit from the synchrotron assets and in particular from the gain in terms of lateral resolution when comparing with laboratory equipment. Thanks to the synchrotron beam high brightness and low divergence, X rays can be focused down to less than 1μm, making possible the selective analysis of various compounds in complex structures. The ID21 beamline, at the ESRF, is devoted to such high resolution microscopy, using both X ray and infrared beams. Almost all kinds of CH materials can be studied, from hard matter, such as metals, glasses, pigments, to soft matters such as varnishes, tissues, wood, paper, textile, wax… Usually, samples are prepared as transversal cross-sections in order to highlight the internal structure of the matter (corrosion patina on metals, multilayer structures in paintings…). 2D elemental mapping are generated by micro-X ray fluorescence, with low detection limit. Chemical information can be obtained both by X ray absorption spectroscopy (micro-XANES) and by infrared spectroscopy (micro-FTIR). Studies usually aim at understanding degradation mechanisms (corrosion, colour variation, formation of crust), or at identifying artistic processes (choice of pigments and binders for paintings, optical effects in glasses…). The X ray energy range at ID21 is 2-9keV, giving access to all the K-edges from P to Cu. It covers S and Cl, which are frequently implied in degradation processes, and the 3d transition metals, which enter in the composition of many artworks (being in pigments, inks, glasses or metal). The FTIR-microscope provides complementary molecular information, and is used more particularly for the analysis of organic and hybrid components. The two microscopes are independent and can be operated simultaneously. Various hardware

  11. Graduate performance of science education department in implementing conservation-based science teaching

    Science.gov (United States)

    Parmin; Savitri, E. N.; Amalia, A. V.; Pratama, M. R.

    2018-04-01

    This study aims to measure the performance of graduates in implementing conservation-based science teaching. The study employed a qualitative method by collecting the self-assessment data from alumni and the performance assessment from the headmasters of schools where the graduates are currently teaching. There are nine indicators of conservation insight examined in this study. The study concluded that the 78 alumni, who have become teachers when the study was conducted, perform well in implementing conservative science lessons.

  12. Volcano!: An Event-Based Science Module. Student Edition. Geology Module.

    Science.gov (United States)

    Wright, Russell G.

    This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

  13. Drama-Based Science Teaching and Its Effect on Students' Understanding of Scientific Concepts and Their Attitudes towards Science Learning

    Science.gov (United States)

    Abed, Osama H.

    2016-01-01

    This study investigated the effect of drama-based science teaching on students' understanding of scientific concepts and their attitudes towards science learning. The study also aimed to examine if there is an interaction between students' achievement level in science and drama-based instruction. The sample consisted of (87) of 7th grade students…

  14. Narratives of health and illness: Arts-based research capturing the lived experience of dementia.

    Science.gov (United States)

    Moss, Hilary; O'Neill, Desmond

    2017-01-01

    Introduction This paper presents three artists' residencies in a geriatric medicine unit in a teaching hospital. The aim of the residencies was creation of new work of high artistic quality reflecting the lived experience of the person with dementia and greater understanding of service user experience of living with dementia. This paper also explores arts-based research methodologies in a medical setting. Method Arts-based research and narrative enquiry were the method used in this study. Artists had extensive access to service users with dementia, family carers and clinical team. Projects were created through collaboration between clinical staff, arts and health director, artist, patients and family carers. Each performance was accompanied by a public seminar discussing dementia. Evaluations were undertaken following each residency. The process of creating artistic responses to dementia is outlined, presented and discussed. Results The artworks were well received with repeat performances and exhibitions requested. Evaluations of each residency indicated increased understanding of dementia. The narratives within the artworks aided learning about dementia. The results are a new chamber music composition, a series of visual artworks created collaboratively between visual artist and patients and family carers and a dance film inspired by a dancer's residency, all created through narrative enquiry. These projects support the role of arts-based research as creative process and qualitative research method which contributes to illuminating and exploring the lived experience of dementia. The arts act as a reflective tool for learning and understanding a complex health condition, as well as creating opportunities for increased understanding and public awareness of dementia. Issues arising in arts-based research in medical settings are highlighted, including ethical issues, the importance of service user narrative and multidisciplinary collaboration in arts and health

  15. Making USGS Science Data more Open, Accessible, and Usable: Leveraging ScienceBase for Success

    Science.gov (United States)

    Chang, M.; Ignizio, D.; Langseth, M. L.; Norkin, T.

    2016-12-01

    In 2013, the White House released initiatives requiring federally funded research to be made publicly available and machine readable. In response, the U.S. Geological Survey (USGS) has been developing a unified approach to make USGS data available and open. This effort has involved the establishment of internal policies and the release of a Public Access Plan, which outlines a strategy for the USGS to move forward into the modern era in scientific data management. Originally designed as a catalog and collaborative data management platform, ScienceBase (www.sciencebase.gov) is being leveraged to serve as a robust data hosting solution for USGS researchers to make scientific data accessible. With the goal of maintaining persistent access to formal data products and developing a management approach to facilitate stable data citation, the ScienceBase Data Release Team was established to ensure the quality, consistency, and meaningful organization of USGS data through standardized workflows and best practices. These practices include the creation and maintenance of persistent identifiers for data, improving the use of open data formats, establishing permissions for read/write access, validating the quality of standards compliant metadata, verifying that data have been reviewed and approved prior to release, and connecting to external search catalogs such as the USGS Science Data Catalog (data.usgs.gov) and data.gov. The ScienceBase team is actively building features to support this effort by automating steps to streamline the process, building metrics to track site visits and downloads, and connecting published digital resources in line with USGS and Federal policy. By utilizing ScienceBase to achieve stewardship quality and employing a dedicated team to help USGS scientists improve the quality of their data, the USGS is helping to meet today's data quality management challenges and ensure that reliable USGS data are available to and reusable for the public.

  16. How Constructivist-Based Teaching Influences Students Learning Science

    Science.gov (United States)

    Seimears, C. Matt; Graves, Emily; Schroyer, M. Gail; Staver, John

    2012-01-01

    The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their…

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

    Science.gov (United States)

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

    2017-01-01

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

  18. Influences on teachers' curricular choices in project-based science classrooms

    Science.gov (United States)

    Laba, Karen Anne

    This descriptive research will present two case studies of experienced science teachers using project-based curricula in all or part of their secondary life science/biology courses. The purpose of this study is to reveal the underlying relationships between teachers' conceptions of the nature of science, their understanding of their role as science teachers and their expectations for appropriate and worthwhile student learning, and to describe the influence of these factors on their curricular choices within the project-based framework. Using a modification of Hewson, Kerby and Cook's (1995) Conceptions of Teaching Science protocol as a model, teachers' beliefs and intentions are classified and examined to identify organizing themes. Comparisons between teachers' beliefs and the actions they take in their project-based classroom are used to reveal relationships among the choices that result in students' learning experiences. Finally, the curricula presented by these two exemplary teachers are compared with the teaching standards and content goals defined in the National Science Education Standards (NRC, 1996). Recommendations for the application of the case study perspective of the evolution of learning experiences to reform efforts are offered to practitioners, policy makers, curriculum developers and teacher educators.

  19. 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.

  20. Reform-based science teaching: A mixed-methods approach to explaining variation in secondary science teacher practice

    Science.gov (United States)

    Jetty, Lauren E.

    The purpose of this two-phase, sequential explanatory mixed-methods study was to understand and explain the variation seen in secondary science teachers' enactment of reform-based instructional practices. Utilizing teacher socialization theory, this mixed-methods analysis was conducted to determine the relative influence of secondary science teachers' characteristics, backgrounds and experiences across their teacher development to explain the range of teaching practices exhibited by graduates from three reform-oriented teacher preparation programs. Data for this study were obtained from the Investigating the Meaningfulness of Preservice Programs Across the Continuum of Teaching (IMPPACT) Project, a multi-university, longitudinal study funded by NSF. In the first quantitative phase of the study, data for the sample (N=120) were collected from three surveys from the IMPPACT Project database. Hierarchical multiple regression analysis was used to examine the separate as well as the combined influence of factors such as teachers' personal and professional background characteristics, beliefs about reform-based science teaching, feelings of preparedness to teach science, school context, school culture and climate of professional learning, and influences of the policy environment on the teachers' use of reform-based instructional practices. Findings indicate three blocks of variables, professional background, beliefs/efficacy, and local school context added significant contribution to explaining nearly 38% of the variation in secondary science teachers' use of reform-based instructional practices. The five variables that significantly contributed to explaining variation in teachers' use of reform-based instructional practices in the full model were, university of teacher preparation, sense of preparation for teaching science, the quality of professional development, science content focused professional, and the perceived level of professional autonomy. Using the results

  1. Professional Learning Communities (PLCs) as a Means for School-Based Science Curriculum Change

    Science.gov (United States)

    Browne, Christi L.

    The challenge of school-based science curriculum change and educational reform is often presented to science teachers and departments who are not necessarily prepared for the complexity of considerations that change movements require. The development of a Professional Learning Community (PLC) focused on a science department's curriculum change efforts, may provide the necessary tools to foster sustainable school-based curriculum science changes. This research presents a case study of an evolving science department PLC consisting of 10 middle school science teachers from the same middle school and their efforts of school-based science curriculum change. A transformative mixed model case study with qualitative data and deepened by quantitative analysis, was chosen to guide the investigation. Collected data worked to document the essential developmental steps, the occurrence and frequency of the five essential dimensions of successful PLCs, and the influences the science department PLC had on the middle school science department's progression through school-based science curriculum change, and the barriers, struggles and inhibiting actions of the science department PLC. Findings indicated that a science department PLC was unique in that it allowed for a focal science departmental lens of science curriculum change to be applied to the structure and function of the PLC and therefore the process, proceedings, and results were directly aligned to and driven by the science department. The science PLC, while logically difficult to set-up and maintain, became a professional science forum where the middle school science teachers were exposed to new science teaching and learning knowledge, explored new science standards, discussed effects on student science learning, designed and critically analyzed science curriculum change application. Conclusions resulted in the science department PLC as an identified tool providing the ability for science departmental actions to lead to

  2. Supramolecular Pharmaceutical Sciences: A Novel Concept Combining Pharmaceutical Sciences and Supramolecular Chemistry with a Focus on Cyclodextrin-Based Supermolecules.

    Science.gov (United States)

    Higashi, Taishi; Iohara, Daisuke; Motoyama, Keiichi; Arima, Hidetoshi

    2018-01-01

    Supramolecular chemistry is an extremely useful and important domain for understanding pharmaceutical sciences because various physiological reactions and drug activities are based on supramolecular chemistry. However, it is not a major domain in the pharmaceutical field. In this review, we propose a new concept in pharmaceutical sciences termed "supramolecular pharmaceutical sciences," which combines pharmaceutical sciences and supramolecular chemistry. This concept could be useful for developing new ideas, methods, hypotheses, strategies, materials, and mechanisms in pharmaceutical sciences. Herein, we focus on cyclodextrin (CyD)-based supermolecules, because CyDs have been used not only as pharmaceutical excipients or active pharmaceutical ingredients but also as components of supermolecules.

  3. Fire!: An Event-Based Science Module. Teacher's Guide. Chemistry and Fire Ecology Module.

    Science.gov (United States)

    Wright, Russell G.

    This book is designed for middle school earth science or physical science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

  4. Planetary Balloon-Based Science Platform Evaluation and Program Implementation

    Science.gov (United States)

    Dankanich, John W.; Kremic, Tibor; Hibbitts, Karl; Young, Eliot F.; Landis, Rob

    2016-01-01

    This report describes a study evaluating the potential for a balloon-based optical telescope as a planetary science asset to achieve decadal class science. The study considered potential science achievable and science traceability relative to the most recent planetary science decadal survey, potential platform features, and demonstration flights in the evaluation process. Science Potential and Benefits: This study confirms the cost the-benefit value for planetary science purposes. Forty-four (44) important questions of the decadal survey are at least partially addressable through balloon based capabilities. Planetary science through balloon observations can provide significant science through observations in the 300 nm to 5 m range and at longer wavelengths as well. Additionally, balloon missions have demonstrated the ability to progress from concept to observation to publication much faster than a space mission increasing the speed of science return. Planetary science from a balloon-borne platform is a relatively low-cost approach to new science measurements. This is particularly relevant within a cost-constrained planetary science budget. Repeated flights further reduce the cost of the per unit science data. Such flights offer observing time at a very competitive cost. Another advantage for planetary scientists is that a dedicated asset could provide significant new viewing opportunities not possible from the ground and allow unprecedented access to observations that cannot be realized with the time allocation pressures faced by current observing assets. In addition, flight systems that have a relatively short life cycle and where hardware is generally recovered, are excellent opportunities to train early career scientists, engineers, and project managers. The fact that balloon-borne payloads, unlike space missions, are generally recovered offers an excellent tool to test and mature instruments and other space craft systems. Desired Gondola Features: Potential

  5. Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

    Science.gov (United States)

    Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

    2015-04-01

    The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about children's earliest identification with engineering. The purpose of this study was to examine the extent to which engineering identity differed among preadolescents across gender and grade, when exposing students to engineering design-based science learning activities. Five hundred fifty preadolescent participants completed the Engineering Identity Development Scale (EIDS), a recently developed measure with validity evidence that characterizes children's conceptions of engineering and potential career aspirations. Data analyses of variance among four factors (i.e., gender, grade, and group) indicated that elementary school students who engaged in the engineering design-based science learning activities demonstrated greater improvements on the EIDS subscales compared to those in the comparison group. Specifically, students in the lower grade levels showed substantial increases, while students in the higher grade levels showed decreases. Girls, regardless of grade level and participation in the engineering learning activities, showed higher scores in the academic subscale compared to boys. These findings suggest that the integration of engineering practices in the science classroom as early as grade one shows potential in fostering and sustaining student interest, participation, and self-concept in engineering and science.

  6. Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

    Science.gov (United States)

    Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

    2015-01-01

    The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about…

  7. Explorations of ecological autarkey in art, design and science

    NARCIS (Netherlands)

    Nigten, Anne; van Dartel, Michel

    2013-01-01

    While the notion of autarky is often contested in terms of feasibility and desirability, art and design projects that deal with autarky seem to highlight the positive socio-cultural and ecological effects of autarkic living. This paper will discuss three notable media artworks that highlight these

  8. Examining Teacher Talk in an Engineering Design-Based Science Curricular Unit

    Science.gov (United States)

    Aranda, Maurina L.; Lie, Richard; Selcen Guzey, S.; Makarsu, Murat; Johnston, Amanda; Moore, Tamara J.

    2018-03-01

    Recent science education reforms highlight the importance for teachers to implement effective instructional practices that promote student learning of science and engineering content and their practices. Effective classroom discussion has been shown to support the learning of science, but work is needed to examine teachers' enactment of engineering design-based science curricula by focusing on the content, complexity, structure, and orchestration of classroom discussions. In the present study, we explored teacher-student talk with respect to science in a middle school curriculum focused on genetics and genetic engineering. Our study was guided by the following major research question: What are the similarities and differences in teacher talk moves that occurred within an engineering design-based science unit enacted by two teachers? Through qualitative and quantitative approaches, we found that there were clear differences in two teachers' use of questioning strategies and presentation of new knowledge that affected the level of student involvement in classroom discourse and the richness and details of student contributions to the conversations. We also found that the verbal explanations of science content differed between two teachers. Collectively, the findings in this study demonstrate that although the teachers worked together to design an engineering designed-based science curriculum unit, their use of different discussion strategies and patterns, and interactions with students differed to affect classroom discourse.

  9. Kunst og naturvidenskab under samme tag

    DEFF Research Database (Denmark)

    Meyer, Mette Kia Krabbe; Teglhus, Hanne

    2006-01-01

    – but depicting a naturalist’s laboratory. When one adds that it has also been called the first museum in Denmark, it seemed obvious to make the artwork the occasion of a symposium on the relationship between art, science and museums. At the symposium, the artist as well as a number of science historians...

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

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

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

  11. Improving epistemological beliefs and moral judgment through an STS-based science ethics education program.

    Science.gov (United States)

    Han, Hyemin; Jeong, Changwoo

    2014-03-01

    This study develops a Science-Technology-Society (STS)-based science ethics education program for high school students majoring in or planning to major in science and engineering. Our education program includes the fields of philosophy, history, sociology and ethics of science and technology, and other STS-related theories. We expected our STS-based science ethics education program to promote students' epistemological beliefs and moral judgment development. These psychological constructs are needed to properly solve complicated moral and social dilemmas in the fields of science and engineering. We applied this program to a group of Korean high school science students gifted in science and engineering. To measure the effects of this program, we used an essay-based qualitative measurement. The results indicate that there was significant development in both epistemological beliefs and moral judgment. In closing, we briefly discuss the need to develop epistemological beliefs and moral judgment using an STS-based science ethics education program.

  12. Basing Science Ethics on Respect for Human Dignity.

    Science.gov (United States)

    Aközer, Mehmet; Aközer, Emel

    2016-12-01

    A "no ethics" principle has long been prevalent in science and has demotivated deliberation on scientific ethics. This paper argues the following: (1) An understanding of a scientific "ethos" based on actual "value preferences" and "value repugnances" prevalent in the scientific community permits and demands critical accounts of the "no ethics" principle in science. (2) The roots of this principle may be traced to a repugnance of human dignity, which was instilled at a historical breaking point in the interrelation between science and ethics. This breaking point involved granting science the exclusive mandate to pass judgment on the life worth living. (3) By contrast, respect for human dignity, in its Kantian definition as "the absolute inner worth of being human," should be adopted as the basis to ground science ethics. (4) The pathway from this foundation to the articulation of an ethical duty specific to scientific practice, i.e., respect for objective truth, is charted by Karl Popper's discussion of the ethical principles that form the basis of science. This also permits an integrated account of the "external" and "internal" ethical problems in science. (5) Principles of the respect for human dignity and the respect for objective truth are also safeguards of epistemic integrity. Plain defiance of human dignity by genetic determinism has compromised integrity of claims to knowledge in behavioral genetics and other behavioral sciences. Disregard of the ethical principles that form the basis of science threatens epistemic integrity.

  13. Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers' Science Attitudes, Science Content Knowledge, and Anxiety About Teaching Science

    Science.gov (United States)

    Novak, Elena; Wisdom, Sonya

    2018-05-01

    3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N = 42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers' science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants' science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students' project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education.

  14. VISUAL ART FROM THE PERSPECTIVES OF ISLAMIC SHARIAH: A NEED ASSESSMENT ANALYSES

    OpenAIRE

    Ramli, Ishak; Masrek, Mohamad Noorman; Ab Gani, Muhamad Abdul Aziz; Md Zain, D’Zul Haimi; Osman, Muhamad Rahimi; Mohktar, Mumtaz; Tular, Suhaimi; Mohd Zamri, Zarlina

    2017-01-01

    Based on the previous studies on issues concerningvisual artwork, many suggested an improvement has to be made on the Guidelinesabout Visual Art from the Islamic Perspectives (1987). Referring to theguideline, the process of producing visual artwork deals with the visualsubject and the style of presenting the visual form. As a reference inproducing Shariah compliant visual artwork, the guideline should be improvedbased on the evolving of the contemporary art. This paper aims to explore thenee...

  15. What Successful Science Teachers Do: 75 Research-Based Strategies

    Science.gov (United States)

    Glasgow, Neal A.; Cheyne, Michele; Yerrick, Randy K.

    2010-01-01

    The experience and science expertise of these award-winning authors makes this easy-to-use guide a teacher's treasure trove. This latest edition to the popular What Successful Teachers Do series describes 75 research-based strategies and outlines best practices for inquiry-oriented science. Each strategy includes a brief description of the…

  16. Dots and dashes: art, virtual reality, and the telegraph

    Science.gov (United States)

    Ruzanka, Silvia; Chang, Ben

    2009-02-01

    Dots and Dashes is a virtual reality artwork that explores online romance over the telegraph, based on Ella Cheever Thayer's novel Wired Love - a Romance in Dots and Dashes (an Old Story Told in a New Way)1. The uncanny similarities between this story and the world of today's virtual environments provides the springboard for an exploration of a wealth of anxieties and dreams, including the construction of identities in an electronically mediated environment, the shifting boundaries between the natural and machine worlds, and the spiritual dimensions of science and technology. In this paper we examine the parallels between the telegraph networks and our current conceptions of cyberspace, as well as unique social and cultural impacts specific to the telegraph. These include the new opportunities and roles available to women in the telegraph industry and the connection between the telegraph and the Spiritualist movement. We discuss the development of the artwork, its structure and aesthetics, and the technical development of the work.

  17. Cellphone-based devices for bioanalytical sciences

    Science.gov (United States)

    Vashist, Sandeep Kumar; Mudanyali, Onur; Schneider, E.Marion; Zengerle, Roland; Ozcan, Aydogan

    2014-01-01

    During the last decade, there has been a rapidly growing trend toward the use of cellphone-based devices (CBDs) in bioanalytical sciences. For example, they have been used for digital microscopy, cytometry, read-out of immunoassays and lateral flow tests, electrochemical and surface plasmon resonance based bio-sensing, colorimetric detection and healthcare monitoring, among others. Cellphone can be considered as one of the most prospective devices for the development of next-generation point-of-care (POC) diagnostics platforms, enabling mobile healthcare delivery and personalized medicine. With more than 6.5 billion cellphone subscribers worldwide and approximately 1.6 billion new devices being sold each year, cellphone technology is also creating new business and research opportunities. Many cellphone-based devices, such as those targeted for diabetic management, weight management, monitoring of blood pressure and pulse rate, have already become commercially-available in recent years. In addition to such monitoring platforms, several other CBDs are also being introduced, targeting e.g., microscopic imaging and sensing applications for medical diagnostics using novel computational algorithms and components already embedded on cellphones. This manuscript aims to review these recent developments in CBDs for bioanalytical sciences along with some of the challenges involved and the future opportunities. PMID:24287630

  18. Inquiry-based science teasching competence of pre-service primary teachers

    NARCIS (Netherlands)

    Alake-Tuenter, E.

    2014-01-01

    In recent years, improving primary science education has received considerable attention. In particular, researchers and policymakers advocate the use of inquiry-based science teaching and learning, believing that pupils learn best through direct personal experience and by incorporating new

  19. Demonstrating Inquiry-Based Teaching Competencies in the Life Sciences--Part 2

    Science.gov (United States)

    Thompson, Stephen

    2007-01-01

    This set of botany demonstrations is a continuation of the inquiry-based lecture activities that provide realistic connections to the history and nature of science and employ technology in data collection. The demonstrations also provide examples of inquiry-based teaching practices in the life sciences. (Contains 5 figures.) [For Part 1, see…

  20. Novel approach of signal normalization for depth profile of cultural heritage materials

    Science.gov (United States)

    Syvilay, D.; Detalle, V.; Wilkie-Chancellier, N.; Texier, A.; Martinez, L.; Serfaty, S.

    2017-01-01

    The investigation of cultural heritage materials is always complex and specific because unique. Materials are most often heterogeneous and organized in several layers such as mural paintings or corrosion products. The characterization of a complete artwork's stratigraphy is actually one of the questions of science conservation. Indeed, the knowledge of these layers allows completing the history of the work of art and a better understanding of alteration processes in order to set up an appropriate conservation action. The LIBS technique has been employed to study the stratigraphy of an artwork thanks to the ablation laser. However, as we know, atomic information could be insufficient to characterize two materials composed by the same based elements. Therefore, an additional molecular analysis, like Raman spectroscopy; is sometimes necessary for a better identification of the material in particular for organic coatings in cultural heritage. We suggest in this study to use Standard Normal Variate (SNV) as a common normalization for different kinds of spectra (LIBS and Raman spectroscopy) combined with a 3D colour representation for stratigraphic identification of the different layers composing the complex material from artwork. So in this investigation, the SNV method will be applied on LIBS and Raman spectra but also on baseline Raman spectra often considering as nuisance. The aim of this study is to demonstrate the versatility of SNV applied on varied spectra like LIBS, Raman spectra as well as the luminescence background. This original work considers the SNV with a 3D colour representation as a probable new perspective for an easy recognition of a structure layered with a direct overview of the depth profile of the artwork.

  1. Simulation-based Serious Games for Science Education and teacher assessment

    Directory of Open Access Journals (Sweden)

    Seungho Baek

    2016-09-01

    Full Text Available This paper presents serious games developed for the science subject in elementary and middle schools, specifically on the three topics of “Force and Motion,” “State Change of Water,” and “Earth and Moon.” The PC game “Force and Motion” implemented frictional/gravitational/magnetic force simulations, in the mobile game “State Change of Water,” particle-based fluid simulations were implemented, and in the PC- and mobile-based multi-platform game “Earth and Moon,” a solar system simulation was implemented. In order to find out the essential components for the science educational games, the components of each topic were thoroughly analyzed, and then a game-based curriculum was developed for the components classified as having high- or mid-level difficulties in both teaching and learning. Based on the curriculum, the three games were created. The games were evaluated by elementary and middle school teachers, and the evaluation results showed that simulation-based serious games are promising tools for improving learning effects in science-related subjects.

  2. What Art Educators Can Learn from the Fan-Based Artmaking of Adolescents and Young Adults

    Science.gov (United States)

    Manifold, Marjorie Cohee

    2009-01-01

    The explanations of 101 adolescents and young adults, who are fans of popular culture narratives and make art inspired by these phenomena, provide insight into why these youth were drawn to create fan-based artworks, how they learned to make these art forms, and what the creative activities mean to them. Emergent themes highlight (a) the…

  3. Learning from the best: Overcoming barriers to reforms-based elementary science teaching

    Science.gov (United States)

    Banchi, Heather May

    This study explored the characteristics of elementary science teachers who employ reforms-based practices. Particular attention was paid to the consistency of teachers' practices and their beliefs, the impact of professional development experiences on practices, and how teachers mitigated barriers to reforms-based instruction. Understanding how successful elementary science teachers develop fills a gap in the science reforms literature. Participants included 7 upper elementary science teachers from six different schools. All schools were located within two suburban school districts in the south-Atlantic United States and data was collected during the spring of 2008. Data collection included use of the Reformed Teaching Observation Protocol (RTOP) to evaluate the level of reforms-based instruction, as well as 35 hours of classroom observation field notes and 21 hours of audio-taped teacher interviews. The variety of data sources allowed for triangulation of evidence. The RTOP was analyzed using descriptive statistics and classroom observations and interview data were analyzed using Erickson's (1986) guidelines for analytic induction. Findings indicated (a) reforms-based elementary science teaching was attainable, (b) beliefs and practices were consistent and both reflected reforms-based philosophies and practices, (c) formal professional development experiences were limited and did not foster reforms-based practices, (d) informal professional development pursued by teachers had a positive impact on practices, (e) barriers to reforms-based instruction were present but mitigated by strong beliefs and practical strategies like curriculum integration. These findings suggest that there are common, salient characteristics of reforms-based teachers' beliefs, practices, and professional development experiences. These commonalities contribute to an understanding of how reforms-based teachers develop, and inform efforts to move all elementary teachers in the direction of

  4. A science-based executive for autonomous planetary vehicles

    Science.gov (United States)

    Peters, S.

    2001-01-01

    If requests for scientific observations, rather than specific plans, are uplinked to an autonomous execution system on the vehicle, it would be able to adjust its execution based upon actual performance. Such a science-based executive control system had been developed and demonstrated for the Rocky7 research rover.

  5. The Implementation of Pedagogical Content Knowledge (PCK based Guided Inquiry on Science Teacher Students

    Directory of Open Access Journals (Sweden)

    Lulu Tunjung Biru

    2018-05-01

    Full Text Available The aim of this study is examining the learning of Integrated Sciences through PCK based guided inquiry on prospective science teacher students. This research method was descriptive qualitative involving 33 science teacher students who taking Integrated Science 1 Subject in academic year 2016/2017. The research instrument used was the observation sheet to know the implementation PCK based guided inquiry. The results showed that the implementation of the activities of lecturer and science teacher students during the learning process using PCK based guided inquiry was very good conducted.

  6. Problem-based learning in a health sciences librarianship course.

    Science.gov (United States)

    Dimitroff, A; Ancona, A M; Beman, S B; Dodge, A M; Hutchinson, K L; LaBonte, M J; Mays, T L; Simon, D T

    1998-01-01

    Problem-based learning (PBL) has been adopted by many medical schools in North America. Because problem solving, information seeking, and lifelong learning skills are central to the PBL curriculum, health sciences librarians have been actively involved in the PBL process at these medical schools. The introduction of PBL in a library and information science curriculum may be appropriate to consider at this time. PBL techniques have been incorporated into a health sciences librarianship course at the School of Library and Information Science (LIS) at the University of Wisconsin-Milwaukee to explore the use of this method in an advanced Library and Information Science course. After completion of the course, the use of PBL has been evaluated by the students and the instructor. The modified PBL course design is presented and the perceptions of the students and the instructor are discussed. PMID:9681169

  7. Profile of Pre-Service Science Teachers Based on STEM Career Interest Survey

    Science.gov (United States)

    Winarno, N.; Widodo, A.; Rusdiana, D.; Rochintaniawati, D.; Afifah, R. M. A.

    2017-09-01

    This study aims to investigate the profile of pre-service science teachers based on STEM (Science, Technology, Engineering, and Mathematics) Career Interest Survey. The study uses descriptive survey method as the research design. Samples collected from 66 preservice science teachers in a university located in Bandung, Indonesia. The results of the study are the profile of pre-service science teachers based on STEM Career Interest Survey shows that the average number of career interest in the field of technology is 4.08, in science 3.80, mathematics 3.39 and engineering 3.30. Pre-service science teachers are found to have interests in the STEM career fields. This research is necessary as there are many instances of people choosing majors or studies that are not in accordance with their interests and talents. The recommendation of this study is to develop learning in pre-service science teachers by using STEM approach.

  8. International Space Station-Based Electromagnetic Launcher for Space Science Payloads

    Science.gov (United States)

    Jones, Ross M.

    2013-01-01

    A method was developed of lowering the cost of planetary exploration missions by using an electromagnetic propulsion/launcher, rather than a chemical-fueled rocket for propulsion. An electromagnetic launcher (EML) based at the International Space Station (ISS) would be used to launch small science payloads to the Moon and near Earth asteroids (NEAs) for the science and exploration missions. An ISS-based electromagnetic launcher could also inject science payloads into orbits around the Earth and perhaps to Mars. The EML would replace rocket technology for certain missions. The EML is a high-energy system that uses electricity rather than propellant to accelerate payloads to high velocities. The most common type of EML is the rail gun. Other types are possible, e.g., a coil gun, also known as a Gauss gun or mass driver. The EML could also "drop" science payloads into the Earth's upper

  9. Pramana – Journal of Physics | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Over the past few years there has been an increasing interest in researches related to the application of lasers in conservation, analysis and diagnostics of artwork surfaces. Among the many interesting problems to be tackled, one issue was drawing more interest because of the limitations it can impose on the use of lasers.

  10. A Module-Based Environmental Science Course for Teaching Ecology to Non-Majors

    Science.gov (United States)

    Smith, Geoffrey R.

    2010-01-01

    Using module-based courses has been suggested to improve undergraduate science courses. A course based around a series of modules focused on major environmental issues might be an effective way to teach non-science majors about ecology and ecology's role in helping to solve environmental problems. I have used such a module-based environmental…

  11. What Ethics for Bioart?

    Science.gov (United States)

    Vaage, Nora S

    Living artworks created with biotechnology raise a range of ethical questions, some of which are unprecedented, others well known from other contexts. These questions are often discussed within the framework of bioethics, the ethics of the life sciences. The basic concern of institutionalised bioethics is to develop and implement ethical guidelines for ethically responsible handling of living material in technological and scientific contexts. Notably, discussions of ethical issues in bioart do not refer to existing discourses on art and morality from the field of aesthetics. The latter framework is primarily concerned with how the moral value of an artwork affects its artistic value. The author argues that a successful integration of these two frameworks will make possible an ethics of bioart that is adequate to its subject matter and relevant for practice. Such an integrated approach can give increased depth to understandings of ethical issues in bioart, inspire new ways of thinking about ethics in relation to art in general and give novel impulses to bioethics and technology assessment. Artworks by the Tissue Culture and Art Project and their reception serve as the empirical starting point for connecting perspectives in art with those of bioethics, developing an ethics for bioart. The author suggests that consideration of the effect of these artworks is vital in validating ethically problematical applications of biotechnology for art. It is argued that the affective, visceral qualities of living artworks may spur the audience to adjust, revise or develop their personal ethical framework.

  12. NASA's NPOESS Preparatory Project Science Data Segment: A Framework for Measurement-based Earth Science Data Systems

    Science.gov (United States)

    Schwaller, Mathew R.; Schweiss, Robert J.

    2007-01-01

    The NPOESS Preparatory Project (NPP) Science Data Segment (SDS) provides a framework for the future of NASA s distributed Earth science data systems. The NPP SDS performs research and data product assessment while using a fully distributed architecture. The components of this architecture are organized around key environmental data disciplines: land, ocean, ozone, atmospheric sounding, and atmospheric composition. The SDS thus establishes a set of concepts and a working prototypes. This paper describes the framework used by the NPP Project as it enabled Measurement-Based Earth Science Data Systems for the assessment of NPP products.

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

    Science.gov (United States)

    Cairns, Dean; Areepattamannil, Shaljan

    2017-06-01

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

  14. Developing android-based science instructional media to improve scientific literacy of junior high school students

    Science.gov (United States)

    Farida, I. I.; Jumadi; Wilujeng; Senam

    2018-04-01

    The aims of this study are: to develop android-based science instructional media and to reveal the characteristic, the quality, and the effectiveness of android-based science instructional media with global warming topic to increase junior high school students’ scientific literacy. This study is a development research. The instructional media were reviewed by a media expert, a material expert, science teachers, peer reviewers, and students. The data was collected using media evaluation questionnaires. The results of the study showed that: (1) the android-based science instructional media has characteristics including interesting visualization, easy to use, flexible, and practical, (2) the android-based science instructional media was appropriate for teaching, in terms of material evaluation aspects, media evaluation aspects, and based on student test results, and (3) the android-based science instructional media can effectively used for teaching.

  15. Play with Science in Inquiry Based Science Education

    OpenAIRE

    Andrée, Maria; Lager-Nyqvist, Lotta; Wickman, Per-Olof

    2011-01-01

    In science education students sometimes engage in imaginary science-oriented play where ideas about science and scientists are put to use. Through play, children interpret their experiences, dramatize, give life to and transform what they know into a lived narrative. In this paper we build on the work of Vygotsky on imagination and creativity. Previous research on play in primary and secondary school has focused on play as a method for formal instruction rather than students’ spontaneous info...

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

    Science.gov (United States)

    Herrington, Tia W.

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

  17. Inquiry-based science: Preparing human capital for the 21 st century and beyond

    Science.gov (United States)

    Boyd, Yolanda F.

    High school students need to graduate with 21st century skills to be college and career ready and to be competitive in a global marketplace. A positive trend exists favoring inquiry-based instructional practices that purportedly not only increase science content knowledge, but also 21 st century skill development. A suburban school district, Areal Township (pseudonym), implemented an inquiry-based science program based on this trend; however, the degree to which the program has been meeting students' needs for science content knowledge and 21st century skills development has not been explored. If we were to understand the process by which an inquiry-based science program contributes to attainment of science content and 21st century skill development, then we might be able to improve the delivery of the program and provide a model to be adopted by other schools. Therefore, the purpose of this descriptive case study was to engage with multiple stakeholders to formatively assess the successes and obstacles for helping students to achieve science content and 21st century skills through an inquiry-based curriculum. Using constructivist theory, this study aimed to address the following central research question: How does the implementation of an inquiry-based program within the Areal Township School District (ATSD) support the acquisition of science content knowledge and the development of 21st century skills? This study found that 21st century skill development is embedded in inquiry-based instructional practices. These practices engage students in meaningful learning that spirals in content and is measured using diverse assessments. Time to do inquiry-based science and adequate time for collegial collaboration were obstacles for educators in grades K-5. Other obstacles were turnkey professional development and a lack of ongoing program monitoring, as a result of imposed extrinsic factors from state and federal mandates. Lastly, it was discovered that not all parts of

  18. The impact of computer-based versus "traditional" textbook science instruction on selected student learning outcomes

    Science.gov (United States)

    Rothman, Alan H.

    This study reports the results of research designed to examine the impact of computer-based science instruction on elementary school level students' science content achievement, their attitude about science learning, their level of critical thinking-inquiry skills, and their level of cognitive and English language development. The study compared these learning outcomes resulting from a computer-based approach compared to the learning outcomes from a traditional, textbook-based approach to science instruction. The computer-based approach was inherent in a curriculum titled The Voyage of the Mimi , published by The Bank Street College Project in Science and Mathematics (1984). The study sample included 209 fifth-grade students enrolled in three schools in a suburban school district. This sample was divided into three groups, each receiving one of the following instructional treatments: (a) Mixed-instruction primarily based on the use of a hardcopy textbook in conjunction with computer-based instructional materials as one component of the science course; (b) Non-Traditional, Technology-Based -instruction fully utilizing computer-based material; and (c) Traditional, Textbook-Based-instruction utilizing only the textbook as the basis for instruction. Pre-test, or pre-treatment, data related to each of the student learning outcomes was collected at the beginning of the school year and post-test data was collected at the end of the school year. Statistical analyses of pre-test data were used as a covariate to account for possible pre-existing differences with regard to the variables examined among the three student groups. This study concluded that non-traditional, computer-based instruction in science significantly improved students' attitudes toward science learning and their level of English language development. Non-significant, positive trends were found for the following student learning outcomes: overall science achievement and development of critical thinking

  19. A rights-based approach to science literacy using local languages: Contextualising inquiry-based learning in Africa

    Science.gov (United States)

    Babaci-Wilhite, Zehlia

    2017-06-01

    This article addresses the importance of teaching and learning science in local languages. The author argues that acknowledging local knowledge and using local languages in science education while emphasising inquiry-based learning improve teaching and learning science. She frames her arguments with the theory of inquiry, which draws on perspectives of both dominant and non-dominant cultures with a focus on science literacy as a human right. She first examines key assumptions about knowledge which inform mainstream educational research and practice. She then argues for an emphasis on contextualised learning as a right in education. This means accounting for contextualised knowledge and resisting the current trend towards de-contextualisation of curricula. This trend is reflected in Zanzibar's recent curriculum reform, in which English replaced Kiswahili as the language of instruction (LOI) in the last two years of primary school. The author's own research during the initial stage of the change (2010-2015) revealed that the effect has in fact proven to be counterproductive, with educational quality deteriorating further rather than improving. Arguing that language is essential to inquiry-based learning, she introduces a new didactic model which integrates alternative assumptions about the value of local knowledge and local languages in the teaching and learning of science subjects. In practical terms, the model is designed to address key science concepts through multiple modalities - "do it, say it, read it, write it" - a "hands-on" experiential combination which, she posits, may form a new platform for innovation based on a unique mix of local and global knowledge, and facilitate genuine science literacy. She provides examples from cutting-edge educational research and practice that illustrate this new model of teaching and learning science. This model has the potential to improve learning while supporting local languages and culture, giving local languages their

  20. Dispositions Supporting Elementary Interns in the Teaching of Reform-Based Science Materials

    Science.gov (United States)

    Eick, Charles J.; Stewart, Bethany

    2010-01-01

    Dispositions supporting the teaching of science as structured inquiry by four elementary candidates are presented. Candidates were studied during student teaching based on their positive attitudes toward teaching science with reform-based materials in their methods course. Personal learning histories informed their attitudes, values, and beliefs…

  1. Design-Based Research in Science Education: One Step Towards Methodology

    Directory of Open Access Journals (Sweden)

    Kalle Juuti

    2012-10-01

    Full Text Available Recently, there has been critiques towards science education research, as the potential of this research has not been actualised in science teaching and learning praxis. The paper describes an analysis of a design-based research approach (DBR that has been suggested as a solution for the discontinuation between science education research and praxis. We propose that a pragmatic frame helps to clarify well the design-based research endeavour. We abstracted three aspects from the analysis that constitute design-based research: (a a design process is essentially iterative starting from the recognition of the change of the environment of praxis, (b it generates a widely usable artefact, (c and it provides educational knowledge for more intelligible praxis. In the knowledge acquisition process, the pragmatic viewpoint emphasises the role of a teacher’s reflected actions as well as the researches’ involvement in the authentic teaching and learning settings.

  2. Engaging Adolescents to Inform the Development of a Mobile Gaming App to Incentivize Physical Activity.

    Science.gov (United States)

    Pope, Lizzy; Garnett, Bernice; Dibble, Marguerite

    2017-08-29

    Involving youth in the development of a mobile game designed to increase physical activity may increase relevancy and adoption. To share the development process used to create a gaming app aimed at incentivizing physical activity in high school students. Five focus groups were conducted with high school students (N=50) to understand gaming behaviors. A subset of students from the focus groups chose to complete a Web-based survey (N=10). Four different versions of gaming artwork and concept design based on student input were pilot tested (N=35), and group consensus building determined the direction of the game. The 4 game versions differed in their artwork style and gaming concept with some requiring competition versus cooperation, or being more individual versus team based. Group consensus building meant that all artwork and game concept options were displayed at the front of a classroom. Students could then vote for their top artwork and concept choices by putting stickers on the top 1 or 2 artwork and concept options that they liked best. Once all votes were cast, investigators discussed the voting results with students, and brainstormed ways to incorporate popular aspects of the 3 "losing" artwork and game concepts into the winning ideas. Focus group transcripts were analyzed for common themes. Artwork and gaming concept-voting data was tallied at the time of voting to share with students in real time. Focus groups and survey results revealed important themes for a successful gaming app: (1) competition, (2) balanced in-game rewards, (3) accessibility, and (4) aesthetic features. Consensus voting indicated the popularity of a collaborative competitive content design (35/66, 53%) and playful art (27/71, 38%). To ensure saliency and effectiveness of game-based physical activity interventions, youth need to be included in design and implementation. Furthermore, the unique preferences and social constructs of high school students need to be considered during

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

    Directory of Open Access Journals (Sweden)

    Sergio Malcevschi

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

  4. Project-Based Learning versus Textbook/Lecture Learning in Middle School Science

    Science.gov (United States)

    Main, Sindy

    2015-01-01

    As schools continue to become more diverse, it is important to look at science teaching methods that will meet the needs of all students. In this study, 172 students in a middle school in Northwestern Illinois were taught using two methods of teaching science. Half of the students were taught using project-based science (PBS) and the other half of…

  5. Characteristics of workplace-based learning across higher health sciences education

    DEFF Research Database (Denmark)

    Mørcke, Anne Mette; Christensen, Mette Krogh; Henriksen, Jette

    the considerable differences found across the three educations concerning supervisors’ roles and expectations of students’ ability to master competences, as well as the differences in opportunities for independent learning activities at the workplaces. This might be rooted in the different traditions underpinning......Characteristics of workplace-based learning across higher health sciences education Background Workplace-based learning is a traditional part of health sciences educations and we find a rich literature on some of the core features. However, a number of questions remain and we contribute...... by exploring the characteristics of the learning activities at workplaces and students’ and supervisors’ roles during clerkships across educations. Summary of work We performed a short-term ethnographic study in medicine, nursing and sports science. Data was collected during nine days observing skills training...

  6. Factors Affecting Student Success with a Google Earth-Based Earth Science Curriculum

    Science.gov (United States)

    Blank, Lisa M.; Almquist, Heather; Estrada, Jen; Crews, Jeff

    2016-01-01

    This study investigated to what extent the implementation of a Google Earth (GE)-based earth science curriculum increased students' understanding of volcanoes, earthquakes, plate tectonics, scientific reasoning abilities, and science identity. Nine science classrooms participated in the study. In eight of the classrooms, pre- and post-assessments…

  7. Emergent Learning and Interactive Media Artworks: Parameters of Interaction for Novice Groups

    Directory of Open Access Journals (Sweden)

    Marta Kawka

    2011-11-01

    Full Text Available Emergent learning describes learning that occurs when participants interact and distribute knowledge, where learning is self-directed, and where the learning destination of the participants is largely unpredictable (Williams, Karousou, & Mackness, 2011. These notions of learning arise from the topologies of social networks and can be applied to the learning that occurs in educational institutions. However, the question remains whether institutional frameworks can accommodate the opposing notion of “cooperative systems” (Shirky, 2005, systems that facilitate the creation of user-generated content, particularly as first-year education cohorts are novice groups in the sense of not yet having developed university-level knowledge.This paper theorizes an emergent learning assessment item (Flickr photo-narratives within a first-year media arts undergraduate education course. It challenges the conventional models of student–lecturer interaction by outlining a methodology of teaching for emergence that will facilitate student-directed and open-ended learning. The paper applies a matrix with four parameters (teacher-directed content/student-directed content; non-interactive learning task/interactive learning framework. This matrix is used as a conceptual space within which to investigate how a learning task might be constructed to afford the best opportunities for emergent learning. It explores the strategies that interactive artists utilize for participant engagement (particularly the relationship between the artist and the audience in the creation of interactive artworks and suggests how these strategies might be applied to emergent generative outcomes with first-year education students.We build upon Williams et al.’s framework of emergent learning, where “content will not be delivered to learners but co-constructed with them” (De Freitas & Conole, as cited in Williams et al., 2011, p. 40, and the notion that in constructing emergent

  8. The Canon, the Web, and the Long Tail

    DEFF Research Database (Denmark)

    Sanderhoff, Merete

    2017-01-01

    This article argues that releasing images of artworks into the public domain creates a new possibility for the public to challenge the canon or create their own, based on access to previously inaccessible images. Through the dissemination of openly licensed artworks across the Internet, museums c...

  9. Learning Science Content through Socio-Scientific Issues-Based Instruction: A Multi-Level Assessment Study

    Science.gov (United States)

    Sadler, Troy D.; Romine, William L.; Topçu, Mustafa Sami

    2016-01-01

    Science educators have presented numerous conceptual and theoretical arguments in favor of teaching science through the exploration of socio-scientific issues (SSI). However, the empirical knowledge base regarding the extent to which SSI-based instruction supports student learning of science content is limited both in terms of the number of…

  10. Collaborative CPD and inquiry-based science in the classroom

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    on the teaching of science and on collaboration. Qualitative data obtained by following the same teacher teaching Science & Technology from 4th to 6th grade are used to discuss changes in her classroom practice; in particular concerning inquiry-based methods shown in earlier QUEST-research to be understood......Continuous Professional Development (CPD) is crucial for reforming science teaching, but more knowledge is needed about how to embed CPD in teachers’ daily work. The Danish QUEST-project is a long-term collaborative CPD-project designed informed by research and with activities changing rhythmically...... between seminars, individual trials in own classroom, and collaborative activities in the science-team at local schools. The QUEST research is aimed at understanding the relation between individual and social changes. In this study, quantitative data are used to compare the perceived effect from QUEST...

  11. Developing a Scientific Virtue-Based Approach to Science Ethics Training.

    Science.gov (United States)

    Pennock, Robert T; O'Rourke, Michael

    2017-02-01

    Responsible conduct of research training typically includes only a subset of the issues that ought to be included in science ethics and sometimes makes ethics appear to be a set of externally imposed rules rather than something intrinsic to scientific practice. A new approach to science ethics training based upon Pennock's notion of the scientific virtues may help avoid such problems. This paper motivates and describes three implementations-theory-centered, exemplar-centered, and concept-centered-that we have developed in courses and workshops to introduce students to this scientific virtue-based approach.

  12. There’s More to Science than Research: A Team-Based Role Game to Develop School Students’ Understanding of Science Careers in Pharmaceutical Quality Control

    Directory of Open Access Journals (Sweden)

    Rachael Collins

    2015-08-01

    Full Text Available School students lack information about STEM based careers, a subject that is not sufficiently embedded in the national science curriculum. As a result, students feel they receive insufficient advice to support their choice of subjects at GCSE level and beyond. Students struggle to envisage potential career pathways leading on from studying science at school, and especially for younger students it is difficult to convey typical science-based career pictures in a way that is easily accessible to them. To address this need, we developed an interactive team-based activity which uses role play to help students envisage typical work processes within a science-based career—microbial quality control in a pharmaceutical industrial environment. This activity addresses children’s curiosity about science-based careers, by enabling them to experience typical every day work processes in an industrial environment in a hands-on fashion. Additionally, the activity helps to convey abstract concepts, such as the abundance of microbes in the natural environment, microbial contamination and the importance of hygiene, which link to the science curriculum.

  13. Validity of "Hi_Science" as instructional media based-android refer to experiential learning model

    Science.gov (United States)

    Qamariah, Jumadi, Senam, Wilujeng, Insih

    2017-08-01

    Hi_Science is instructional media based-android in learning science on material environmental pollution and global warming. This study is aimed: (a) to show the display of Hi_Science that will be applied in Junior High School, and (b) to describe the validity of Hi_Science. Hi_Science as instructional media created with colaboration of innovative learning model and development of technology at the current time. Learning media selected is based-android and collaborated with experiential learning model as an innovative learning model. Hi_Science had adapted student worksheet by Taufiq (2015). Student worksheet had very good category by two expert lecturers and two science teachers (Taufik, 2015). This student worksheet is refined and redeveloped in android as an instructional media which can be used by students for learning science not only in the classroom, but also at home. Therefore, student worksheet which has become instructional media based-android must be validated again. Hi_Science has been validated by two experts. The validation is based on assessment of meterials aspects and media aspects. The data collection was done by media assessment instrument. The result showed the assessment of material aspects has obtained the average value 4,72 with percentage of agreement 96,47%, that means Hi_Science on the material aspects is in excellent category or very valid category. The assessment of media aspects has obtained the average value 4,53 with percentage of agreement 98,70%, that means Hi_Science on the media aspects is in excellent category or very valid category. It was concluded that Hi_Science as instructional media can be applied in the junior high school.

  14. Influence of an Intensive, Field-Based Life Science Course on Preservice Teachers' Self-Efficacy for Environmental Science Teaching

    Science.gov (United States)

    Trauth-Nare, Amy

    2015-01-01

    Personal and professional experiences influence teachers' perceptions of their ability to implement environmental science curricula and to positively impact students' learning. The purpose of this study was twofold: to determine what influence, if any, an intensive field-based life science course and service learning had on preservice teachers'…

  15. Klimt artwork (Part II): material investigation by backscattering Fe-57 Mössbauer- and Raman- spectroscopy, SEM and p-XRF

    Energy Technology Data Exchange (ETDEWEB)

    Costa, B. F. O. [University of Coimbra, CFisUC, Physics Department (Portugal); Lehmann, R.; Wengerowsky, D. [Leibniz Universität Hannover, Institut für Anorganische Chemie (Germany); Blumers, M. [Joh. Gutenberg-Universität Mainz, Institut für Anorganische Chemie und Analytische Chemie (Germany); Sansano, A.; Rull, F. [Unidad Asociada UVA-CSIC Centro de Astrobiologia (Spain); Schmidt, H.-J. [Leibniz Universität Hannover, Institut für Anorganische Chemie (Germany); Dencker, F. [Hochschule Hannover, Fakultät II-Maschinenbau und Bioverfahrenstechnik (Germany); Niebur, A. [Technische Universität Dresden, Institut für Physikalische Chemie (Germany); Klingelhöfer, G. [Joh. Gutenberg-Universität Mainz, Institut für Anorganische Chemie und Analytische Chemie (Germany); Sindelar, R. [Hochschule Hannover, Fakultät II-Maschinenbau und Bioverfahrenstechnik (Germany); Renz, F., E-mail: renz@acd.uni-hannover.de [Leibniz Universität Hannover, Institut für Anorganische Chemie (Germany)

    2016-12-15

    In a rediscovered Klimt-artwork “Trompetender Putto” material tests have been conducted. We report studies on different points of the painting. The spots are of different colors, mainly taken in spots of the painting not restaurated. MIMOS II Fe-57 Mössbauer spectroscopy revealed mainly haematite and nano particle oxides in red and red/brown colors. Brown colors also contain crystallized goethite. In brown/ochre colors the same pigments as in brown colors are observed, but there is less quantity of goethite and more quantity of haematite. The green colors show Fe-rich clays, like celadonite or glauconite and or lepidocrocite as main component. Raman spectroscopy revealed cinnabar in red colors of the Scarf; and massicot in brown/ochre points, i.e. in the Left Wing of the “Putto”. With scanning electron microscopy, various layers of the original and of overpainting could be recognized. The investigations of sample 1 show three layers of colored materials, which were identified as zinc-white, cinnabar and galena as well as carbon compounds. In sample 2 four layers could be detected. These are identified (bottom to top) as gypsum and lead-white (layer 1), zinc-white (layer 2), lead-white and cinnabar (layer 3) and titanium-white (layer 4). The elementary composition was examined with the portable X-ray-fluorescence analysis for qualitative manner at different points.

  16. Planning for Reform-Based Science: Case Studies of Two Urban Elementary Teachers

    Science.gov (United States)

    Mangiante, Elaine Silva

    2018-02-01

    The intent of national efforts to frame science education standards is to promote students' development of scientific practices and conceptual understanding for their future role as scientifically literate citizens (NRC 2012). A guiding principle of science education reform is that all students receive equitable opportunities to engage in rigorous science learning. Yet, implementation of science education reform depends on teachers' instructional decisions. In urban schools serving students primarily from poor, diverse communities, teachers typically face obstacles in providing reform-based science due to limited resources and accountability pressures, as well as a culture of teacher-directed pedagogy, and deficit views of students. The purpose of this qualitative research was to study two white, fourth grade teachers from high-poverty urban schools, who were identified as transforming their science teaching and to investigate how their beliefs, knowledge bases, and resources shaped their planning for reform-based science. Using the Shavelson and Stern's decision model for teacher planning to analyze evidence gathered from interviews, documents, planning meetings, and lesson observations, the findings indicated their planning for scientific practices was influenced by the type and extent of professional development each received, each teacher's beliefs about their students and their background, and the mission and learning environment each teacher envisioned for the reform to serve their students. The results provided specific insights into factors that impacted their planning in high-poverty urban schools and indicated considerations for those in similar contexts to promote teachers' planning for equitable science learning opportunities by all students.

  17. JournalBase. Comparer les bases de données scientifiques internationales en sciences humaines et sociales (SHS

    Directory of Open Access Journals (Sweden)

    Denise Pumain

    2010-01-01

    Full Text Available Cet article dresse un tableau comparatif des contenus des bases de données et des listes de référence qui recensent les revues en sciences humaines et sociales (SHS. Il s’appuie sur JournalBase publié le 25 juin 2009 dans Cybergeo. Cette étude porte sur les bases AHCI et SSCI du Web of Science (publié par Thomson Reuters, de Scopus (publié par Elsevier, du European Reference Index for Humanities (ERIH (publié par la Fondation européenne pour la Science et de l’AERES (Agence pour l’évaluation de la recherche en France. La recherche a été réalisée en 2008 avec le soutien financier du TGE Adonis du CNRS. Avec quelque 20 000 entrées correspondant à environ 10 000 journaux différents, c’est une vue quasi exhaustive de la richesse des publications en sciences humaines et sociales qui est apportée par ce tableau. La nomenclature adoptée pour classer les revues par discipline est celle en 27 postes de la Fondation Européenne pour la Science. Les affectations multiples révèlent la multidisciplinarité des revues, assez fréquente en SHS, mais parfois aussi les incohérences des bases de données qui n’ont pas été rectifiées.L’article présente l’historique du projet, la méthodologie mise en place par les auteurs, les difficultés rencontrées dans la comparaison des données. Les premiers résultats mettent en évidence une couverture plus large de la liste ERIH pour les sciences humaines et une surreprésentation des revues anglophones dans les bases de données commerciales pour l’ensemble des disciplines. L’objectif de ce travail est d’alerter sur les contenus de ces bases de données, au moment où les outils bibliométriques soulèvent maints débats quant à leur application dans le champ des sciences humaines et sociales.

  18. Problem-Based Learning in the Life Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom; Parker, Joyce; Eberhardt, Janet

    2016-01-01

    "Problem-Based Learning in the Life Science Classroom, K-12" offers a great new way to ignite your creativity. Authors Tom McConnell, Joyce Parker, and Janet Eberhardt show you how to engage students with scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios prompt K-12 learners to immerse…

  19. Evaluating design-based formative assessment practices in outdoor science teaching

    DEFF Research Database (Denmark)

    Hartmeyer, Rikke; Stevenson, Matthew Peter; Bentsen, Peter

    2016-01-01

    Background and purpose: Research in formative assessment often pays close attention to the strategies which can be used by teachers. However, less emphasis in the literature seems to have been paid to study the application of formative assessment designs in practice. In this paper, we argue...... that a formative assessment design that we call Eva-Mapping, which is developed on the principles of design-based research, can be a productive starting point for disseminating and further developing formative assessment practices in outdoor science teaching. Sample, design and methods: We conducted an evaluation...... of the design, based on video-elicited focus group interviews with two groups of experienced science teachers. Both groups consisted of teachers who taught science outside the classroom on a regular basis. These groups watched identical video sequences which were recorded during lessons in which teachers...

  20. Makiguchian pedagogy in the middle school science classroom

    Science.gov (United States)

    Pagan, Iris Teresa

    close correspondence. Learners were encouraged to produce creative pieces of written or graphic artwork to express their scientific understandings as is consistent with a Makiguchian approach. The students' work contained highly symbolic and metaphorical content while also accurately presenting fundamental scientific information gained from the lessons. These findings suggest that a Makiguchian approach to learning can enhance socially-situated learning while also sustaining adequate mastery of science content.

  1. Students' Preference for Science Careers: International comparisons based on PISA 2006

    Science.gov (United States)

    Kjærnsli, Marit; Lie, Svein

    2011-01-01

    This article deals with 15-year-old students' tendencies to consider a future science-related career. Two aspects have been the focus of our investigation. The first is based on the construct called 'future science orientation', an affective construct consisting of four Likert scale items that measure students' consideration of being involved in future education and careers in science-related areas. Due to the well-known evidence for Likert scales providing culturally biased estimates, the aim has been to go beyond the comparison of simple country averages. In a series of regression and correlation analyses, we have investigated how well the variance of this construct in each of the participating countries can be accounted for by other Programme for International Student Assessment (PISA) student data. The second aspect is based on a question about students' future jobs. By separating science-related jobs into what we have called 'soft' and 'hard' science-related types of jobs, we have calculated and compared country percentages within each category. In particular, gender differences are discussed, and interesting international patterns have been identified. The results in this article have been reported not only for individual countries, but also for groups of countries. These cluster analyses of countries are based on item-by-item patterns of (residual values of) national average values for the combination of cognitive and affective items. The emerging cluster structure of countries has turned out to contribute to the literature of similarities and differences between countries and the factors behind the country clustering both in science education and more generally.

  2. Accessing Cultural Artifacts Through Digital Companions

    DEFF Research Database (Denmark)

    Rehm, Matthias; Jensen, Martin Lynge

    2015-01-01

    This paper presents a study that explores how the introduction of a digital companion agent for a museum exploration game changes children’s engagement with the presented artworks. To this end, a mobile application was developed featuring a monster agent that has eaten the artworks, which...... the children had now to find in the museum. Results show that in comparison to the paper-based version of the exploration game, children engaged in more interactions with the actual cultural artifacts and showed a significantly higher retention rate for details of the involved artworks....

  3. Engaging a middle school teacher and students in formal-informal science education: Contexts of science standards-based curriculum and an urban science center

    Science.gov (United States)

    Grace, Shamarion Gladys

    This is a three-article five chapter doctoral dissertation. The overall purpose of this three-pronged study is to engage a middle school science teacher and students in formal-informal science education within the context of a science standards-based curriculum and Urban Science Center. The goals of the study were: (1) to characterize the conversations of formal and informal science educators as they attempted to implement a standards-based curriculum augmented with science center exhibits; (2) to study the classroom discourse between the teacher and students that foster the development of common knowledge in science and student understanding of the concept of energy before observing science center exhibits on energy; (3) to investigate whether or not a standards-driven, project-based Investigating and Questioning our World through Science and Technology (IQWST) curriculum unit on forms and transformation of energy augmented with science center exhibits had a significant effect on urban African-American seventh grade students' achievement and learning. Overall, the study consisted of a mixed-method approach. Article one consists of a case study featuring semi-structured interviews and field notes. Article two consists of documenting and interpreting teacher-students' classroom discourse. Article three consists of qualitative methods (classroom discussion, focus group interviews, student video creation) and quantitative methods (multiple choice and open-ended questions). Oral discourses in all three studies were audio-recorded and transcribed verbatim. In article one, the community of educators' conversations were critically analyzed to discern the challenges educators encountered when they attempted to connect school curriculum to energy exhibits at the Urban Science Center. The five challenges that characterize the emergence of a third space were as follows: (a) science terminology for lesson focus, (b) "dumb-down" of science exhibits, (c) exploration distracts

  4. Examination of Pre-Service Science Teachers' Activities Using Problem Based Learning Method

    Science.gov (United States)

    Ekici, Didem Inel

    2016-01-01

    In this study, both the activities prepared by pre-service science teachers regarding the Problem Based Learning method and the pre-service science teachers' views regarding the method were examined before and after applying their activities in a real class environment. 69 pre-service science teachers studying in the 4th grade of the science…

  5. Empowering Rural Appalachian Youth Through Integrated Inquiry-based Earth Science

    Science.gov (United States)

    Cartwright, T. J.; Hogsett, M.

    2009-05-01

    Science education must be relevant and inspiring to keep students engaged and receptive to learning. Reports suggest that science education reform can be advanced by involving students in active research (NSF 1996). Through a 2-year Geoscience Education award from the National Science Foundation, a program called IDGE (Integrated Design for Geoscience Education) has targeted low-income, under-represented, and minority high school students in rural Appalachia in inquiry-based projects, international collaboration, and an international environmental expedition incorporating the GLOBE program protocols. This program targeted Upward Bound students at Marshall University in Huntington, West Virginia. The Upward Bound is a federally-supported program targeting low-income, under-represented, and minority students for inclusion in a summer academic- enrichment program. IDGE builds on the mission of Upward Bound by encouraging underprivileged students to investigate science and scientific careers. This outreach has proven to be successful in enhancing positive attitudes and understanding about science and increasing the number of students considering science careers. IDGE has found that students must be challenged to observe the world around them and to consider how their decisions affect the future of our planet, thus making geoscience relevant and interesting to the students. By making the geoscience course inquiry-based and incorporating field research that is relevant to local environmental issues, it becomes possible for students to bridge the gap between science in theory and science in practice while remaining engaged. Participants were able to broaden environmental connections through an ecological expedition experience to Costa Rica, serving as an opportunity to broaden the vision of students as members of an international community of learners and scientists through their experiences with a diverse natural environment. This trip, in coordination with the inclusion

  6. Earth Science for Educators: Preparing 7-12 Teachers for Standards-based, Inquiry Instruction

    Science.gov (United States)

    Sloan, H.

    2002-05-01

    "Earth Science for Educators" is an innovative, standards-based, graduate level teacher education curriculum that presents science content and pedagogic technique in parallel. The curriculum calls upon the resources and expertise of the American Museum of Natural History (AMNH) to prepare novice New York City teachers for teaching Earth Science. One of the goals of teacher education is to assure and facilitate science education reform through preparation of K-12 teachers who understand and are able to implement standard-based instruction. Standards reflect not only the content knowledge students are expected to attain but also the science skills and dispositions towards science they are expected to develop. Melding a list of standards with a curriculum outline to create inquiry-based classroom instruction that reaches a very diverse population of learners is extremely challenging. "Earth Science for Educators" helps novice teachers make the link between standards and practice by constantly connecting standards with instruction they receive and activities they carry out. Development of critical thinking and enthusiasm for inquiry is encouraged through engaging experience and contact with scientists and their work. Teachers are taught Earth systems science content through modeling of a wide variety of instruction and assessment methods based upon authentic scientific inquiry and aimed at different learning styles. Use of fieldwork and informal settings, such as the Museum, familiarizes novice teachers with ways of drawing on community resources for content and instructional settings. Metacognitive reflection that articulates standards, practice, and the teachers' own learning experience help draw out teachers' insights into their students' learning. The innovation of bring science content together with teaching methods is key to preparing teachers for standards-based, inquiry instruction. This curriculum was successfully piloted with a group of 28 novice teachers as

  7. Using a Design Science Perspective to Understand a Complex Design-Based Research Process

    DEFF Research Database (Denmark)

    Bækgaard, Lars

    2012-01-01

    The purpose of the paper is to demonstrate how a design science perspective can be used to describe and understand a set of related design-based research processes. We describe and analyze a case study in a manner that is inspired by design science. The case study involves the design of modeling......-based research processes. And we argue that a design science perspective may be useful for both researchers and practitioners....... tools and the redesign of an information service in a library. We use a set of guidelines from a design science perspective to organize the description and analysis of the case study. By doing this we demonstrate the usefulness of design science as an analytical tool for understanding related design...

  8. Elemental and mineralogical study of earth-based pigments using particle induced X-ray emission and X-ray diffraction

    International Nuclear Information System (INIS)

    Nel, P.; Lynch, P.A.; Laird, J.S.; Casey, H.M.; Goodall, L.J.; Ryan, C.G.; Sloggett, R.J.

    2010-01-01

    Artwork and precious artefacts demand non-destructive analytical methodologies for art authentication, attribution and provenance assessment. However, structural and chemical characterisation represents a challenging problem with existing analytical techniques. A recent authentication case based on an Australian Aboriginal artwork, indicate there is substantial benefit in the ability of particle induced X-ray emission (PIXE), coupled with dynamic analysis (DA) to characterise pigments through trace element analysis. However, this information alone is insufficient for characterising the mineralogical residence of trace elements. For this reason a combined methodology based on PIXE and X-ray diffraction (XRD) has been performed to explore the benefits of a more comprehensive data set. Many Aboriginal paintings and artefacts are predominantly earth pigment based. This makes these cultural heritage materials an ideal case study for testing the above combined methodological approach on earth-based pigments. Samples of synthetic and naturally occurring earth-based pigments were obtained from a range of sources, which include Indigenous communities within Australia's Kimberley region. PIXE analyses using a 3 MeV focussed proton beam at the CSIRO nuclear microprobe, as well as laboratory-based XRD was carried out on the above samples. Elemental signature spectra as well as mineralogical data were used to assess issues regarding synthetic and naturally occurring earth pigments with the ultimate aim of establishing provenance.

  9. Semantic Web-based Vocabulary Broker for Open Science

    Science.gov (United States)

    Ritschel, B.; Neher, G.; Iyemori, T.; Murayama, Y.; Kondo, Y.; Koyama, Y.; King, T. A.; Galkin, I. A.; Fung, S. F.; Wharton, S.; Cecconi, B.

    2016-12-01

    Keyword vocabularies are used to tag and to identify data of science data repositories. Such vocabularies consist of controlled terms and the appropriate concepts, such as GCMD1 keywords or the ESPAS2 keyword ontology. The Semantic Web-based mash-up of domain-specific, cross- or even trans-domain vocabularies provides unique capabilities in the network of appropriate data resources. Based on a collaboration between GFZ3, the FHP4, the WDC for Geomagnetism5 and the NICT6 we developed the concept of a vocabulary broker for inter- and trans-disciplinary data detection and integration. Our prototype of the Semantic Web-based vocabulary broker uses OSF7 for the mash-up of geo and space research vocabularies, such as GCMD keywords, ESPAS keyword ontology and SPASE8 keyword vocabulary. The vocabulary broker starts the search with "free" keywords or terms of a specific vocabulary scheme. The vocabulary broker almost automatically connects the different science data repositories which are tagged by terms of the aforementioned vocabularies. Therefore the mash-up of the SKOS9 based vocabularies with appropriate metadata from different domains can be realized by addressing LOD10 resources or virtual SPARQL11 endpoints which maps relational structures into the RDF format12. In order to demonstrate such a mash-up approach in real life, we installed and use a D2RQ13 server for the integration of IUGONET14 data which are managed by a relational database. The OSF based vocabulary broker and the D2RQ platform are installed at virtual LINUX machines at the Kyoto University. The vocabulary broker meets the standard of a main component of the WDS15 knowledge network. The Web address of the vocabulary broker is http://wdcosf.kugi.kyoto-u.ac.jp 1 Global Change Master Directory2 Near earth space data infrastructure for e-science3 German Research Centre for Geosciences4 University of Applied Sciences Potsdam5 World Data Center for Geomagnetism Kyoto6 National Institute of Information and

  10. Science teachers designing context-based curriculum materials : developing context-based teaching competence

    NARCIS (Netherlands)

    Putter - Smits, de L.G.A.

    2012-01-01

    The intended new context-based curriculum for four science subjects (AS-MaT1, biology, chemistry, and physics) in senior general secondary education and pre-university education has been the subject of numerous research and teacher professionalisation efforts in the Netherlands for the last seven

  11. Middle school girls: Experiences in a place-based education science classroom

    Science.gov (United States)

    Shea, Charlene K.

    The middle school years are a crucial time when girls' science interest and participation decrease (Barton, Tan, O'Neill, Bautista-Guerra, & Brecklin, 2013). The purpose of this study was to examine the experiences of middle school girls and their teacher in an eighth grade place-based education (PBE) science classroom. PBE strives to increase student recognition of the importance of educational concepts by reducing the disconnection between education and community (Gruenewald, 2008; Smith, 2007; Sobel, 2004). The current study provides two unique voices---the teacher and her students. I describe how this teacher and her students perceived PBE science instruction impacting the girls' participation in science and their willingness to pursue advanced science classes and science careers. The data were collected during the last three months of the girls' last year of middle school by utilizing observations, interviews and artifacts of the teacher and her female students in their eighth grade PBE science class. The findings reveal how PBE strategies, including the co-creation of science curriculum, can encourage girls' willingness to participate in advanced science education and pursue science careers. The implications of these findings support the use of PBE curricular strategies to encourage middle school girls to participate in advance science courses and science careers.

  12. Science-based stockpile stewardship at Los Alamos National Laboratory

    International Nuclear Information System (INIS)

    Immele, J.

    1995-01-01

    I would like to start by working from Vic Reis's total quality management diagram in which he began with the strategy and then worked through the customer requirements-what the Department of Defense (DoD) is hoping for from the science-based stockpile stewardship program. Maybe our customer's requirements will help guide some of the issues that we should be working on. ONe quick answer to open-quotes why have we adopted a science-based strategyclose quotes is that nuclear weapons are a 50-year responsibility, not just a 5-year responsibility, and stewardship without testing is a grand challenge. While we can do engineering maintenance and turn over and remake a few things on the short time scale, without nuclear testing, without new weapons development, and without much of the manufacturing base that we had in the past, we need to learn better just how these weapons are actually working

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

    Science.gov (United States)

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

    2018-01-01

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

  14. Perspectives on learning through research on critical issues-based science center exhibitions

    Science.gov (United States)

    Pedretti, Erminia G.

    2004-07-01

    Recently, science centers have created issues-based exhibitions as a way of communicating socioscientific subject matter to the public. Research in the last decade has investigated how critical issues-based installations promote more robust views of science, while creating effective learning environments for teaching and learning about science. The focus of this paper is to explore research conducted over a 10-year period that informs our understanding of the nature of learning through these experiences. Two specific exhibitions - Mine Games and A Question of Truth - provide the context for discussing this research. Findings suggest that critical issues-based installations challenge visitors in different ways - intellectually and emotionally. They provide experiences beyond usual phenomenon-based exhibitions and carry the potential to enhance learning by personalizing subject matter, evoking emotion, stimulating dialogue and debate, and promoting reflexivity. Critical issues-based exhibitions serve as excellent environments in which to explore the nature of learning in these nonschool settings.

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

    Science.gov (United States)

    Dimichino, Daniela C.

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

  16. Teaching science as inquiry in US and in Japan: A cross-cultural comparison of science teachers' understanding of, and attitudes toward inquiry-based teaching

    Science.gov (United States)

    Tosa, Sachiko

    Since the publication of the National Science Education Standards in 1996, learning science through inquiry has been regarded as the heart of science education. However, the TIMSS 1999 Video Study showed that inquiry-based teaching has been taking place less in the United States than in Japan. This study examined similarities and differences in how Japanese and American middle-school science teachers think and feel about inquiry-based teaching. Teachers' attitudes toward the use of inquiry in science teaching were measured through a survey instrument (N=191). Teachers' understanding of inquiry-based teaching was examined through interviews and classroom observations in the United States (N=9) and Japan (N=15). The results show that in spite of the variations in teachers' definitions of inquiry-based teaching, teachers in both countries strongly agree with the idea of inquiry-based teaching. However, little inquiry-based teaching was observed in either of the countries for different reasons. The data indicate that Japanese teachers did not generally help students construct their own understanding of scientific concepts in spite of well-planned lesson structures and activity set-ups. On the other hand, the observational data indicate that American teachers often lacked meaningful science content in spite of their high level of pedagogical knowledge. The need for addressing the importance of scientific concepts in teacher preparation programs in higher education institutions in the US is advocated. To the Japanese science education community, the need for teachers' acquisition of instructional strategies for inquiry-based teaching is strongly addressed.

  17. Physics Problems Based on Up-to-Date Science and Technology.

    Science.gov (United States)

    Folan, Lorcan M.; Tsifrinovich, Vladimir I.

    2007-03-01

    We observe a huge chasm between up-to-date science and undergraduate education. The result of this chasm is that current student interest in undergraduate science is low. Consequently, students who are graduating from college are often unable to take advantage of the many opportunities offered by science and technology. Cutting edge science and technology frequently use the methods learned in undergraduate courses, but up-to-date applications are not normally used as examples or for problems in undergraduate courses. There are many physics problems which contain information about the latest achievements in science and technology. But typically, the level of these problems is too advanced for undergraduates. We created physics problems for undergraduate science and engineering students, which are based on the latest achievements in science and technology. These problems have been successfully used in our courses at the Polytechnic University in New York. We believe that university faculty may suggest such problems in order to provide information about the frontiers of science and technological, demonstrate the importance of undergraduate physics in solving contemporary problems and raise the interest of talented students in science. From the other side, our approach may be considered an indirect way for advertising advanced technologies, which undergraduate students and, even more important, future college graduates could use in their working lives.

  18. Computer presentation of data in science.

    Science.gov (United States)

    Simmonds, D.; Reynolds, L.

    Contents: How this book was created. Foreword. 1. Introduction. 2. Choosing your system and software. 3. Working methods. 4. Preparing manuscripts and camera-ready copy. 5. Principles of typography and layout. 6. Using type and space to show the structure of text. 7. Artwork creation and drawing tips. 8. Posters, slides and OHP transparencies. 9. Designing with colour. Glossaries 1 and 2. Appendix 1: Copyfitting. Appendix 2: Signatures and imposition. Appendix 3: Publishing and the law. Appendix 4: Working comfort.

  19. Development of inquiry-based planetary science resources for Canadian schools

    Science.gov (United States)

    Osinski, G. R.; Gilbert, A.; Brown, P.

    2011-12-01

    The Centre for Planetary Science and Exploration (CPSX - http://cpsx.uwo.ca) at The University of Western Ontario has initiated a comprehensive outreach and education program focusing on planetary science and exploration. The goal is to use planetary science to raise general interest in science. Currently, the activities being preformed by the centre can be divided into three broad categories: (1) educational/curriculum based activities, (2) outreach/community based activities, and (3) training. The first is where the push for an increase in interest for science is really critical and is the focus here. In partnership with the Thames Valley District School Board and by using inquiry-based teaching methods, students study various topics under the guidance of a CPSX graduate students and faculty. The educational activities that have taken place are all based on the Ontario curriculum and have been developed with the support of the local school board and teachers. An annual teacher workshop provides a hands-on opportunity for the teachers to interact with CPSX members. The first activity to be developed was on meteorite impact craters. The CPSX web page also contains the lesson plans and activity work sheets for this Cratering Activity, as well as additional activities. As the Cratering Activity is available online, teachers can perform the experiment independently or request the support from a CPSX outreach member. The activity is designed with the following structure: (1) The teacher gives a background presentation (provided by CPSX) which describes crater processes throughout our solar system (specifically comparing Earth to other planets), the consequences of impacts on Earth, the origins of impactors (small bodies) in our solar system, and the mechanical process of an impact. (2) The teacher demonstrates an impact event. Students are to make observations in their lab handout, and sketch what they see. (3) Students (either individually or as a group, based on

  20. Look Past the Stuffed Animals and Learn about the Earth: Dioramas at the American Museum of Natural History

    Science.gov (United States)

    Passow, M. J.

    2017-12-01

    The dioramas at the American Museum of Natural History (AMNH) in New York City provide great examples of artwork depicting locations of interest and value for teaching the Earth Sciences. When the Museum was established in 1869, it—like most institutions of that time—merely provided a taxidermy collection in cases. But as it expanded into the dozens of Halls in its multiple public buildings, curators made a deliberate effort to display the specimens with backdrops depicting the habitats where the animals were collected. Such `curatorial giants' as Frank Chapman and Carl Ackley spearheaded pioneering efforts to present displays in the curved, framed settings. The impact of these large- and small-scale artworks on the Public cannot be underestimated. Instead of just viewing the remains of a dead animal, visitors are transported around the world into a wide variety of ecosystems. With no more effort than walking from one display to the next, viewers "magically travel" to the multitude of environments across Planet Earth. The dioramas may take one from mountaintop vistas to the microsystem just a few centimeters above and below the forest floor. This presentation will provide selected examples of the artwork in AMNH dioramas. The AMNH website provides numerous videos and posts about its dioramas. I will also provide insights into the creation of more recent artwork using an online interview with Sean Murtha, the artist who created many of the Hall of Ocean Life dioramas. Predating modern technologies, including color photography, television, and computers, these dioramas are rightly described as powerful tools for nurturing scientific education and environmental awareness. These dioramas frequently are utilized to teach important Earth System Science concepts to school groups and other visitors, and examples of such lessons will be included.

  1. An Analysison Provincial Medical Science Basic Research Competitiveness Based on the National Natural Science Foundation of China

    Directory of Open Access Journals (Sweden)

    Xing Xia

    2017-06-01

    Full Text Available [Purpose/significance] The National Natural Science Foundation of China (NSFC is one of the most important channels to support basic research in China. Competition for funding by the NSFC has been a very important indicator to measure the basic research level of various province and scientific research institutions. [Method/process] By combing and analyzing the status quo of NSFC in medical science, it is helpful to narrow the provincial gap and improve the basic research of medical science in China. Based on the project information of NSFC and previous scholars’ research, the paper update the index of basic research competitiveness, and analyzes project number and project funding of medical science during 2006-2016. At the same time, the competitiveness of medical science basic research and its changing trend in 31 provinces of China are analyzed. [Result/conclusion] The result shows that, in recent years, China’s basic scientific research has greatly improved, but there is a large gap between the provinces.

  2. A Guanxi Shibboleth based security infrastructure for e-social science

    OpenAIRE

    Jie, Wei; Young, Alistair; Arshad, Junaid; Finch, June; Procter, Rob; Turner, Andy

    2008-01-01

    An e-Social Science infrastructure generally has security requirements to protect their restricted resources or services. As a widely accepted authentication and authorization technology, Shibboleth supports the sharing of resources on interinstitutional federation. Guanxi is an open source implementation of the Shibboleth protocol and architecture. In this paper, we propose a security infrastructure for e-social science based on the Guanxi Shibboleth. This security infrastructure presents tw...

  3. LiLEDDA: A Six-Step Forum-Based Netnographic Research Method for Nursing Science

    Directory of Open Access Journals (Sweden)

    MARTIN SALZMANN-ERIKSON

    2012-01-01

    Full Text Available Internet research methods in nursing science are less developed than in other sciences. We choose to present an approach to conducting nursing research on an internet-based forum. This paper presents LiLEDDA, a six-step forum-based netnographic research method for nursing science. The steps consist of: 1. Literature review and identification of the research question(s; 2. Locating the field(s online; 3. Ethical considerations; 4. Data gathering; 5. Data analysis and interpretation; and 6. Abstractions and trustworthiness. Traditional research approaches are limiting when studying non-normative and non-mainstream life-worlds and their cultures. We argue that it is timely to develop more up-to-date research methods and study designs applicable to nursing science that reflect social developments and human living conditions that tend to be increasingly online-based.

  4. Overall welfare assessment of laying hens: Comparing science-based, environmental-based and animal-based assessments

    NARCIS (Netherlands)

    Shimmura, T.; Bracke, M.B.M.; Mol, de R.M.; Hirahara, S.; Tanaka, T.

    2011-01-01

    To increase the validity of evaluations and facilitate expansion and maintenance of assessment systems, we constructed a database of studies on the welfare of laying hens around the world. On the basis of this database, we devised a science-based welfare assessment model. Our model includes

  5. Doing the Project and Learning the Content: Designing Project-Based Science Curricula for Meaningful Understanding

    Science.gov (United States)

    Kanter, David E.

    2010-01-01

    Project-based science curricula can improve students' usable or meaningful understanding of the science content underlying a project. However, such curricula designed around "performances" wherein students design or make something do not always do this. We researched ways to design performance project-based science curricula (pPBSc) to better…

  6. WISE Science: Web-based Inquiry in the Classroom. Technology, Education--Connections

    Science.gov (United States)

    Slotta, James D.; Linn, Marcia C.

    2009-01-01

    This book shares the lessons learned by a large community of educational researchers and science teachers as they designed, developed, and investigated a new technology-enhanced learning environment known as WISE: The Web-Based Inquiry Science Environment. WISE offers a collection of free, customizable curriculum projects on topics central to the…

  7. How Teaching Science Using Project-Based Learning Strategies Affects the Classroom Learning Environment

    Science.gov (United States)

    Hugerat, Muhamad

    2016-01-01

    This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire…

  8. Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards

    Science.gov (United States)

    Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin

    2012-11-01

    Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a profile of professional competence, required for effective inquiry-based science teaching in primary schools in the Netherlands. This article reviews literature and compares the outcomes to the American National Science Education Standards (NSES). In so doing, it seeks to answer the following research questions: What elements of competencies required by primary school teachers who teach inquiry-based science are mentioned, discussed and researched in recent literature? To what extent are the American NSES (introduced 15 years ago) consistent with elements of competencies found in recent literature? A comprehensive literature review was conducted using Educational Resources Information Centre and Google Scholar databases. Fifty-seven peer-reviewed scientific journal articles from 2004 to 2011 were found using keyword combinations. Analysis of these articles resulted in the identification and classification of 22 elements of competencies. This outcome was compared to the American NSES, revealing gaps in the standards with respect to a lack of focus on how teachers view science teaching and themselves as teachers. We also found that elements of competencies are connected and poor mastery of one may affect a teacher's mastery of another. Therefore, we propose that standards for the Netherlands should be presented in a non-linear, holistic, competence-based model.

  9. Mentoring a new science teacher in reform-based ways: A focus on inquiry

    Science.gov (United States)

    Schomer, Scott D.

    The processes, understandings, and uses of inquiry are identified by the National Science Education Standards (National Research Council, 1996) as a key component of science instruction. Currently, there are few examples in the literature demonstrating how teachers go about co-constructing inquiry-based activities and how mentors can promote the use of reform-based practices by novices. The purpose of this interpretive case study was to investigate how a mentor and her protege collaboratively developed, implemented and assessed three inquiry-based experiences. The questions that guided this research were: (1) How does the mentor assist protege growth in the development, implementation and assessment of inquiry-based experiences for secondary science students? (2) How are the protege's perceptions of inquiry influenced by her participation in developing, implementing and assessing inquiry-based experiences for secondary science students? The co-construction of the inquiry activities and the facilitation provided by the mentor represented Lev Vygotsky's (1978) social construction of information as the mentor guided the protege beyond her cognitive zone of proximal development. The participants in this study were a veteran science teacher who was obtaining her mentor certification, or Teacher Support Specialist, and her protege who was a science teacher in the induction phase of her career. Data were collected through in-depth, semi-structured interviews, tape recordings of planning sessions, researcher field notes, and email reflections during the co-construction process. Inductive analysis of the data led to the identification of common categories and subsequent findings, which reflected what the mentor and protege discussed about inquiry and the process of collaboration. The six themes that emerged from this study led to several implications that are significant for science teacher preparation and the mentoring community. The teachers indicated tools, such as the

  10. Inquiry-Based Science Education Competencies of Primary School Teachers: A Literature Study and Critical Review of the American National Science Education Standards

    Science.gov (United States)

    Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin

    2012-01-01

    Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a…

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

    Science.gov (United States)

    Mungin, Rochelle E.

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

  12. STEM-based science learning implementation to identify student’s personal intelligences profiles

    Science.gov (United States)

    Wiguna, B. J. P. K.; Suwarma, I. R.; Liliawati, W.

    2018-05-01

    Science and technology are rapidly developing needs to be balanced with the human resources that have the qualified ability. Not only cognitive ability, but also have the soft skills that support 21st century skills. Science, Technology, Engineering, and Mathematics (STEM) Education is a solution to improve the quality of learning and prepare students may be able to trained 21st century skills. This study aims to analyse the implementation of STEM-based science learning on Newton’s law of motion by identifying the personal intelligences profile junior high school students. The method used in this research is pre experiment with the design of the study one group pre-test post-test. Samples in this study were 26 junior high school students taken using Convenience Sampling. Students personal intelligences profile after learning STEM-based science uses two instruments, self-assessment and peer assessment. Intrapersonal intelligence profile based self-assessment and peer assessment are respectively 69.38; and 64.08. As for interpersonal intelligence for self-assessment instrument is 73 and the peer assessment is 60.23.

  13. Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

    Science.gov (United States)

    Campbell, Todd; Longhurst, Max L.; Wang, Shiang-Kwei; Hsu, Hui-Yin; Coster, Dan C.

    2015-10-01

    While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities. Many see technology as a potentially powerful resource that is reshaping society and has the potential to do the same in science classrooms. To consider the promise of technology in science classrooms, this research investigated the impact of a professional development project focused on enhancing teacher and student learning by using information and communication technologies (ICTs) for engaging students in reformed-based instruction. More specifically, these findings revealed positive teacher outcomes with respect to reformed-based and technology-supported instruction and increased ICT and new literacies skills. When considering students, the findings revealed positive outcomes with respect to ICT and new literacies skills and student achievement in science.

  14. Game-Based Learning in Science Education: A Review of Relevant Research

    Science.gov (United States)

    Li, Ming-Chaun; Tsai, Chin-Chung

    2013-01-01

    The purpose of this study is to review empirical research articles regarding game-based science learning (GBSL) published from 2000 to 2011. Thirty-one articles were identified through the Web of Science and SCOPUS databases. A qualitative content analysis technique was adopted to analyze the research purposes and designs, game design and…

  15. Normative Beliefs, Discursive Claims, and Implementation of Reform-Based Science Standards

    Science.gov (United States)

    Veal, William R.; Riley Lloyd, Mary E.; Howell, Malia R.; Peters, John

    2016-01-01

    Reform-based science instruction is guided by teachers' normative beliefs. Discursive claims are how teachers say they teach science. Previous research has studied the change in teachers' beliefs and how beliefs influence intended practice and action in the classroom. Few studies have connected what teachers believe, how they say they teach, and…

  16. Identifying Relevant Anti-Science Perceptions to Improve Science-Based Communication: The Negative Perceptions of Science Scale

    Directory of Open Access Journals (Sweden)

    Melanie Morgan

    2018-04-01

    Full Text Available Science communicators and scholars have struggled to understand what appears to be increasingly frequent endorsement of a wide range of anti-science beliefs and a corresponding reduction of trust in science. A common explanation for this issue is a lack of science literacy/knowledge among the general public (Funk et al. 2015. However, other possible explanations have been advanced, including conflict with alternative belief systems and other contextual factors, and even cultural factors (Gauchat 2008; Kahan 2015 that are not necessarily due to knowledge deficits. One of the challenges is that there are limited tools available to measure a range of possible underlying negative perceptions of science that could provide a more nuanced framework within which to improve communication around important scientific topics. This project describes two studies detailing the development and validation of the Negative Perceptions of Science Scale (NPSS, a multi-dimensional instrument that taps into several distinct sets of negative science perceptions: Science as Corrupt, Science as Complex, Science as Heretical, and Science as Limited. Evidence for the reliability and validity of the NPSS is described. The sub-dimensions of the NPSS are associated with a range of specific anti-science beliefs across a broad set of topic areas above and beyond that explained by demographics (including education, sex, age, and income, political, and religious ideology. Implications for these findings for improving science communication and science-related message tailoring are discussed.

  17. Knowledge-Based Systems in Biomedicine and Computational Life Science

    CERN Document Server

    Jain, Lakhmi

    2013-01-01

    This book presents a sample of research on knowledge-based systems in biomedicine and computational life science. The contributions include: ·         personalized stress diagnosis system ·         image analysis system for breast cancer diagnosis ·         analysis of neuronal cell images ·         structure prediction of protein ·         relationship between two mental disorders ·         detection of cardiac abnormalities ·         holistic medicine based treatment ·         analysis of life-science data  

  18. The team behind HALO, a large-scale art installation conceived at CERN and inspired by ATLAS data, exhibited at 2018 Art Basel.

    CERN Multimedia

    Marcelloni, Claudia

    2018-01-01

    Merging particle physics and art, a CERN-inspired artwork is being featured for the first time at Art Basel, the international art fair in Basel, Switzerland from 13 to 17 June. A large-scale immersive art installation entitled HALO is the artistic interpretation of the Large Hadron Collider’s ATLAS experiment and celebrates the links between art, science and technology. Inspired by raw data generated by ATLAS, the artwork has been conceived and executed by CERN’s former artists-in-residence, the “Semiconductor” duo Ruth Jarman and Joe Gerhardt, in collaboration with Mónica Bello, curator and head of Arts at CERN. During their three-month Arts at CERN residency in 2015, Semiconductor had the chance to explore particle-collision data in collaboration with scientists from the University of Sussex ATLAS group and work with them on the data later used in the artwork. HALO is a cylindrical structure, measuring ten metres in diameter and surrounded by 4-metre-long vertical piano wires. On the inside, an en...

  19. Inquiry-based Science Education Competence of Primary School Teachers: A Delphi Study

    NARCIS (Netherlands)

    Alake-Tuenter, E.; Biemans, H.J.A.; Tobi, H.; Mulder, M.

    2013-01-01

    Earlier, extracted inquiry-based science teaching competency elements and domains from the international literature were compared to the United States' National Science Teaching Standards. The present Delphi study aimed to validate the findings for the Netherlands, where such standards are lacking.

  20. Software is the artwork (Interview)

    NARCIS (Netherlands)

    M. de Valk; A. Mansoux; D. Griffiths

    2014-01-01

    Aymeric Mansoux, Marloes de Valk and Dave Griffiths received the First Prize at VIDA 13.2 awards for Naked on Pluto, a text-based online game that playfully addresses issues of online privacy and the (mis)use of personal data. Seven Artificial Intelligence bots interact with the player, who strives

  1. Ebola Crisis: Improving Science-Based Communication and Local ...

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

    As a long-term goal, the project aims to strengthen journalism associations in Africa through country and regional exchanges using a Web-based platform devoted to science and health journalism. This will help increase access to health knowledge and evidence, improve monitoring and reporting of priority health issues in ...

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

    Science.gov (United States)

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

    2017-08-01

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

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

    Science.gov (United States)

    Fisher-Maltese, Carley B.

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

  4. The Utility of Inquiry-Based Exercises in Mexican Science Classrooms: Reports from a Professional Development Workshop for Science Teachers in Quintana Roo, Mexico

    Science.gov (United States)

    Racelis, A. E.; Brovold, A. A.

    2010-12-01

    The quality of science teaching is of growing importance in Mexico. Mexican students score well below the world mean in math and science. Although the government has recognized these deficiencies and has implemented new policies aimed to improve student achievement in the sciences, teachers are still encountering in-class barriers to effective teaching, especially in public colleges. This paper reports on the utility of inquiry based exercises in Mexican classrooms. In particular, it describes a two-day professional development workshop with science teachers at the Instituto Tecnologico Superior in Felipe Carrillo Puerto in the Mexican state of Quintana Roo. Felipe Carrillo Puerto is an indigenous municipality where a significant majority of the population speak Maya as their first language. This alone presents a unique barrier to teaching science in the municipality, but accompanied with other factors such as student apathy, insufficient prior training of both students and teachers, and pressure to deliver specific science curriculum, science teachers have formidable challenges for effective science teaching. The goals of the workshop were to (1) have a directed discussion regarding science as both content and process, (2) introduce inquiry based learning as one tool of teaching science, and (3) get teachers to think about how they can apply these techniques in their classes.

  5. Soil and art: the Spanish Society of Soil Science calendar for 2016

    Science.gov (United States)

    Mataix-Solera, Jorge; Poch, Rosa M.; Díaz-Fierros, Francisco; Pérez-Moreira, Roxelio; Asins, Sabina; Porta, Jaume; Cortés, Amparo; Badía, David; Del Moral, Fernando

    2017-04-01

    The Spanish Society of Soil Science (SECS: www.secs.com.es) is preparing since 2009 a calendar dealing with a topic chosen by its members, with the main aim to disseminate the importance of the soil to the society. In this contribution, we want to show the calendar 2016, developed during 2015, (International Year of Soils) dedicated to soil and art. We chose, for the twelve months of the year, a selection of paintings where soil is present, and where we, as soil scientists, can interpret what the artist observed about the soil or its management. An introduction written by professor F. Díaz-Fierros describes the evolution of different styles in different regions of Western Europe and US, and how soil was reflected in artworks. The selected paintings date from XV century to current times, by autors of different schools of art and very varying styles. The main features shown in these paintings are soil colour, soil structure, horizonation, and even soil profiles that can be classified. Other paintings show ploughing as main land management practice, and also soil conservation practices and the effects of fire as soil degradation. Artworks included in the calendar (in order of appearance): The ploughed field. 1888. Vincent Van Gogh. Zundert, The Netherlands (1853-1869) Los Cigarrales (alrededores de Toledo). Aureliano de Beruete y Moret. ca. 1905. Casa del Museo Goya - Museo de Arte Hispánico. Castres (France) Les Très Riches Heures du Duc de Berry. Miniature. Musée Condé, Bibliothèque, Chantilly (France)(1413-1416). Paul, Jean and Herman de Limbourg The Dunes near Haarlem. 1667. Jan Wijnants. (1632-1684). National Gallery of Ireland, Dublin. Archaeology: Rooted in the Past. 2010. GC Myers, New York, USA (1959) La forêt au sol rouge. 1891. Georges Lacombe, Versalles (1868-1916) Sitges des de la Creu de Ribes. 1892. Santiago Rusiñol. Barcelona (1861-1931). Courtesy of the Colección Carmen Thyssen-Bornemisza (Madrid) De Kruisdraging. 1606. Pieter Brueghel the

  6. Examining student conceptions of the nature of science from two project-based classrooms

    Science.gov (United States)

    Moss, David M.

    The purpose of this research was to develop descriptive accounts of precollege students' conceptions of the nature of science from two project-based classrooms, and track those conceptions over the course of an academic year. A model of the nature of science was developed and served as the criterion by which students' beliefs were evaluated. The model distinguishes between two major categories of science, the nature of the scientific enterprise and the nature of scientific knowledge. Five students were selected from each class and interviewed individually for 30-45 minutes each, six times over the year. Data from semi-structured, formal interviewing consisted of audio-recorded interviews which were transcribed verbatim. All passages were coded using codes which corresponded to the premises of the model of the nature of science. Passages in the transcripts were interpreted to develop a summary of the students' conceptions over the year. Qualitative methodologies, especially formal interviewing in conjunction with participant observation, were effective for uncovering students' conceptions of the nature of science, adding to the knowledge base in this field. The research design of the current study was a significant factor in explaining the inconsistencies seen between findings from this study and the literature. This study finds that participants at both classroom sites held fully formed conceptions of the nature of science for approximately 40 percent of the premises across the model. For two-thirds of the elements which comprise the premises, participants held full understandings. Participants held more complete understandings of the nature of scientific knowledge than the nature of the scientific enterprise. Most participants had difficulty distinguishing between science and non-science and held poor understandings of the role of questions in science. Students' beliefs generally remained unchanged over the year. When their conceptions did evolve, project-based

  7. Inquiry Based Science Education og den sociokulturelt forankrede dialog i naturfagsundervisningen

    DEFF Research Database (Denmark)

    Østergaard, Lars Domino

    2012-01-01

    Through study, investigation and discussion of the concept Best Practice in science education (Ellebæk & Østergaard, 2009) it was shown, that the dialogue in the teaching sequences was an important factor for the children’s understanding, engagement and interest for the science subjects......). The method is central in the action research project NatSats, where focus is on chidren’s hypothesizing and the way teacher’s use dialogue in their teaching or guiding of children in kindergarten and primary school. Results from the project indicate that an open and interrogative dialogue based...... and phenomena. In this article we will discuss dialogue in the light of sociocultural learning theories, and relate it to Inquiry Based Science Education (IBSE), as the pedagogical and didactical method, which are promoted most strongly these years (e.g. in the inter-European Pollen and Fibonacci projects...

  8. Creating university spin-offs: a science-based design perspective

    NARCIS (Netherlands)

    Burg, van J.C.; Romme, A.G.L.; Gilsing, V.A.; Reymen, I.M.M.J.

    2008-01-01

    Academic entrepreneurship by means of university spin-offs commercializes technological breakthroughs, which may otherwise remain unexploited. However, many universities face difficulties in creating spin-offs. This article adopts a science-based design approach to connect scholarly research with

  9. Creating university spin-offs : a science-based design perspective

    NARCIS (Netherlands)

    Burg, van J.C.; Romme, A.G.L.; Gilsing, V.A.; Reymen, I.M.M.J.; Dan Remenyi, xx

    2007-01-01

    Academic entrepreneurship by means of university spin-offs commercializes technological breakthroughs, which may otherwise remain unexploited. However, many universities face difficulties in creating spin-offs. This article adopts a science-based design approach, to connect scholarly research with

  10. 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…

  11. Trained in Science-Base Field: Change of Specialization among Educated Women in Malaysia

    Science.gov (United States)

    Amin, Suhaida Mohd; Satar, Nurulhuda Mohd; Yap, Su Fei

    2015-01-01

    The theoretical model for economic development states that development in science and technology is the key to increased productivity. Upon realizing this, the Malaysian government has targeted 60 to 40 per cent of students for Science to Arts field at the tertiary level of education. However the rate of participation in science-based programs…

  12. Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

    Science.gov (United States)

    Kim, Hanna

    2016-01-01

    This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at…

  13. The role of assessment infrastructures in crafting project-based science classrooms

    Science.gov (United States)

    D'Amico, Laura Marie

    In project-based science teaching, teachers engage students in the practice of conducting meaningful investigations and explanations of natural phenomena, often in collaboration with fellow students or adults. Reformers suggest that this approach can provide students with more profitable learning experiences; but for many teachers, a shift to such instruction can be difficult to manage. As some reform-minded teachers have discovered, classroom assessment can serve as a vital tool for meeting the challenges associated with project science activity. In this research, classroom assessment was viewed as an infrastructure that both students and teachers rely upon as a mediational tool for classroom activity and communications. The study explored the classroom assessment infrastructures created by three teachers involved in the Learning through Collaborative Visualization (CoVis) Project from 1993--94 to 1995--96. Each of the three teachers under study either created a new course or radically reformulated an old one in an effort to incorporate project-based science pedagogy and supporting technologies. Data in the form of interviews, classroom observations, surveys, student work, and teacher records was collected. From these data, an interpretive case study was developed for each course and its accompanying assessment infrastructure. A set of cross-case analyses was also constructed, based upon common themes that emerged from all three cases. These themes included: the assessment challenges based on the nature of project activity, the role of technology in the teachers' assessment infrastructure designs, and the influence of the wider assessment infrastructure on their course and assessment designs. In combination, the case studies and cross-case analyses describe the synergistic relationship between the design of pedagogical reforms and classroom assessment infrastructures, as well as the effectiveness of all three assessment designs. This work contributes to research

  14. Effect of a Problem Based Simulation on the Conceptual Understanding of Undergraduate Science Education Students

    Science.gov (United States)

    Kumar, David Devraj; Sherwood, Robert D.

    2007-01-01

    A study of the effect of science teaching with a multimedia simulation on water quality, the "River of Life," on the science conceptual understanding of students (N = 83) in an undergraduate science education (K-9) course is reported. Teaching reality-based meaningful science is strongly recommended by the National Science Education Standards…

  15. Scientific Playworlds: a Model of Teaching Science in Play-Based Settings

    Science.gov (United States)

    Fleer, Marilyn

    2017-09-01

    Eminent scientists, like Einstein, worked with theoretical contradiction, thought experiments, mental models and visualisation—all characteristics of children's play. Supporting children's play is a strength of early childhood teachers. Promising research shows a link between imagination in science and imagination in play. A case study of 3 preschool teachers and 26 children (3.6-5.9 years; mean age of 4.6 years) over 6 weeks was undertaken, generating 59.6 h of digital observations and 788 photographs of play practices. The research sought to understand (1) how imaginative play promotes scientific learning and (2) examined how teachers engaged children in scientific play. Although play pedagogy is a strength of early childhood teachers, it was found that transforming imaginary situations into scientific narratives requires different pedagogical characteristics. The study found that the building of collective scientific narratives alongside of discourses of wondering were key determinants of science learning in play-based settings. Specifically, the pedagogical principles of using a cultural device that mirrors the science experiences, creating imaginary scientific situations, collectively building scientific problem situations, and imagining the relations between observable contexts and non-observable concepts, changed everyday practices into a scientific narrative and engagement. It is argued that these unique pedagogical characteristics promote scientific narratives in play-based settings. An approach, named as Scientific Playworlds, is presented as a possible model for teaching science in play-based settings.

  16. The influence inquiry-based science has on elementary teachers' perception of instruction and self-efficacy

    Science.gov (United States)

    Lewis, Felecia J.

    The nature and purpose of this study was to examine the self-efficacy of teachers who use an inquiry-based science program to provide authentic experiences within the elementary school setting. It is essential to explore necessary improvements to bring about effective science education. Using a mixed methods study, the researcher conducted interviews with elementary teachers from five elementary schools within the same school district. The interviews focused on the teachers' experiences with inquiry-based science and their perceptions of quality science instruction. The Teachers' Sense of Efficacy Scale was used to collect quantitative data regarding the teachers' perception of instructional practice and student engagement. The study revealed that limited science content knowledge, inadequate professional development, and a low sense of self-efficacy have a substantial effect on teacher outcomes, instructional planning, and ability to motivate students to participate in inquiry-based learning. It will take a collective effort from administrators, teachers, parents, and students to discover ways to improve elementary science education.

  17. Perspectives on competency-based medical education from the learning sciences.

    Science.gov (United States)

    Swing, Susan R

    2010-01-01

    A central component of competency-based medical education is a framework of higher-order and more fundamental competencies whose purpose is to focus instruction and learning. In the language of the learning sciences, many of these competencies are complex cognitive-perceptual or cognitive-motor skills. Competency-based medical education has been criticized for being reductionistic, that is, for focusing on atomistic skills and failing to capture the essence of professional activities as manifested by complex, integrated capabilities. The value of identifying fundamental skill components is supported by theory and evidence from the learning sciences, however. Complex skills are constructed from fundamental, component skills. Proficient performance of the former is achieved as components are refined and integrated during repeated performance of the skill in a realistic context and as feedback on performance is provided. Competency-based medical education does not propose specific methods for teaching competencies. The learning and instructional sciences, however, posit a number of conditions for learning that support the acquisition of simple skills and their flexible integration into complex capabilities. Learners' motivation and self-regulation skills will also have an impact on the extent to which they engage in learning processes that result in the integration of knowledge and skills into complex competencies.

  18. Inquiry-Based Learning in China: Lesson Learned for School Science Practices

    Science.gov (United States)

    Nuangchalerm, Prasart

    2014-01-01

    Inquiry-based learning is widely considered for science education in this era. This study aims to explore inquiry-based learning in teacher preparation program and the findings will help us to understanding what inquiry-based classroom is and how inquiry-based learning are. Data were collected by qualitative methods; classroom observation,…

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

    Directory of Open Access Journals (Sweden)

    Ratna Malawati

    2016-06-01

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

  20. SUSTAINABILITY LOGISTICS BASING SCIENCE AND TECHNOLOGY OBJECTIVE DEMONSTRATION; SELECTED TECHNOLOGY ASSESSMENT

    Science.gov (United States)

    2018-03-22

    BASING SCIENCE AND TECHNOLOGY OBJECTIVE – DEMONSTRATION; SELECTED TECHNOLOGY ASSESSMENT by Gregg J. Gildea Paul D. Carpenter Benjamin J...Campbell William F. Harris* Michael A. McCluskey** and José A. Miletti*** *General Dynamics Information Technology Fairfax, VA 22030 **Maneuver...SCIENCE AND TECHNOLOGY OBJECTIVE – DEMONSTRATION; SELECTED TECHNOLOGY ASSESSMENT 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT

  1. Relationship between teacher preparedness and inquiry-based instructional practices to students' science achievement: Evidence from TIMSS 2007

    Science.gov (United States)

    Martin, Lynn A.

    The purpose of this study was to examine the relationship between teachers' self-reported preparedness for teaching science content and their instructional practices to the science achievement of eighth grade science students in the United States as demonstrated by TIMSS 2007. Six hundred eighty-seven eighth grade science teachers in the United States representing 7,377 students responded to the TIMSS 2007 questionnaire about their instructional preparedness and their instructional practices. Quantitative data were reported. Through correlation analysis, the researcher found statistically significant positive relationships emerge between eighth grade science teachers' main area of study and their self-reported beliefs about their preparedness to teach that same content area. Another correlation analysis found a statistically significant negative relationship existed between teachers' self-reported use of inquiry-based instruction and preparedness to teach chemistry, physics and earth science. Another correlation analysis discovered a statistically significant positive relationship existed between physics preparedness and student science achievement. Finally, a correlation analysis found a statistically significant positive relationship existed between science teachers' self-reported implementation of inquiry-based instructional practices and student achievement. The data findings support the conclusion that teachers who have feelings of preparedness to teach science content and implement more inquiry-based instruction and less didactic instruction produce high achieving science students. As science teachers obtain the appropriate knowledge in science content and pedagogy, science teachers will feel prepared and will implement inquiry-based instruction in science classrooms.

  2. The book of science mysteries classroom science activities to support student enquiry-based learning

    CERN Document Server

    McOwan, Peter; Olivotto, Cristina

    2015-01-01

    In this booklet, you will be introduced to an exciting new way to teach science in your classroom. The TEMI project (Teaching Enquiry with Mysteries Incorporated) is an EU-funded project that brings together experts in teacher training from across Europe to help you introduce enquiry-based learning successfully in the classroom and improve student engagement and skills.

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

    Science.gov (United States)

    Goldenberg, Maya J

    2006-06-01

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

  4. Problem-Based Learning in the Physical Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

    2018-01-01

    "Problem-Based Learning in the Physical Science Classroom, K-12" will help your students truly understand concepts such as motion, energy, and magnetism in true-to-life contexts. The book offers a comprehensive description of why, how, and when to implement problem-based learning (PBL) in your curriculum. Its 14 developmentally…

  5. Save Now [Y/N]? Machine Memory at War in Iain Banks' "Look to Windward"

    Science.gov (United States)

    Blackmore, Tim

    2010-01-01

    Creating memory during and after wartime trauma is vexed by state attempts to control public and private discourse. Science fiction author Iain Banks' novel "Look to Windward" proposes different ways of preserving memory and culture, from posthuman memory devices, to artwork, to architecture, to personal, local ways of remembering.…

  6. Supporting Beginning Teacher Planning and Enactment of Investigation-based Science Discussions: The Design and Use of Tools within Practice-based Teacher Education

    Science.gov (United States)

    Kademian, Sylvie M.

    Current reform efforts prioritize science instruction that provides opportunities for students to engage in productive talk about scientific phenomena. Given the challenges teachers face enacting instruction that integrates science practices and science content, beginning teachers need support to develop the knowledge and teaching practices required to teach reform-oriented science lessons. Practice-based teacher education shows potential for supporting beginning teachers while they are learning to teach in this way. However, little is known about how beginning elementary teachers draw upon the types of support and tools associated with practice-based teacher education to learn to successfully enact this type of instruction. This dissertation addresses this gap by investigating how a practice-based science methods course using a suite of teacher educator-provided tools can support beginning teachers' planning and enactment of investigation-based science lessons. Using qualitative case study methodologies, this study drew on video-records, lesson plans, class assignments, and surveys from one cohort of 22 pre-service teachers (called interns in this study) enrolled in a year-long elementary education master of the arts and teaching certification program. Six focal interns were also interviewed at multiple time-points during the methods course. Similarities existed across the types of tools and teaching practices interns used most frequently to plan and enact investigation-based discussions. For the focal interns, use of four synergistic teaching practices throughout the lesson enactments (including consideration of students' initial ideas; use of open-ended questions to elicit, extend, and challenge ideas; connecting across students' ideas and the disciplinary core ideas; and use of a representation to organize and highlight students' ideas) appeared to lead to increased opportunities for students to share their ideas and engage in data analysis, argumentation and

  7. Competency Based Modular Experiments in Polymer Science and Technology.

    Science.gov (United States)

    Pearce, Eli M; And Others

    1980-01-01

    Describes a competency-based, modular laboratory course emphasizing the synthesis and characterization of polymers and directed toward senior undergraduate and/or first-year graduate students in science and engineering. One module, free-radical polymerization kinetics by dilatometry, is included as a sample. (CS)

  8. Simulation-Based Performance Assessment: An Innovative Approach to Exploring Understanding of Physical Science Concepts

    Science.gov (United States)

    Gale, Jessica; Wind, Stefanie; Koval, Jayma; Dagosta, Joseph; Ryan, Mike; Usselman, Marion

    2016-01-01

    This paper illustrates the use of simulation-based performance assessment (PA) methodology in a recent study of eighth-grade students' understanding of physical science concepts. A set of four simulation-based PA tasks were iteratively developed to assess student understanding of an array of physical science concepts, including net force,…

  9. Classroom-based science research at the introductory level: changes in career choices and attitude.

    Science.gov (United States)

    Harrison, Melinda; Dunbar, David; Ratmansky, Lisa; Boyd, Kimberly; Lopatto, David

    2011-01-01

    Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates' decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers. Our work builds upon the classroom-based research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders.

  10. Development of a Computer-Based Measure of Listening Comprehension of Science Talk

    Science.gov (United States)

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

    2015-01-01

    The purpose of this study was to develop a computer-based assessment for elementary school students' listening comprehension of science talk within an inquiry-oriented environment. The development procedure had 3 steps: a literature review to define the framework of the test, collecting and identifying key constructs of science talk, and…

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

    Science.gov (United States)

    Scharfenberg, Franz-Josef; Bogner, Franz X.

    2014-01-01

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

  12. 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.

  13. Enabling People Who Are Blind to Experience Science Inquiry Learning through Sound-Based Mediation

    Science.gov (United States)

    Levy, S. T.; Lahav, O.

    2012-01-01

    This paper addresses a central need among people who are blind, access to inquiry-based science learning materials, which are addressed by few other learning environments that use assistive technologies. In this study, we investigated ways in which learning environments based on sound mediation can support science learning by blind people. We used…

  14. Preservice Science Teachers' Science Teaching Orientations and Beliefs about Science

    Science.gov (United States)

    Kind, Vanessa

    2016-01-01

    This paper offers clarification of science teacher orientations as a potential component of pedagogical content knowledge. Science teaching orientations and beliefs about science held by 237 preservice science teachers were gathered via content-specific vignettes and questionnaire, respectively, prior to participation in a UK-based teacher…

  15. Fascinating! Popular Science Communication and Literary Science Fiction

    DEFF Research Database (Denmark)

    Meyer, Gitte

    2017-01-01

    Some see literary Science Fiction as a possible vehicle for critical discussions about the future development and the ethical implications of science-based technologies. According to that understanding, literary Science Fiction constitutes a variety of science communication. Along related lines, ......, popular science communication with science fiction features might be expected to serve a similar purpose. Only, it is far from obvious that it actually works that way.......Some see literary Science Fiction as a possible vehicle for critical discussions about the future development and the ethical implications of science-based technologies. According to that understanding, literary Science Fiction constitutes a variety of science communication. Along related lines...

  16. The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching

    Science.gov (United States)

    Duran, Lena Ballone; Duran, Emilio

    2004-01-01

    The implementation of inquiry-based teaching is a major theme in national science education reform documents such as "Project 2061: Science for All Americans" (Rutherford & Alhgren, 1990) and the "National Science Education Standards" (NRC, 1996). These reports argue that inquiry needs to be a central strategy of all…

  17. Formative science and indicial science: epistemological proposal for information science

    Directory of Open Access Journals (Sweden)

    Eliany Alvarenga de Araújo

    2006-07-01

    Full Text Available Epistemological reflections on the Information Science as scientific field that if structure in the context of modern science, in theoretical and methodological terms and technologies of the information in applied terms. Such configuration made possible the sprouting of this science; however we consider that the same one will not guarantee to this science the full development as field of consistent and modern knowledge. Modern Science, while scientific practical vision and meets depleted and the information technologies are only auto-regulated mechanisms that function according to principles of automatisms. To leave of these considerations we propols the concept of Formative Science (Bachelard, 1996 and the Indiciario Paradigm (1991 with epistemological basis for the Information Science. The concept of formative science if a base on the principles of tree states of the scientific spirit and the psychological condition of the scientific progress and the indiciario paradigm it considers the intuição (empirical and rational as methodological base to make it scientific.

  18. Sample classroom activities based on climate science

    Science.gov (United States)

    Miler, T.

    2009-09-01

    We present several activities developed for the middle school education based on a climate science. The first activity was designed to teach about the ocean acidification. A simple experiment can prove that absorption of CO2 in water increases its acidity. A liquid pH indicator is suitable for the demonstration in a classroom. The second activity uses data containing coordinates of a hurricane position. Pupils draw a path of a hurricane eye in a tracking chart (map of the Atlantic ocean). They calculate an average speed of the hurricane, investigate its direction and intensity development. The third activity uses pictures of the Arctic ocean on September when ice extend is usually the lowest. Students measure the ice extend for several years using a square grid printed on a plastic foil. Then they plot a graph and discuss the results. All these activities can be used to improve the natural science education and increase the climate change literacy.

  19. An evaluation of an enquiry based learning strategy for the science of imaging technology

    Energy Technology Data Exchange (ETDEWEB)

    Naylor, Sarah, E-mail: Sarah.Naylor@shu.ac.uk [Diagnostic Imaging, Sheffield Hallam University, Collegiate Campus, Sheffield (United Kingdom)

    2011-11-15

    Diagnostic radiography is a science based health course. Due to the variation in science background of the students at entry level the imaging science modules can be problematic. Enquiry based learning (EBL) was introduced as teaching strategy in an imaging science module in order to promote learner autonomy and enhance the student experience. The module was evaluated using a questionnaire containing both open and closed questions. The impact of working as a team was a strong theme emerging from the evaluation of the project, with the majority of students viewing teamwork as beneficial to their learning. It was identified that they gained support from the team, and this assisted their learning. The enhancement of transferable skills and the promotion of learner autonomy were achieved. Areas for further investigation are the utilisation of peer assessment and a science event for the summative assessment.

  20. An evaluation of an enquiry based learning strategy for the science of imaging technology

    International Nuclear Information System (INIS)

    Naylor, Sarah

    2011-01-01

    Diagnostic radiography is a science based health course. Due to the variation in science background of the students at entry level the imaging science modules can be problematic. Enquiry based learning (EBL) was introduced as teaching strategy in an imaging science module in order to promote learner autonomy and enhance the student experience. The module was evaluated using a questionnaire containing both open and closed questions. The impact of working as a team was a strong theme emerging from the evaluation of the project, with the majority of students viewing teamwork as beneficial to their learning. It was identified that they gained support from the team, and this assisted their learning. The enhancement of transferable skills and the promotion of learner autonomy were achieved. Areas for further investigation are the utilisation of peer assessment and a science event for the summative assessment.

  1. Tuning in to art: A predictive processing account of negative emotion in art.

    Science.gov (United States)

    Van de Cruys, Sander; Chamberlain, Rebecca; Wagemans, Johan

    2017-01-01

    We use the example of art-derived solace to discuss a broader mechanism by which negative affect is instrumental in creating positive appreciation of artworks. Based on the theory of predictive processing, we argue that increasing attunement or reduction of prediction errors, which implies increasing validation of the agents (models), is experienced as positive, even if the artwork's content is negative.

  2. Promoting Issues-based STSE Perspectives in Science Teacher Education: Problems of Identity and Ideology

    Science.gov (United States)

    Pedretti, Erminia G.; Bencze, Larry; Hewitt, Jim; Romkey, Lisa; Jivraj, Ashifa

    2008-09-01

    Although science, technology, society and environment (STSE) education has gained considerable force in the past few years, it has made fewer strides in practice. We suggest that science teacher identity plays a role in the adoption of STSE perspectives. Simply put, issues-based STSE education challenges traditional images of a science teacher and science instructional ideologies. In this paper, we briefly describe the development of a multimedia documentary depicting issues-based STSE education in a teacher’s class and its subsequent implementation with 64 secondary student-teachers at a large Canadian university. Specifically, we set out to explore: (1) science teacher candidates’ responses to a case of issues-based STSE teaching, and (2) how science teacher identity intersects with the adoption of STSE perspectives. Findings reveal that although teacher candidates expressed confidence and motivation regarding teaching STSE, they also indicated decreased likelihood to teach these perspectives in their early years of teaching. Particular tensions or problems of practice consistently emerged that helped explain this paradox including issues related to: control and autonomy; support and belonging; expertise and negotiating curriculum; politicization and action; and biases and ideological bents. We conclude our paper with a discussion regarding the lessons learned about STSE education, teacher identity and the role of multimedia case methods.

  3. The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science.

    Science.gov (United States)

    Siew, Nyet Moi; Amir, Nazir; Chong, Chin Lu

    2015-01-01

    Whilst much attention has focused on project-based approaches to teaching Science, Technology, Engineering and Mathematics (STEM) subjects, little has been reported on the views of South-East Asian science teachers on project-based STEM approaches. Such knowledge could provide relevant information for education training institutions on how to influence innovative teaching of STEM subjects in schools. This article reports on a study that investigated the perceptions of 25 pre-service and 21 in-service Malaysian science teachers in adopting an interdisciplinary project-based STEM approach to teaching science. The teachers undertook an eight hour workshop which exposed them to different science-based STEM projects suitable for presenting science content in the Malaysian high school science syllabus. Data on teachers' perceptions were captured through surveys, interviews, open-ended questions and classroom discussion before and at the end of the workshop. Study findings showed that STEM professional development workshops can provide insights into the support required for teachers to adopt innovative, effective, project-based STEM approaches to teaching science in their schools.

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

    Science.gov (United States)

    Aikenhead, Glen S.

    2005-03-01

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

  5. Game-based Research Collaboration adapted to Science Education

    DEFF Research Database (Denmark)

    Magnussen, Rikke; Damgaard Hansen, Sidse; Grønbæk, Kaj

    2012-01-01

    This paper presents prospects for adapting scientific discovery games to science education. In the paper a prototype of The Quantum Computing Game is presented as a working example of adapting game-based research collaboration to physics education. The game concept is the initial result of a three......-year, inter-disciplinary project “Pilot Center for Community-driven Research” at Aarhus and Aalborg University in Denmark. The paper discusses how scientific discovery games can contribute to educating students in how to work with unsolved scientific problems and creation of new scientific knowledge. Based...

  6. Blasphemy or art: what art should be censored and who wants to censor it?

    Science.gov (United States)

    Dunkel, Curtis S; Hillard, Erin E

    2014-01-01

    Current events have marked the increasing tension between freedom of artistic expression and religious tolerance and sensitivity. While there have been several controversies in the West concerning art critical of Christianity, a more complex dynamic has arisen as some Western artists have created art critical of Islam. Research was undertaken to examine what aspects of artwork lead to the most aversive reactions and desire to ban art and individual differences in response to controversial art. Of particular interest was the response to artwork critical of Christianity in comparison to artwork critical of Islam. Studies 1 and 2 suggest that the artwork that mixes the sacred and profane (whether critical of Christianity or Islam) is particularly likely to elicit a negative emotional response and is more likely to be the target for censorship. Also consistent across Studies 1 and 2 individuals who based their moral foundation on purity and have Christian religious beliefs were more likely to endorse banning said artwork. In Study 3 an even more complex picture emerged in which non-Christians were more likely to endorse banning art critical of Islam in comparison to art critical of Christianity.

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

    Science.gov (United States)

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

    2007-12-01

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

  8. Development of contextual teaching and learning based science module for junior high school for increasing creativity of students

    Science.gov (United States)

    Kurniasari, H.; Sukarmin; Sarwanto

    2018-03-01

    The purpose of this research are to analyze the the properness of contextual teaching and learning (CTL)-based science module for Junior High School for increasing students’ creativity and using CTL-based science module to increase students’ learning creativity. Development of CTL-based science module for Junior High School is Research and Development (R&D) using 4D Model consist of 4 steps: define, design, develop, and disseminate. Module is validated by 3 expert validators (Material, media, and language experts), 2 reviewer and 1 peer reviewer. . Based on the results of data analysis, it can be concluded that: the results of the validation, the average score of CTL-based science module is 88.28%, the value exceeded the value of the cut off score of 87.5%, so the media declared eligible for the study. Research shows that the gain creativity class that uses CTL-based science module has a gain of 0.72. Based on the results of the study showed that CTL-based science module effectively promotes creativity of students

  9. AMP: a science-driven web-based application for the TeraGrid

    Science.gov (United States)

    Woitaszek, M.; Metcalfe, T.; Shorrock, I.

    The Asteroseismic Modeling Portal (AMP) provides a web-based interface for astronomers to run and view simulations that derive the properties of Sun-like stars from observations of their pulsation frequencies. In this paper, we describe the architecture and implementation of AMP, highlighting the lightweight design principles and tools used to produce a functional fully-custom web-based science application in less than a year. Targeted as a TeraGrid science gateway, AMP's architecture and implementation are intended to simplify its orchestration of TeraGrid computational resources. AMP's web-based interface was developed as a traditional standalone database-backed web application using the Python-based Django web development framework, allowing us to leverage the Django framework's capabilities while cleanly separating the user interface development from the grid interface development. We have found this combination of tools flexible and effective for rapid gateway development and deployment.

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

    Science.gov (United States)

    Chung Hse; Zehui Jiang; Mon-Lin Kuo

    2009-01-01

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

  11. The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice

    Science.gov (United States)

    Nam, Jeonghee; Seung, Eulsun; Go, MunSuk

    2013-03-01

    This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7-9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.

  12. Malaysia collaborates with the new york academy of sciences to develop an innovation-based economy.

    Science.gov (United States)

    Wahome, Michel; Rubinstein, Ellis

    2011-07-01

    If Malaysia is to become a high-income country by 2020, it will have to transform into a knowledge-based, innovation economy. This goal will be achieved by developing an atmosphere conducive to experimentation and entrepreneurship at home; while reaching out to partners across the globe. One of Malaysia's newest partnerships is with the New York Academy of Sciences. The Academy has expertise in innovation and higher education and a long history of promoting science, education, and science-based solutions through a global network of scientists, industry-leaders, and policy-makers. Malaysia's Prime Minister, Dato' Sri Mohd Najib Tun Abdul Razak, leveraged the Academy's network to convene a science, technology, and innovation advisory council. This council would provide practical guidance to establish Malaysia as an innovation-based economy. Three initial focus areas, namely palm-oil biomass utilisation, establishment of smart communities, and capacity building in science and engineering, were established to meet short-term and long-term targets.

  13. Place-Based Science Teaching and Learning: 40 Activities for K-8 Classrooms

    Science.gov (United States)

    Buxton, Cory A.; Provenzo, Eugene F., Jr.

    2011-01-01

    Grounded in theory and best-practices research, this practical text provides elementary and middle school teachers with 40 place-based activities that will help them to make science learning relevant to their students. This text provides teachers with both a rationale and a set of strategies and activities for teaching science in a local context…

  14. Through the Lens of TEK - Building GeoScience Pathways for American Indian/Alaska Native Students

    Science.gov (United States)

    Thomas, W. J.; van Cooten, S.; Wrege, B.; Wildcat, D.

    2017-12-01

    Native American or American Indian/Alaska Native (AI/AN) students come from diverse communities with indigenous knowledges, perspectives and worldviews. These communities and the students they send into our nation's education systems have cultural connectivity to oral histories, documents, and artwork that details climate cycles and weather events prior to colonization through eras of forced relocation and assimilation. Today, these students are the trailblazers as tribal governments exercise their ownership rights to natural resources and the welfare of their citizens as sovereign nations. In universities, especially tribal colleges, our nation's indigenous students are bridge builders. Through the lens of Traditional Ecological Knowledge (TEK), these students have a unique yet overlooked perspective to merge mainstream research with indigenous knowledge systems to develop practical sustainable solutions for local, regional and international resource management issues. The panel will discuss barriers, such as underdeveloped geophysical science curricula at tribal colleges, that limit the pool of indigenous geoscience graduates and examine possible strategies such as entry point opportunities and partnerships, mentoring, and community relevant research experiences, to eliminate barriers that limit the influx of TEK in resiliency planning.

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

    Science.gov (United States)

    Ellis, Valeisha Michelle

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

  16. Discovering Science through Art-Based Activities

    Science.gov (United States)

    Alberts, Rebecca

    2010-01-01

    Art and science are intrinsically linked; the essence of art and science is discovery. Both artists and scientists work in a systematic but creative way--knowledge and understanding are built up through pieces of art or a series of labs. In the classroom, integrating science and visual art can provide students with the latitude to think, discover,…

  17. Turning art into mere illustration: concretizing art renders its influence context dependent.

    Science.gov (United States)

    Hagtvedt, Henrik; Patrick, Vanessa M

    2011-12-01

    Broadly speaking, artworks are accorded a special significance and are recognized as powerful communication tools. In the current research, the authors posit that the "specialness" of artworks may be diminished simply by emphasizing that which is depicted in them. This emphasis results in the artwork being viewed as a mere illustration rather than a work of art. Specifically, the influence of an "artwork as art" is context independent, but the influence of an "artwork as illustration" is context dependent. The authors demonstrate this phenomenon in two experiments, in the context of products associated with artworks. In a third experiment, they further demonstrate that an abstract (concrete) mind-set aligns with the influence of an artwork as art (illustration).

  18. Application of Model Project Based Learning on Integrated Science in Water Pollution

    Science.gov (United States)

    Yamin, Y.; Permanasari, A.; Redjeki, S.; Sopandi, W.

    2017-09-01

    The function of this research was to analyze the influence model Project Based Learning (PjBl) on integrated science about the concept mastery for junior high school students. Method used for this research constitutes the quasi of experiment method. Population and sample for this research are the students junior high school in Bandung as many as two classes to be experiment and control class. The instrument that used for this research is the test concept mastery, assessment questionnaire of product and the questionnaire responses of the student about learning integrated science. Based on the result of this research get some data that with accomplishment the model of PjBl. Learning authority of integrated science can increase the concept mastery for junior high school students. The highest increase in the theme of pollution water is in the concept of mixtures and the separation method. The students give a positive response in learning of integrated science for the theme of pollution of the water used model PjBL with questionnaire of the opinion aspect in amount of 83.5%, the anxiety of the students in amount of 95.5%, the profit learning model of PjBL in amount of 96.25% and profit learning of integrated science in amount of 95.75%.

  19. Meta-Theoretical Contributions to the Constitution of a Model-Based Didactics of Science

    Science.gov (United States)

    Ariza, Yefrin; Lorenzano, Pablo; Adúriz-Bravo, Agustín

    2016-10-01

    There is nowadays consensus in the community of didactics of science (i.e. science education understood as an academic discipline) regarding the need to include the philosophy of science in didactical research, science teacher education, curriculum design, and the practice of science education in all educational levels. Some authors have identified an ever-increasing use of the concept of `theoretical model', stemming from the so-called semantic view of scientific theories. However, it can be recognised that, in didactics of science, there are over-simplified transpositions of the idea of model (and of other meta-theoretical ideas). In this sense, contemporary philosophy of science is often blurred or distorted in the science education literature. In this paper, we address the discussion around some meta-theoretical concepts that are introduced into didactics of science due to their perceived educational value. We argue for the existence of a `semantic family', and we characterise four different versions of semantic views existing within the family. In particular, we seek to contribute to establishing a model-based didactics of science mainly supported in this semantic family.

  20. Increasing patient engagement in rehabilitation exercises using computer-based citizen science.

    Science.gov (United States)

    Laut, Jeffrey; Cappa, Francesco; Nov, Oded; Porfiri, Maurizio

    2015-01-01

    Patient motivation is an important factor to consider when developing rehabilitation programs. Here, we explore the effectiveness of active participation in web-based citizen science activities as a means of increasing participant engagement in rehabilitation exercises, through the use of a low-cost haptic joystick interfaced with a laptop computer. Using the joystick, patients navigate a virtual environment representing the site of a citizen science project situated in a polluted canal. Participants are tasked with following a path on a laptop screen representing the canal. The experiment consists of two conditions: in one condition, a citizen science component where participants classify images from the canal is included; and in the other, the citizen science component is absent. Both conditions are tested on a group of young patients undergoing rehabilitation treatments and a group of healthy subjects. A survey administered at the end of both tasks reveals that participants prefer performing the scientific task, and are more likely to choose to repeat it, even at the cost of increasing the time of their rehabilitation exercise. Furthermore, performance indices based on data collected from the joystick indicate significant differences in the trajectories created by patients and healthy subjects, suggesting that the low-cost device can be used in a rehabilitation setting for gauging patient recovery.

  1. Kindergarten Teachers' Understanding of the Elements of Implementing Inquiry-Based Science Instruction

    Science.gov (United States)

    Blevins, Kathryn

    The purpose of this basic qualitative research study was to identify the extent to which kindergarten teachers understand and implement inquiry-based instruction in their science classrooms. This study was conducted in response to the indication that traditional didactic teaching methods were not enough to adequately prepare American students to compete in the global economy. Inquiry is a teaching method that could prepare students for the critical thinking skills needed to enter society in the 21st century. It is vital that teachers be sufficiently trained in teaching using the necessary components of inquiry-based instruction. This study could be used to inform leaders in educational administration of the gaps in teachers' understanding as it pertains to inquiry, thus allowing for the delivery of professional development that will address teachers' needs. Existing literature on inquiry-based instruction provides minimal information on kindergarten teachers' understanding and usage of inquiry to teach science content, and this information would be necessary to inform administrators in their response to supporting teachers in the implementation of inquiry. The primary research question for this study was "To what extent do kindergarten teachers understand the elements of implementing inquiry-based lessons in science instruction?" The 10 participants in this study were all kindergarten teachers in a midsized school district in the Mid-Atlantic region of the United States. Data were collected using face-to-face semistructured interviews, observations of the teachers implementing what they perceived to be inquiry-based instruction, and the analysis of lesson plans to indicate the components used to plan for inquiry-instruction. The findings of this study indicated that while teachers believed inquiry to be a beneficial method for teaching science, they did not understand the components of inquiry and tended to implement lesson plans created at the district level. By

  2. Microanalysis of clay-based pigments in painted artworks by the means of Raman spectroscopy

    Czech Academy of Sciences Publication Activity Database

    Košařová, V.; Hradil, David; Němec, I.; Bezdička, Petr; Kanický, V.

    2013-01-01

    Roč. 44, č. 11 (2013), s. 1570-1577 ISSN 0377-0486 Institutional support: RVO:61388980 Keywords : Raman spectroscopy * clay-based pigments * clay minerals * iron oxides * microanalysis of paintings Subject RIV: CB - Analytical Chemistry, Separation Impact factor: 2.519, year: 2013

  3. 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.

  4. The comparison between science virtual and paper based test in measuring grade 7 students’ critical thinking

    Science.gov (United States)

    Dhitareka, P. H.; Firman, H.; Rusyati, L.

    2018-05-01

    This research is comparing science virtual and paper-based test in measuring grade 7 students’ critical thinking based on Multiple Intelligences and gender. Quasi experimental method with within-subjects design is conducted in this research in order to obtain the data. The population of this research was all seventh grade students in ten classes of one public secondary school in Bandung. There were 71 students within two classes taken randomly became the sample in this research. The data are obtained through 28 questions with a topic of living things and environmental sustainability constructed based on eight critical thinking elements proposed by Inch then the questions provided in science virtual and paper-based test. The data was analysed by using paired-samples t test when the data are parametric and Wilcoxon signed ranks test when the data are non-parametric. In general comparison, the p-value of the comparison between science virtual and paper-based tests’ score is 0.506, indicated that there are no significance difference between science virtual and paper-based test based on the tests’ score. The results are furthermore supported by the students’ attitude result which is 3.15 from the scale from 1 to 4, indicated that they have positive attitudes towards Science Virtual Test.

  5. Using a Scientific Paper Format to Foster Problem-Based, Cohort-Learning in Undergraduate Environmental Science

    Science.gov (United States)

    Wagner, T.; Langley-Turnbaugh, S. J.; Sanford, R.

    2006-01-01

    The Department of Environmental Science at the University of Southern Maine implemented a problem-based, cohort-learning curriculum for undergraduate environmental science majors. The curriculum was based on a five-course sequence patterned after the outline of a scientific paper. Under faculty guidance, students select local environmental…

  6. Springer handbook of model-based science

    CERN Document Server

    Bertolotti, Tommaso

    2017-01-01

    The handbook offers the first comprehensive reference guide to the interdisciplinary field of model-based reasoning. It highlights the role of models as mediators between theory and experimentation, and as educational devices, as well as their relevance in testing hypotheses and explanatory functions. The Springer Handbook merges philosophical, cognitive and epistemological perspectives on models with the more practical needs related to the application of this tool across various disciplines and practices. The result is a unique, reliable source of information that guides readers toward an understanding of different aspects of model-based science, such as the theoretical and cognitive nature of models, as well as their practical and logical aspects. The inferential role of models in hypothetical reasoning, abduction and creativity once they are constructed, adopted, and manipulated for different scientific and technological purposes is also discussed. Written by a group of internationally renowned experts in ...

  7. Agriscience Teachers' Implementation of Digital Game-based Learning in an Introductory Animal Science Course

    Science.gov (United States)

    Webb, Angela W.; Bunch, J. C.; Wallace, Maria F. G.

    2015-12-01

    In today's technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers' experiences implementing digital game-based learning in an introductory animal science course. From interviews with agriscience teachers on their experiences with the game, three themes emerged: (1) the constraints of inadequate and inappropriate technologies, and time to game implementation; (2) the shift in teacher and student roles necessitated by implementing the game; and (3) the inherent competitive nature of learning through the game. Based on these findings, we recommend that pre-service and in-service professional development opportunities be developed for teachers to learn how to implement digital game-based learning effectively. Additionally, with the potential for simulations that address cross-cutting concepts in the next generation science standards, digital game-based learning should be explored in various science teaching and learning contexts.

  8. Implementation of inquiry-based science education in different countries: some reflections

    Science.gov (United States)

    Rundgren, Carl-Johan

    2017-03-01

    In this forum article, I reflect on issues related to the implementation of inquiry-based science education (IBSE) in different countries. Regarding education within the European Union (EU), the Bologna system has in later years provided extended coordination and comparability at an organizational level. However, the possibility of the EU to influence the member countries regarding the actual teaching and learning in the classrooms is more limited. In later years, several EU-projects focusing on IBSE have been funded in order to make science education in Europe better, and more motivating for students. Highlighting what Heinz and her colleagues call the policy of `soft governance' of the EU regarding how to improve science education in Europe, I discuss the focus on IBSE in the seventh framework projects, and how it is possible to maintain more long-lasting results in schools through well-designed teacher professional development programs. Another aspect highlighted by Heinz and her colleagues is how global pressures on convergence in education interact with educational structures and traditions in the individual countries. The rise of science and science education as a global culture, encompassing contributions from all around the world, is a phenomenon of great potential and value to humankind. However, it is important to bear in mind that if science and science education is going to become a truly global culture, local variation and differences regarding foci and applications of science in different cultures must be acknowledged.

  9. Artistic transparency

    CERN Document Server

    Antonella Del Rosso

    2016-01-01

    As the Arts@CERN programme testifies, CERN is no stranger to the collision of science and art. Just before Christmas, the Slovak artist Ján Zoričák exhibited his glass artworks at CERN, some of which make use of crystals from the OPAL experiment. We take a look at the artist, the science that inspired him and the techniques that he uses.   It took 10 months to create the 22 glass artworks in the exhibition, six of which make use of lead glass from the calorimeter of OPAL, one of the four main LEP experiments. Ján Zoričák has been a glass sculptor for several decades. In his capable hands, glass seems to take on a new energy, as he uses the contrast in temperature when glass heated for up to 48 hours at extremely high temperatures is exposed to a very cold source until it fractures. The resulting cracks break up the homogeneity and regularity of the glass and play with light and shadow, an effect that is majestically reinforced by finishing and polish...

  10. Using Social Media to Promote Pre-Service Science Teachers' Practices of Socio-Scientific Issue (SSI) - Based Teaching

    Science.gov (United States)

    Pitiporntapin, Sasithep; Lankford, Deanna Marie

    2015-01-01

    This paper addresses using social media to promote pre-service science teachers' practices of Socio-Scientific Issue (SSI) based teaching in a science classroom setting. We designed our research in two phases. The first phase examined pre-service science teachers' perceptions about using social media to promote their SSI-based teaching. The…

  11. Spiral and Project-Based Learning with Peer Assessment in a Computer Science Project Management Course

    Science.gov (United States)

    Jaime, Arturo; Blanco, José Miguel; Domínguez, César; Sánchez, Ana; Heras, Jónathan; Usandizaga, Imanol

    2016-01-01

    Different learning methods such as project-based learning, spiral learning and peer assessment have been implemented in science disciplines with different outcomes. This paper presents a proposal for a project management course in the context of a computer science degree. Our proposal combines three well-known methods: project-based learning,…

  12. An educational ethnography of teacher-developed science curriculum implementation: Enacting conceptual change-based science inquiry with Hispanic students

    Science.gov (United States)

    Brunsell, Eric Steven

    An achievement gap exists between White and Hispanic students in the United States. Research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that science should be taught using a science inquiry approach. Extensive research in teaching and learning science also shows that a conceptual change model of teaching is effective in helping students learn science. Finally, research into how Hispanic students learn best has provided a number of suggestions for science instruction. The Inquiry for Conceptual Change model merges these three research strands into a comprehensive yet accessible model for instruction. This study investigates two questions. First, what are teachers' perceptions of science inquiry and its implementation in the classroom? Second, how does the use of the Inquiry for Conceptual Change model affect the learning of students in a predominantly Hispanic, urban neighborhood. Five teachers participated in a professional development project where they developed and implemented a science unit based on the Inquiry for Conceptual Change model. Three units were developed and implemented for this study. This is a qualitative study that included data from interviews, participant reflections and journals, student pre- and post-assessments, and researcher observations. This study provides an in-depth description of the role of professional development in helping teachers understand how science inquiry can be used to improve instructional quality for students in a predominantly Hispanic, urban neighborhood. These teachers demonstrated that it is important for professional development to be collaborative and provide opportunities for teachers to enact and reflect on new teaching paradigms. This study also shows promising results for the ability of the Inquiry for Conceptual Change model to improve student learning.

  13. Using Inquiry-Based Instruction for Teaching Science to Students with Learning Disabilities

    Science.gov (United States)

    Aydeniz, Mehmet; Cihak, David F.; Graham, Shannon C.; Retinger, Larryn

    2012-01-01

    The purpose of this study was to examine the effects of inquiry-based science instruction for five elementary students with learning disabilities (LD). Students participated in a series of inquiry-based activities targeting conceptual and application-based understanding of simple electric circuits, conductors and insulators, parallel circuits, and…

  14. Characterizing Elementary Teachers' Enactment of High-Leverage Practices through Engineering Design-Based Science Instruction

    Science.gov (United States)

    Capobianco, Brenda M.; DeLisi, Jacqueline; Radloff, Jeffrey

    2018-01-01

    In an effort to document teachers' enactments of new reform in science teaching, valid and scalable measures of science teaching using engineering design are needed. This study describes the development and testing of an approach for documenting and characterizing elementary science teachers' multiday enactments of engineering design-based science…

  15. Issues in Informal Education: Event-Based Science Communication Involving Planetaria and the Internet

    Science.gov (United States)

    Adams, Mitzi L.; Gallagher, D. L.; Whitt, A.; Whitaker, Ann F. (Technical Monitor)

    2001-01-01

    For the last several years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of Internet-based science communication. The program includes extended stories about NASA science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. The focus of sharing real-time science related events has been to involve and excite students and the public about science. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases broadcasts accommodate active feedback and questions from Internet participants. Panel participation will be used to communicate the problems and lessons learned from these activities over the last three years.

  16. In-Space Internet-Based Communications for Space Science Platforms Using Commercial Satellite Networks

    Science.gov (United States)

    Kerczewski, Robert J.; Bhasin, Kul B.; Fabian, Theodore P.; Griner, James H.; Kachmar, Brian A.; Richard, Alan M.

    1999-01-01

    The continuing technological advances in satellite communications and global networking have resulted in commercial systems that now can potentially provide capabilities for communications with space-based science platforms. This reduces the need for expensive government owned communications infrastructures to support space science missions while simultaneously making available better service to the end users. An interactive, high data rate Internet type connection through commercial space communications networks would enable authorized researchers anywhere to control space-based experiments in near real time and obtain experimental results immediately. A space based communications network architecture consisting of satellite constellations connecting orbiting space science platforms to ground users can be developed to provide this service. The unresolved technical issues presented by this scenario are the subject of research at NASA's Glenn Research Center in Cleveland, Ohio. Assessment of network architectures, identification of required new or improved technologies, and investigation of data communications protocols are being performed through testbed and satellite experiments and laboratory simulations.

  17. Variables that impact the implementation of project-based learning in high school science

    Science.gov (United States)

    Cunningham, Kellie

    Wagner and colleagues (2006) state the mediocrity of teaching and instructional leadership is the central problem that must be addressed if we are to improve student achievement. Educational reform efforts have been initiated to improve student performance and to hold teachers and school leaders accountable for student achievement (Wagner et al., 2006). Specifically, in the area of science, goals for improving student learning have led reformers to establish standards for what students should know and be able to do, as well as what instructional methods should be used. Key concepts and principles have been identified for student learning. Additionally, reformers recommend student-centered, inquiry-based practices that promote a deep understanding of how science is embedded in the everyday world. These new approaches to science education emphasize inquiry as an essential element for student learning (Schneider, Krajcik, Marx, & Soloway, 2002). Project-based learning (PBL) is an inquiry-based instructional approach that addresses these recommendations for science education reform. The objective of this research was to study the implementation of project-based learning (PBL) in an urban school undergoing reform efforts and identify the variables that positively or negatively impacted the PBL implementation process and its outcomes. This study responded to the need to change how science is taught by focusing on the implementation of project-based learning as an instructional approach to improve student achievement in science and identify the role of both school leaders and teachers in the creation of a school environment that supports project-based learning. A case study design using a mixed-method approach was used in this study. Data were collected through individual interviews with the school principal, science instructional coach, and PBL facilitator. A survey, classroom observations and interviews involving three high school science teachers teaching grades 9

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

    Science.gov (United States)

    Borkenhagen, Chad

    2017-10-01

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

  19. The effect of site-based preservice experiences on elementary science teaching self-efficacy beliefs

    Science.gov (United States)

    Wingfield, Mary E.

    Current reform in science education has focused on the need for improvement of preservice teacher training (National Science Education Standards, 1996). As a situation specific construct (Bandura, 1977), self-efficacy studies have been conducted to investigate factors that impact preservice teachers' sense of confidence as it relates to their ability to become successful science teachers. This descriptive study identified factors in the site based experiences that affected preservice elementary teachers' self-efficacy as measured by the Science Teaching Efficacy Belief Instrument (STEBL-B) (Enochs and Riggs, 1990). The sample consisted of the entire population of undergraduate elementary preservice teachers in the site based teacher education program during the fall semester of 1997 at a large south central urban university. The 131 paired, pretest posttests of the entire STEBL-B and the two constructs were analyzed for significance in mean score gains. Results of the paired t test yielded a t value of 11.52 which was significant at p Bandura identified as sources of information used to determine self-efficacy. These include performance accomplishments through authentic teaching experiences, vicarious experiences through observation of the site based teachers, and verbal persuasion and physiological states from feedback given by the university coordinators. The majority of these preservice teachers started the semester with a negative attitude toward teaching science, but ended the semester with a positive view of themselves as effective science teachers in the future.

  20. Science Teacher Educators’ Engagement with Pedagogical Content Knowledge and Scientific Inquiry in Predominantly Paper-Based Distance Learning Programs

    Directory of Open Access Journals (Sweden)

    William J. FRASER

    2017-10-01

    Full Text Available This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS, and by the Nature of Scientific Inquiry (NOSI. Furthermore, science educators’ own PCK, and the limitations of a predominantly paper-based distance education (DE model of delivery are challenges that they have to face when introducing PCK and authentic inquiry-based learning experiences. It deprives them and their students from optimal engagement in a science-oriented community of practice, and leaves little opportunity to establish flourishing communities of inquiry. This study carried out a contextual analysis of the tutorial material to assess the PCK that the student teachers had been exposed to. This comprised the ideas of a community of inquiry, a community of science, the conceptualization of PCK, scientific inquiry, and the 5E Instructional Model of the Biological Sciences Curriculum Study. The analysis confirmed that the lecturers had a good understanding of NOS, NOSI and science process skills, but found it difficult to design interventions to optimize the PCK development of students through communities of inquiry. Paper-based tutorials are ideal to share theory, policies and practices, but fail to monitor the engagement of learners in communities of inquiry. The article concludes with a number of suggestions to address the apparent lack of impact power of the paper-based mode of delivery, specifically in relation to inquiry-based teaching and learning (IBTL.

  1. 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

  2. A Cultural Study of a Science Classroom and Graphing Calculator-based Technology

    OpenAIRE

    Casey, Dennis Alan

    2001-01-01

    Social, political, and technological events of the past two decades have had considerable bearing on science education. While sociological studies of scientists at work have seriously questioned traditional histories of science, national and state educational systemic reform initiatives have been enacted, stressing standards and accountability. Recently, powerful instructional technologies have become part of the landscape of the classroom. One example, graphing calculator-based technology...

  3. Connecting Lab-Based Attosecond Science with FEL research

    CERN Multimedia

    CERN. Geneva

    2011-01-01

    In the last few years laboratory-scale femtosecond laser-based research using XUV light has developed dramatically following the successful development of attosecond laser pulses by means of high-harmonic generation. Using attosecond laser pulses, studies of electron dynamics on the natural timescale that electronic processes occur in atoms, molecules and solids can be contemplated, providing unprecedented insight into the fundamental role that electrons play in photo-induced processes. In my talk I will briefly review the present status of the attosecond science research field in terms of present and foreseen capabilities, and discuss a few recent applications, including a first example of the use of attosecond laser pulses in molecular science. In addition, I will discuss very recent results of experiments where photoionization of dynamically aligned molecules is investigated using a high-harmonics XUV source. Photoionization of aligned molecules becomes all the more interesting if the experiment is perfo...

  4. Artwork 2016

    DEFF Research Database (Denmark)

    Sørensen, Bent Erik

    This book aims, by way of examples, to encourage and inspire the readers to explore their own abilities in art. Many people have an urge to try, but it takes a little effort to start. Rewards are the enrichment of life by artistic activities likely to make you more relaxed and reflective, as well...... as helping you to avoid becoming idle when you reach the pension age. Das Ziel dieses Buches ist, mit Beispielen, die Leser zu ermutigen und zu inspirieren, um ihre eigenen Fähigkeiten in der Kunst zu erkunden. Viele Menschen haben den Drang zu probieren, aber es dauert ein wenig Mühe um zu starten...... først op af start-hullerne. Belønningen er den berigelse af livet som kunstneriske aktiviter kan tilføre, afslapning, eftertænksomhed, og øget foretagsomhed i pensionsalderen. Le but de ce livre est, à titre d'exemples, d’encourager et inspirer les lecteurs à explorer leurs propres capacités dans l...

  5. An analysis of teaching competence in science teachers involved in the design of context-based curriculum materials

    NARCIS (Netherlands)

    Putter - Smits, de L.G.A.; Taconis, R.; Driel, van J.H.; Jochems, W.M.G.

    2012-01-01

    The committees for the current Dutch context-based innovation in secondary science education employed teachers to design context-based curriculum materials. A study on the learning of science teachers in design teams for context-based curriculum materials is presented in this paper. In a correlation

  6. Neuropsychology 3.0: Evidence-Based Science and Practice

    Science.gov (United States)

    Bilder, Robert M.

    2011-01-01

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

  7. 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…

  8. Global maps of science based on the new Web-of-Science categories

    NARCIS (Netherlands)

    Leydesdorff, L.; Carley, S.; Rafols, I.

    2013-01-01

    In August 2011, Thomson Reuters launched version 5 of the Science and Social Science Citation Index in the Web of Science (WoS). Among other things, the 222 ISI Subject Categories (SCs) for these two databases in version 4 of WoS were renamed and extended to 225 WoS Categories (WCs). A new set of

  9. Learning about and through Picturebook Artwork

    Science.gov (United States)

    Pantaleo, Sylvia

    2018-01-01

    Picturebooks are highly sophisticated multimodal ensembles. Understanding the semiotic resources and affordances of the visual mode to represent and communicate meaning is fundamental to appreciating the artistry and complexity of picturebooks. A recent classroom-based research project with grade 2 students featured explicit instruction on…

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

    Science.gov (United States)

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

    2006-09-01

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

  11. Differential Performance by English Language Learners on an Inquiry-Based Science Assessment

    Science.gov (United States)

    Turkan, Sultan; Liu, Ou Lydia

    2012-10-01

    The performance of English language learners (ELLs) has been a concern given the rapidly changing demographics in US K-12 education. This study aimed to examine whether students' English language status has an impact on their inquiry science performance. Differential item functioning (DIF) analysis was conducted with regard to ELL status on an inquiry-based science assessment, using a multifaceted Rasch DIF model. A total of 1,396 seventh- and eighth-grade students took the science test, including 313 ELL students. The results showed that, overall, non-ELLs significantly outperformed ELLs. Of the four items that showed DIF, three favored non-ELLs while one favored ELLs. The item that favored ELLs provided a graphic representation of a science concept within a family context. There is some evidence that constructed-response items may help ELLs articulate scientific reasoning using their own words. Assessment developers and teachers should pay attention to the possible interaction between linguistic challenges and science content when designing assessment for and providing instruction to ELLs.

  12. Inquiry-based laboratory and History of Science: a report about an activity using Oersted’s experiment

    Directory of Open Access Journals (Sweden)

    José Antonio Ferreira Pinto

    2017-05-01

    Full Text Available This work presents an example of how to explore an historical experiment as a problem to be investigated in an inquiry-based laboratory model. The elaborated and executed purpose is one of the possibilities to insert History of Science in Science classroom. The inquiry-based experimental activity, the texts with historical approach based on modern historiography of science and teacher’s pedagogical knowledge allowed the development of argumentative skills and the comprehension of electromagnetism concepts. This study was developed with 3rd grade high school students from a public school of State of Paraiba.

  13. Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

    Science.gov (United States)

    Goldberg, Fred; Price, Edward; Robinson, Stephen; Boyd-Harlow, Danielle; McKean, Michael

    2012-06-01

    We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.

  14. Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

    Directory of Open Access Journals (Sweden)

    Fred Goldberg1

    2012-05-01

    Full Text Available We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET, for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.

  15. Science Teachers' Understanding and Practice of Inquiry-Based Instruction in Uganda

    Science.gov (United States)

    Ssempala, Fredrick

    High school students in Uganda perform poorly in science subjects despite the Ugandan government's efforts to train science teachers and build modern science laboratories in many public high schools. The poor performance of students in science subjects has been largely blamed on the inability by many science teachers to teach science through Inquiry-Based Instruction (IBI) to motivate the students to learn science. However, there have been no empirical studies done to establish the factors that influence science teachers' understanding and practice of IBI in Uganda. Most of the published research on IBI has been conducted in developed countries, where the prevailing contexts are very different from the contexts in developing countries such as Uganda. Additionally, few studies have explored how professional development (PD) training workshops on inquiry and nature of science (NOS) affect chemistry teachers' understanding and practice of IBI. My purpose in this multi-case exploratory qualitative study was to explore the effect of a PD workshop on inquiry and NOS on chemistry teachers' understanding and practice of IBI in Kampala city public schools in Uganda. I also explored the relationship between chemistry teachers' NOS understanding and the nature of IBI implemented in their classrooms and the internal and external factors that influence teachers' understanding and practice of IBI. I used a purposive sampling procedure to identify two schools of similar standards from which I selected eight willing chemistry teachers (four from each school) to participate in the study. Half of the teachers (those from School A) attended the PD workshop on inquiry and NOS for six days, while the control group (those from School B) did not. I collected qualitative data through semi-structured interviews, classroom observation, and document analysis. I analyzed these data by structural, conceptual and theoretical coding approach. I established that all the participating chemistry

  16. Evaluating Interest in Acids-Bases: Development of an Acid-Base Interest Scale (ABIS) and Assessment of Pre-Service Science Teachers' Interest

    Science.gov (United States)

    Çiçek, Ö.; Ilhan, N.

    2017-01-01

    Students are more likely to be successful in topics they are interested in than others. This study aims to develop an Acid-Base Interest Scale (ABIS) and subsequently evaluate the interest of pre-service science teachers in acids-bases according to gender, years at the university, type of high school the pre-service science teachers attended, and…

  17. Elementary Students Using a Tablet-Based Note-Taking Application in the Science Classroom

    Science.gov (United States)

    Paek, Seungoh; Fulton, Lori A.

    2016-01-01

    This exploratory study investigates the potential of a tablet-based note-taking application (TbNA) to serve as a digital notebook in support of students' classroom science practices. An elementary teacher (Grades 4-5) from a public charter school integrated a TbNA into her science class for one semester while participating in professional…

  18. Inquiry-Based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology

    Science.gov (United States)

    Kim, Hanna

    2011-12-01

    This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school students' attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were entering eighth grade attended an intensive, 1-week Inquiry-Based Science and Technology Enrichment Program which used a main theme, "Green Earth Enhanced with Inquiry and Technology." We used pre- and post-attitude surveys, pre- and post-science content knowledge tests, and selective interviews to collect data and measure changes in students' attitudes and content knowledge. The study results indicated that at the post-intervention measures, participants significantly improved their attitudes toward science and science-related careers and increased their content knowledge of selected science concepts ( p < .05).

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

    Directory of Open Access Journals (Sweden)

    Kadir Bilen

    2012-06-01

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

  20. Nihithewak Ithiniwak, Nihithewatisiwin and science education: An exploratory narrative study examining Indigenous-based science education in K--12 classrooms from the perspectives of teachers in Woodlands Cree community contexts

    Science.gov (United States)

    Michell, Herman Jeremiah

    This study was guided by the following research questions: What do the stories of teachers in Nihithewak (Woodlands Cree) school contexts reveal about their experiences and tendencies towards cultural and linguistic-based pedagogical practices and actions in K-12 classrooms? How did these teachers come to teach this way? How do their beliefs and values from their experiences in science education and cultural heritage influence their teaching? Why do these teachers do what they do in their science classroom and instructional practices? The research explores Indigenous-based science education from the perspectives and experiences of science teachers in Nihithewak school contexts. Narrative methodology (Clandinin & Connelly, 2000) was used as a basis for collecting and analyzing data emerging from the research process. The results included thematic portraits and stories of science teaching that is connected to Nihithewak and Nihithewatisiwin (Woodlands Cree Way of Life). Major data sources included conversational interviews, out-of-class observations and occasional in-class observations, field notes, and a research journal. An interview guide with a set of open-ended and semi-structured questions was used to direct the interviews. My role as researcher included participation in storied conversations with ten selected volunteer teachers to document the underlying meanings behind the ways they teach science in Nihithewak contexts. This research is grounded in socio-cultural theory commonly used to support the examination and development of school science in Indigenous cultural contexts (Lemke, 2001; O'Loughlin, 1992). Socio-cultural theory is a framework that links education, language, literacy, and culture (Nieto, 2002). The research encapsulates a literature review that includes the history of Aboriginal education in Canada (Battiste & Barman, 1995; Kirkness, 1992; Perley, 1993), Indigenous-based science education (Cajete, 2000; Aikenhead, 2006a), multi

  1. Management as a science-based profession: a grand societal challenge

    NARCIS (Netherlands)

    Romme, A.G.L.

    2017-01-01

    The purpose of this paper is to explore how the quest for management as a science-based profession, conceived as a grand societal challenge, can be revitalized. A reflective approach is adopted by questioning some of the key assumptions made by management scholars, especially those that undermine

  2. Preparing new nurses with complexity science and problem-based learning.

    Science.gov (United States)

    Hodges, Helen F

    2011-01-01

    Successful nurses function effectively with adaptability, improvability, and interconnectedness, and can see emerging and unpredictable complex problems. Preparing new nurses for complexity requires a significant change in prevalent but dated nursing education models for rising graduates. The science of complexity coupled with problem-based learning and peer review contributes a feasible framework for a constructivist learning environment to examine real-time systems data; explore uncertainty, inherent patterns, and ambiguity; and develop skills for unstructured problem solving. This article describes a pilot study of a problem-based learning strategy guided by principles of complexity science in a community clinical nursing course. Thirty-five senior nursing students participated during a 3-year period. Assessments included peer review, a final project paper, reflection, and a satisfaction survey. Results were higher than expected levels of student satisfaction, increased breadth and analysis of complex data, acknowledgment of community as complex adaptive systems, and overall higher level thinking skills than in previous years. 2011, SLACK Incorporated.

  3. Investigating Science Interest in a Game-Based Learning Project

    Science.gov (United States)

    Annetta, Leonard; Vallett, David; Fusarelli, Bonnie; Lamb, Richard; Cheng, Meng-Tzu; Holmes, Shawn; Folta, Elizabeth; Thurmond, Brandi

    2014-01-01

    The purpose of this study was to examine the effect Serious Educational Games (SEGs) had on student interest in science in a federally funded game-based learning project. It can be argued that today's students are more likely to engage in video games than they are to interact in live, face-to-face learning environments. With a keen eye on…

  4. Science teachers understanding of inquiry-based science teaching ...

    African Journals Online (AJOL)

    owner

    This paper aims at finding out Rwandan lower secondary school science teachers' ... enterprise, which in the context of the present study has a focus on inquiry. .... methods was adopted and both quantitative and qualitative data collected.

  5. The meaning-making of science teachers participating in a school-based PD project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    The meaning-making of four science teachers involved in collaboratively analyzing video and other artifacts from practice in local science classrooms in a school-based professional development project is examined through repeated interviews and represented as meaning-making maps. The research aim...... is to examine how these collaborative inquiries make sense to the teachers: what they identify as outcomes, how they make use of inputs and support in their classrooms and in collegial interactions and how their ideas about teaching and learning of science might play a role. An adapted version...... learning of science in concrete situations. They refer to outcomes from sharing experiments with new tools and materials and refer to being encouraged to continue collaboration around science at the school. Beside this the teachers emphasize various outcomes apparently for each of them in areas where...

  6. The meaning-making of science teachers participating in as school based PD project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    The meaning-making of four science teachers involved in collaboratively analyzing video and other artifacts from practice in local science classrooms in a school-based professional development project is examined through repeated interviews and represented as meaning-making maps. The research aim...... is to examine how these collaborative inquiries make sense to the teachers: what they identify as outcomes, how they make use of inputs and support in their classrooms and in collegial interactions and how their ideas about teaching and learning of science might play a role. An adapted version...... learning of science in concrete situations. They refer to outcomes from sharing experiments with new tools and materials and refer to being encouraged to continue collaboration around science at the school. Beside this the teachers emphasize various outcomes apparently for each of them in areas where...

  7. On the representation of the island in my artwork

    Directory of Open Access Journals (Sweden)

    Astrid Nobel

    2015-05-01

    Full Text Available This essay explores the development of an art project with the island as its central theme. The process is explained through a selection of background material and other considerations that have led to the eventual work. As a starting point for this project, the author worked on the island where she was born and raised: Ameland, The Netherlands. To experience the island from an outsider’s point of view, she also stayed for some time on Grímsey, North Iceland. The work that came forth from this period of experiencing and gathering information around islands, Iland / Us, consists of two sculptures that deal with borders, protection, self and community. Among the selected fragments are texts from literature and science, photos and sketches, alternated with personal island experience.

  8. Evaluating the effectiveness of a laboratory-based professional development program for science educators

    Science.gov (United States)

    Amolins, Michael Wayne

    The development of effective science educators has been a long-standing goal of the American education system. Numerous studies have suggested a breadth of professional development programs that have sought to utilize constructivist principles in order to orchestrate movement toward student-led, inquiry-based instruction. Very few, however, have addressed a missing link between the modern scientific laboratory and the traditional science classroom. While several laboratory-based training programs have begun to emerge in recent years, the skills necessary to translate this information into the classroom are rarely addressed. The result is that participants are often left without an outlet or the confidence to integrate these into their lessons. The purpose of this study was to examine the effectiveness of a laboratory-based professional development program focused on classroom integration and reformed science teaching principles. This was measured by the ability to invigorate its seven participants in order to achieve higher levels of success and fulfillment in the classroom. These participants all taught at public high schools in South Dakota, including both rural and urban locations, and taught a variety of courses. Participants were selected for this study through their participation in the Sanford Research/USD Science Educator Research Fellowship Program. Through the use of previously collected data acquired by Sanford Research, this study attempted to detail the convergence of three assessments in order to demonstrate the growth and development of its participants. First, pre- and post-program surveys were completed in order to display the personal and professional growth of its participants. Second, pre- and post-program classroom observations employing the Reformed Teaching Observation Protocol allowed for the assessment of pedagogical modifications being integrated by each participant, as well as the success of such modifications in constructively

  9. Computational Materials Science and Chemistry: Accelerating Discovery and Innovation through Simulation-Based Engineering and Science

    Energy Technology Data Exchange (ETDEWEB)

    Crabtree, George [Argonne National Lab. (ANL), Argonne, IL (United States); Glotzer, Sharon [University of Michigan; McCurdy, Bill [University of California Davis; Roberto, Jim [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States)

    2010-07-26

    This report is based on a SC Workshop on Computational Materials Science and Chemistry for Innovation on July 26-27, 2010, to assess the potential of state-of-the-art computer simulations to accelerate understanding and discovery in materials science and chemistry, with a focus on potential impacts in energy technologies and innovation. The urgent demand for new energy technologies has greatly exceeded the capabilities of today's materials and chemical processes. To convert sunlight to fuel, efficiently store energy, or enable a new generation of energy production and utilization technologies requires the development of new materials and processes of unprecedented functionality and performance. New materials and processes are critical pacing elements for progress in advanced energy systems and virtually all industrial technologies. Over the past two decades, the United States has developed and deployed the world's most powerful collection of tools for the synthesis, processing, characterization, and simulation and modeling of materials and chemical systems at the nanoscale, dimensions of a few atoms to a few hundred atoms across. These tools, which include world-leading x-ray and neutron sources, nanoscale science facilities, and high-performance computers, provide an unprecedented view of the atomic-scale structure and dynamics of materials and the molecular-scale basis of chemical processes. For the first time in history, we are able to synthesize, characterize, and model materials and chemical behavior at the length scale where this behavior is controlled. This ability is transformational for the discovery process and, as a result, confers a significant competitive advantage. Perhaps the most spectacular increase in capability has been demonstrated in high performance computing. Over the past decade, computational power has increased by a factor of a million due to advances in hardware and software. This rate of improvement, which shows no sign of

  10. Developing Preservice Teachers' Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students

    Science.gov (United States)

    Flores, Ingrid M.

    2015-01-01

    Thirty preservice teachers enrolled in a field-based science methods course were placed at a public elementary school for coursework and for teaching practice with elementary students. Candidates focused on building conceptual understanding of science content and pedagogical methods through innovative curriculum development and other course…

  11. Assessment for Learning in Inquiry Based Science Education

    DEFF Research Database (Denmark)

    Fornaguera, Cristina Carulla

    The study looks at assessment for learning and Inquiry Based Science Education —IBSE— as concepts established in a diversity of geographical areas, where the traditional summative assessment shapes what most individuals share as being experienced as assessment. Based on Leontiev and Radford...... the analytical process. The main contribution was the analysis and the results of researcher movement from a view of assessment considering learning as a psychological process in the mind, independent of the everyday life of individuals, towards one considering the inseparability of collective and individual...... as identifying and differentiating forms of researching assessment, changing the researcher’s perspective on research, and imagining a new theoretical approach to assessment for learning....

  12. A cultural study of a science classroom and graphing calculator-based technology

    Science.gov (United States)

    Casey, Dennis Alan

    Social, political, and technological events of the past two decades have had considerable bearing on science education. While sociological studies of scientists at work have seriously questioned traditional histories of science, national and state educational systemic reform initiatives have been enacted, stressing standards and accountability. Recently, powerful instructional technologies have become part of the landscape of the classroom. One example, graphing calculator-based technology, has found its way from commercial and domestic applications into the pedagogy of science and math education. The purpose of this study was to investigate the culture of an "alternative" science classroom and how it functions with graphing calculator-based technology. Using ethnographic methods, a case study of one secondary, team-taught, Environmental/Physical Science (EPS) classroom was conducted. Nearly half of the 23 students were identified as students with special education needs. Over a four-month period, field data was gathered from written observations, videotaped interactions, audio taped interviews, and document analyses to determine how technology was used and what meaning it had for the participants. Analysis indicated that the technology helped to keep students from getting frustrated with handling data and graphs. In a relatively short period of time, students were able to gather data, produce graphs, and to use inscriptions in meaningful classroom discussions. In addition, teachers used the technology as a means to involve and motivate students to want to learn science. By employing pedagogical skills and by utilizing a technology that might not otherwise be readily available to these students, an environment of appreciation, trust, and respect was fostered. Further, the use of technology by these teachers served to expand students' social capital---the benefits that come from an individual's social contacts, social skills, and social resources.

  13. A Problem-Based Learning Scenario That Can Be Used in Science Teacher Education

    Science.gov (United States)

    Sezgin Selçuk, Gamze

    2015-01-01

    The purpose of this study is to introduce a problem-based learning (PBL) scenario that elementary school science teachers in middle school (5th-8th grades) can use in their in-service training. The scenario treats the subjects of heat, temperature and thermal expansion within the scope of the 5th and 6th grade science course syllabi and has been…

  14. Student Interest in Engineering Design-Based Science

    Science.gov (United States)

    Selcen Guzey, S.; Moore, Tamara J.; Morse, Gillian

    2016-01-01

    Current reform efforts in science education around the world call on teachers to use integrated approaches to teach science. As a part of such reform efforts in the United States, engineering practices and engineering design have been identified in K-12 science education standards. However, there is relatively little is known about effective ways…

  15. Impact of Informal Science Education on Children's Attitudes About Science

    Science.gov (United States)

    Wulf, Rosemary; Mayhew, Laurel M.; Finkelstein, Noah D.

    2010-10-01

    The JILA Physics Frontier Center Partnerships for Informal Science Education in the Community (PISEC) provides informal afterschool inquiry-based science teaching opportunities for university participants with children typically underrepresented in science. We focus on the potential for this program to help increase children's interest in science, mathematics, and engineering and their understanding of the nature of science by validating the Children's Attitude Survey, which is based on the Colorado Learning Attitudes about Science Survey [1] and designed to measure shifts in children's attitudes about science and the nature of science. We present pre- and post-semester results for several semesters of the PISEC program, and demonstrate that, unlike most introductory physics courses in college, our after-school informal science programs support and promote positive attitudes about science.

  16. Performance-based classrooms: A case study of two elementary teachers of mathematics and science

    Science.gov (United States)

    Jones, Kenneth W.

    This case study depicts how two elementary teachers develop classrooms devoted to performance-based instruction in mathematics and science. The purpose is to develop empirical evidence of classroom practices that leads to a conceptual framework about the nature of performance-based instruction. Performance-based assessment and instruction are defined from the literature to entail involving students in tasks that are complex and engaging, requiring them to apply knowledge and skills in authentic contexts. In elementary mathematics and science, such an approach emphasizes problem solving, exploration, inquiry, and reasoning. The body of the work examines teacher beliefs, curricular orientations, instructional strategies, assessment approaches, management and organizational skills, and interpersonal relationships. The focus throughout is on those aspects that foster student performance in elementary mathematics and science. The resulting framework describes five characteristics that contribute to performance-based classrooms: a caring classroom community, a connectionist learning theory, a thinking and doing curriculum, diverse opportunities for learning, and ongoing assessment, feedback, and adjustment. The conclusion analyzes factors external to the classroom that support or constrain the development of performance-based classrooms and discusses the implications for educational policy and further research.

  17. Elementary Students' Learning of Materials Science Practices Through Instruction Based on Engineering Design Tasks

    Science.gov (United States)

    Wendell, Kristen Bethke; Lee, Hee-Sun

    2010-12-01

    Materials science, which entails the practices of selecting, testing, and characterizing materials, is an important discipline within the study of matter. This paper examines how third grade students' materials science performance changes over the course of instruction based on an engineering design challenge. We conducted a case study of nine students who participated in engineering design-based science instruction with the goal of constructing a stable, quiet, thermally comfortable model house. The learning outcome of materials science practices was assessed by clinical interviews conducted before and after the instruction, and the learning process was assessed by students' workbooks completed during the instruction. The interviews included two materials selection tasks for designing a sturdy stepstool and an insulated pet habitat. Results indicate that: (1) students significantly improved on both materials selection tasks, (2) their gains were significantly positively associated with the degree of completion of their workbooks, and (3) students who were highly engaged with the workbook's reflective record-keeping tasks showed the greatest improvement on the interviews. These findings suggest the important role workbooks can play in facilitating elementary students' learning of science through authentic activity such as engineering design.

  18. The Value of Fidelity of Implementation Criteria to Evaluate School-Based Science Curriculum Innovations

    Science.gov (United States)

    Lee, Yew-Jin; Chue, Shien

    2013-10-01

    School-based curriculum innovations, including those in science education, are usually not adequately evaluated, if at all. Furthermore, current procedures and instruments for programme evaluations are often unable to support evidence-based decision-making. We suggest that adopting fidelity of implementation (FOI) criteria from healthcare research can both characterize and narrow the separation between programme intent and actual implementation, which is a mandatory stage of evaluation before determining overall programme value. We demonstrate how such a process could be applied by science educators using data from a secondary school in Singapore that had devised a new curriculum to promote interest, investigative processes, and knowledge in science. Results showed that there were ambivalent student responses to this programme, while there were high levels of science process skill instruction and close alignment with the intended lesson design. The implementation of this programme appeared to have a satisfactory overall level of FOI, but we also detected tensions between programme intent and everyday classroom teaching. If we want to advance science education, then our argument is that applying FOI criteria is necessary when evaluating all curricular innovations, not just those that originate from schools.

  19. Synchrotron radiation in art and archaeology SRA 2005

    International Nuclear Information System (INIS)

    Pollard, A.M.; Janssens, K.; Artioli, G.; Young, M.L.; Casadio, F.; Schnepp, S.; Marvin, J.; Dunand, D.C.; Almer, J.; Fezzaa, K.; Lee, W.K.; Haeffner, D.R.; Reguer, S.; Dillmann, Ph.; Mirambet, F.; Susini, J.; Lagarde, P.; Pradell, T.; Molera, J.; Brunetti, B.; D'acapito, F.; Maurizio, C.; Mazzoldi, P.; Padovani, S.; Sgamellotti, A.; Garges, F.; Etcheverry, M.P.; Flank, A.M.; Lagarde, P.; Marcus, M.A.; Scheidegger, A.M.; Grolimund, D.; Pallot-Frossard, I.; Smith, A.D.; Jones, M.; Gliozzo, E.; Memmi-Turbanti, I.; Molera, J.; Vendrell, M.; Mcconachie, G.; Skinner, T.; Kirkman, I.W.; Pantos, E.; Wallert, A.; Kanngiesser, B.; Hahn, O.; Wilke, M.; NekaT, B.; Malzer, W.; Erko, A.; Chalmin, E.; Vignaud, C.; Farges, F.; Susini, J.; Menu, M.; Sandstrom, M.; Cotte, M.; Kennedy, C.J.; Wess, T.J.; Muller, M.; Murphy, B.; Roberts, M.A.; Burghammer, M.; Riekel, C.; Gunneweg, J.; Pantos, E.; Dik, J.; Tafforeau, P.; Boistel, R.; Boller, E.; Bravin, A.; Brunet, M.; Chaimanee, Y.; Cloetens, P.; Feist, M.; Hoszowska, J.; Jaeger, J.J.; Kay, R.F.; Lazzari, V.; Marivaux, L.; Nel, A.; Nemoz, C.; Thibault, X.; Vignaud, P.; Zabler, S.; Sciau, P.; Goudeau, P.; Tamura, N.; Doormee, E.; Kockelmann, W.; Adriaens, A.; Ryck, I. de; Leyssens, K.; Hochleitner, B.; Schreiner, M.; Drakopoulos, M.; Snigireva, I.; Snigirev, A.; Sanchez Del Rio, M.; Martinetto, P.; Dooryhee, E.; Suarez, M.; Sodo, A.; Reyes-Valerio, C.; Haro Poniatowski, E.; Picquart, M.; Lima, E.; Reguera, E.; Gunneweg, J.; Reiche, I.; Berger, A.; Bevers, H.; Duval, A.

    2005-01-01

    Materials - bones, artifacts, artwork,.... - lie at the heart of both archaeology and art conservation. Synchrotron radiation techniques provide powerful ways to interrogate these records of our physical and cultural past. In this workshop we will discuss and explore the current and potential applications of synchrotron radiation science to problems in archaeology and art conservation. This document gathers the abstracts of the presentations

  20. Synchrotron radiation in art and archaeology SRA 2005

    Energy Technology Data Exchange (ETDEWEB)

    Pollard, A M; Janssens, K; Artioli, G; Young, M L; Casadio, F; Schnepp, S; Marvin, J; Dunand, D C; Almer, J; Fezzaa, K; Lee, W K; Haeffner, D R; Reguer, S; Dillmann, Ph; Mirambet, F; Susini, J; Lagarde, P; Pradell, T; Molera, J; Brunetti, B; D' acapito, F; Maurizio, C; Mazzoldi, P; Padovani, S; Sgamellotti, A; Garges, F; Etcheverry, M P; Flank, A M; Lagarde, P; Marcus, M A; Scheidegger, A M; Grolimund, D; Pallot-Frossard, I; Smith, A D; Jones, M; Gliozzo, E; Memmi-Turbanti, I; Molera, J; Vendrell, M; Mcconachie, G; Skinner, T; Kirkman, I W; Pantos, E; Wallert, A; Kanngiesser, B; Hahn, O; Wilke, M; NekaT, B; Malzer, W; Erko, A; Chalmin, E; Vignaud, C; Farges, F; Susini, J; Menu, M; Sandstrom, M; Cotte, M; Kennedy, C J; Wess, T J; Muller, M; Murphy, B; Roberts, M A; Burghammer, M; Riekel, C; Gunneweg, J; Pantos, E; Dik, J; Tafforeau, P; Boistel, R; Boller, E; Bravin, A; Brunet, M; Chaimanee, Y; Cloetens, P; Feist, M; Hoszowska, J; Jaeger, J J; Kay, R F; Lazzari, V; Marivaux, L; Nel, A; Nemoz, C; Thibault, X; Vignaud, P; Zabler, S; Sciau, P; Goudeau, P; Tamura, N; Doormee, E; Kockelmann, W; Adriaens, A; Ryck, I de; Leyssens, K; Hochleitner, B; Schreiner, M; Drakopoulos, M; Snigireva, I; Snigirev, A; Sanchez Del Rio, M; Martinetto, P; Dooryhee, E; Suarez, M; Sodo, A; Reyes-Valerio, C; Haro Poniatowski, E; Picquart, M; Lima, E; Reguera, E; Gunneweg, J; Reiche, I; Berger, A; Bevers, H; Duval, A

    2005-07-01

    Materials - bones, artifacts, artwork,.... - lie at the heart of both archaeology and art conservation. Synchrotron radiation techniques provide powerful ways to interrogate these records of our physical and cultural past. In this workshop we will discuss and explore the current and potential applications of synchrotron radiation science to problems in archaeology and art conservation. This document gathers the abstracts of the presentations.

  1. Elementary Students' Learning of Materials Science Practices through Instruction Based on Engineering Design Tasks

    Science.gov (United States)

    Wendell, Kristen Bethke; Lee, Hee-Sun

    2010-01-01

    Materials science, which entails the practices of selecting, testing, and characterizing materials, is an important discipline within the study of matter. This paper examines how third grade students' materials science performance changes over the course of instruction based on an engineering design challenge. We conducted a case study of nine…

  2. Science Teachers' Views and Stereotypes of Religion, Scientists and Scientific Research: A Call for Scientist-Science Teacher Partnerships to Promote Inquiry-Based Learning

    Science.gov (United States)

    Mansour, Nasser

    2015-01-01

    Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better…

  3. Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle

    Science.gov (United States)

    2015-08-03

    AND SUBTITLE Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle...Center program to be able to expose Science Technology, Engineering and Mathematics (STEM) space-inspired science centers for DC Metro beltway schools

  4. [Internationalism and science. Social and scientific bases of the European information science movement].

    Science.gov (United States)

    Olague de Ros, G; Menendez Navarro, A; Medina Domenech, R M; Astrain Gallart, M

    1997-01-01

    As part of a continuing line of research on scientific documentation we propose in this article a novel approach to the study of the European information science movement at the end of the nineteenth and beginning of the twentieth centuries. We suggest that this movement took place within the context of increasing internationalism of scientific endeavours, a process which was paralleled by the standardization of units, weight and measures for the different sciences. We investigate problems arising from scientific communication in connection with other aspects apparently unrelated to Information Science. Specifically, we refer to conflicts between nationalism and colonialism; concordance and discord between science policy and the corporate interests of nonscientific associations; higher educational policy; the professionalization of sciences; and the economic interests at stake as a consequence of the use of different information models.

  5. A Study on Teaching Gases to Prospective Primary Science Teachers through Problem-Based Learning

    Science.gov (United States)

    Senocak, Erdal; Taskesenligil, Yavuz; Sozbilir, Mustafa

    2007-01-01

    The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum with those in a conventional primary science teacher preparation program with regard to success in learning about gases and developing positive attitudes towards chemistry. The subjects of the study were 101 first year…

  6. Engaging High School Science Teachers in Field-Based Seismology Research: Opportunities and Challenges

    Science.gov (United States)

    Long, M. D.

    2015-12-01

    Research experiences for secondary school science teachers have been shown to improve their students' test scores, and there is a substantial body of literature about the effectiveness of RET (Research Experience for Teachers) or SWEPT (Scientific Work Experience Programs for Teachers) programs. RET programs enjoy substantial support, and several opportunities for science teachers to engage in research currently exist. However, there are barriers to teacher participation in research projects; for example, laboratory-based projects can be time consuming and require extensive training before a participant can meaningfully engage in scientific inquiry. Field-based projects can be an effective avenue for involving teachers in research; at its best, earth science field work is a fun, highly immersive experience that meaningfully contributes to scientific research projects, and can provide a payoff that is out of proportion to a relatively small time commitment. In particular, broadband seismology deployments provide an excellent opportunity to provide teachers with field-based research experience. Such deployments are labor-intensive and require large teams, with field tasks that vary from digging holes and pouring concrete to constructing and configuring electronics systems and leveling and orienting seismometers. A recently established pilot program, known as FEST (Field Experiences for Science Teachers) is experimenting with providing one week of summer field experience for high school earth science teachers in Connecticut. Here I report on results and challenges from the first year of the program, which is funded by the NSF-CAREER program and is being run in conjunction with a temporary deployment of 15 seismometers in Connecticut, known as SEISConn (Seismic Experiment for Imaging Structure beneath Connecticut). A small group of teachers participated in a week of field work in August 2015 to deploy seismometers in northern CT; this experience followed a visit of the

  7. Connecting People to Place: Stories, Science, Deep Maps, and Geo-Quests for Place-Based Learning

    Science.gov (United States)

    Hagley, C. A.; Silbernagel, J.; Host, G.; Hart, D. A.; Axler, R.; Fortner, R. W.; Axler, M.; Smith, V.; Drewes, A.; Bartsch, W.; Danz, N.; Mathews, J.; Wagler, M.

    2016-02-01

    The St. Louis River Estuary project (stlouisriverestuary.org) is about connecting the stories with the science of this special place to enhance spatial awareness and stewardship of the estuary. The stories, or spatial narratives, are told through vignettes of local resource activities, framed by perspectives of local people. The spatial narratives, developed through interviews and research, target six key activities of the estuary. The science is based on stressor gradients research, incorporating factors such as population and road density, pollutant point source density, and land use. The stressor gradient developed based on these factors was used as a basis for sampling water quality and plant and macroinvertebrate communities, with the intent of quantifying relationships between land-based stressors and aquatic ecosystem indicators of condition. The stories and science are interwoven, located in place on a Deep Map, and played out in GeoQuests to illustrate the complexity and multiple perspectives within the estuary's social, economic and ecological systems. Students, decision-makers, and Lake Superior enthusiasts can engage more deeply in the complexity of the stories and science by challenging themselves with these GeoQuests played on mobile devices. We hope these place-based learning tools will be valuable in advancing spatial literacy and conversation around environmental sustainability in coastal communities.

  8. A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

    Science.gov (United States)

    Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

    2012-03-12

    To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

  9. Towards a New Kind of Experimental Psycho-Aesthetics? Reflections on the Parallellepipeda Project

    Directory of Open Access Journals (Sweden)

    Johan Wagemans

    2011-08-01

    Full Text Available Experimental psycho-aesthetics—the science aimed at understanding the factors that determine aesthetic experience—is reviewed briefly as background to describe the Parallellepipeda project, a cross-over project between artists and scientists in Leuven. In particular, I sketch how it started and developed further, with close interactions between the participating artists and scientists. A few examples of specific research projects are mentioned to illustrate the kind of research questions we address and the methodological approach we have taken. We often found an effect of providing participants with additional information, a difference between novice and expert participants, and a shift with increasing experience with an artwork, in the direction of tolerating more complexity and acquiring more order from it. By establishing more connections between parts of an artwork and more associations to the artwork, it becomes a stronger Gestalt, which is more easily mastered by the viewer and leads to increased appreciation. In the final part of the paper, I extract some general lessons from the project regarding a possible new way of doing psycho-aesthetics research, which is able to solve some of the problems of traditional experimental psycho-aesthetics (eg, trade-off between experimental control and ecological validity.

  10. The development of shared liking of representational but not abstract art in primary school children and their justifications for liking

    Directory of Open Access Journals (Sweden)

    Paul eRodway

    2016-02-01

    Full Text Available Understanding how aesthetic preferences are shared among individuals, and its developmental time course, is a fundamental question in aesthetics. It has been shown that semantic associations, in response to representational artworks, overlap more strongly among individuals than those generated by abstract artworks and that the emotional valence of the associations also overlaps more for representational artworks. This valence response may be a key driver in aesthetic appreciation. The current study tested predictions derived from the semantic association account in a developmental context. Twenty 4-, 6-, 8- and 10-year-old children (n=80 were shown 20 artworks (10 representational, 10 abstract and were asked to rate each artwork and to explain their decision. Cross-observer agreement in aesthetic preferences increased with age from 4 to 8 years for both abstract and representational art. However, after age 6 the level of shared appreciation for representational and abstract artworks diverged, with significantly higher levels of agreement for representational than abstract artworks at age 8 and 10. The most common justifications for representational artworks involved subject matter, while for abstract artworks formal artistic properties and color were the most commonly used justifications. Representational artwork also showed a significantly higher proportion of associations and emotional responses than abstract artworks. In line with predictions from developmental cognitive neuroscience, references to the artist as an agent increased between ages 4 and 6 and again between ages 6 and 8, following the development of Theory of Mind. The findings support the view that increased experience with representational content during the life span reduces inter-individual variation in aesthetic appreciation and increases shared preferences. In addition, brain and cognitive development appear to impact on art appreciation at milestone ages.

  11. The Development of Shared Liking of Representational but not Abstract Art in Primary School Children and Their Justifications for Liking.

    Science.gov (United States)

    Rodway, Paul; Kirkham, Julie; Schepman, Astrid; Lambert, Jordana; Locke, Anastasia

    2016-01-01

    Understanding how aesthetic preferences are shared among individuals, and its developmental time course, is a fundamental question in aesthetics. It has been shown that semantic associations, in response to representational artworks, overlap more strongly among individuals than those generated by abstract artworks and that the emotional valence of the associations also overlaps more for representational artworks. This valence response may be a key driver in aesthetic appreciation. The current study tested predictions derived from the semantic association account in a developmental context. Twenty 4-, 6-, 8- and 10-year-old children (n = 80) were shown 20 artworks (10 representational, 10 abstract) and were asked to rate each artwork and to explain their decision. Cross-observer agreement in aesthetic preferences increased with age from 4-8 years for both abstract and representational art. However, after age 6 the level of shared appreciation for representational and abstract artworks diverged, with significantly higher levels of agreement for representational than abstract artworks at age 8 and 10. The most common justifications for representational artworks involved subject matter, while for abstract artworks formal artistic properties and color were the most commonly used justifications. Representational artwork also showed a significantly higher proportion of associations and emotional responses than abstract artworks. In line with predictions from developmental cognitive neuroscience, references to the artist as an agent increased between ages 4 and 6 and again between ages 6 and 8, following the development of Theory of Mind. The findings support the view that increased experience with representational content during the life span reduces inter-individual variation in aesthetic appreciation and increases shared preferences. In addition, brain and cognitive development appear to impact on art appreciation at milestone ages.

  12. Bringing the Science of Team Training to School-Based Teams

    Science.gov (United States)

    Benishek, Lauren E.; Gregory, Megan E.; Hodges, Karin; Newell, Markeda; Hughes, Ashley M.; Marlow, Shannon; Lacerenza, Christina; Rosenfield, Sylvia; Salas, Eduardo

    2016-01-01

    Teams are ubiquitous in schools in the 21st Century; yet training for effective teaming within these settings has lagged behind. The authors of this article developed 5 modules, grounded in the science of team training and adapted from an evidence-based curriculum used in medical settings called TeamSTEPPS®, to prepare instructional and…

  13. Molecular tools for bathing water assessment in Europe: Balancing social science research with a rapidly developing environmental science evidence-base.

    Science.gov (United States)

    Oliver, David M; Hanley, Nick D; van Niekerk, Melanie; Kay, David; Heathwaite, A Louise; Rabinovici, Sharyl J M; Kinzelman, Julie L; Fleming, Lora E; Porter, Jonathan; Shaikh, Sabina; Fish, Rob; Chilton, Sue; Hewitt, Julie; Connolly, Elaine; Cummins, Andy; Glenk, Klaus; McPhail, Calum; McRory, Eric; McVittie, Alistair; Giles, Amanna; Roberts, Suzanne; Simpson, Katherine; Tinch, Dugald; Thairs, Ted; Avery, Lisa M; Vinten, Andy J A; Watts, Bill D; Quilliam, Richard S

    2016-02-01

    The use of molecular tools, principally qPCR, versus traditional culture-based methods for quantifying microbial parameters (e.g., Fecal Indicator Organisms) in bathing waters generates considerable ongoing debate at the science-policy interface. Advances in science have allowed the development and application of molecular biological methods for rapid (~2 h) quantification of microbial pollution in bathing and recreational waters. In contrast, culture-based methods can take between 18 and 96 h for sample processing. Thus, molecular tools offer an opportunity to provide a more meaningful statement of microbial risk to water-users by providing near-real-time information enabling potentially more informed decision-making with regard to water-based activities. However, complementary studies concerning the potential costs and benefits of adopting rapid methods as a regulatory tool are in short supply. We report on findings from an international Working Group that examined the breadth of social impacts, challenges, and research opportunities associated with the application of molecular tools to bathing water regulations.

  14. SimSketch & GearSketch: Sketch-based modelling for early science education

    NARCIS (Netherlands)

    van Joolingen, Wouter; Bollen, Lars; Leenaars, Frank

    2012-01-01

    In this interactive demo, we will present two modelling and drawing applications - SimSketch & GearSketch, which exemplarily demonstrate our approaches to sketch-based learning and modelling in early (science) education. Since drawings and sketches denote are very basic and fundamental way of

  15. Sustaining inquiry-based teaching methods in the middle school science classroom

    Science.gov (United States)

    Murphy, Amy Fowler

    This dissertation used a combination of case study and phenomenological research methods to investigate how individual teachers of middle school science in the Alabama Math, Science, and Technology Initiative (AMSTI) program sustain their use of inquiry-based methods of teaching and learning. While the overall context for the cases was the AMSTI program, each of the four teacher participants in this study had a unique, individual context as well. The researcher collected data through a series of interviews, multiple-day observations, and curricular materials. The interview data was analyzed to develop a textural, structural, and composite description of the phenomenon. The Reformed Teaching Observation Protocol (RTOP) was used along with the Assesing Inquiry Potential (AIP) questionnaire to determine the level of inquiry-based instruction occuring in the participants classrooms. Analysis of the RTOP data and AIP data indicated all of the participants utilized inquiry-based methods in their classrooms during their observed lessons. The AIP data also indicated the level of inquiry in the AMSTI curricular materials utilized by the participants during the observations was structured inquiry. The findings from the interview data suggested the ability of the participants to sustain their use of structured inquiry was influenced by their experiences with, beliefs about, and understandings of inquiry. This study contributed to the literature by supporting existing studies regarding the influence of teachers' experiences, beliefs, and understandings of inquiry on their classroom practices. The inquiry approach stressed in current reforms in science education targets content knowledge, skills, and processes needed in a future scientifically literate citizenry.

  16. Girls on Ice: An Inquiry-Based Wilderness Science Education Program

    Science.gov (United States)

    Pettit, E. C.; Koppes, M. N.

    2001-12-01

    We developed a wilderness science education program for high school girls. The program offers opportunities for students to explore and learn about mountain glaciers and the alpine landscape through scientific field studies with geologists and glaciologists. Our purpose is to give students a feeling for the natural processes that create the alpine world and provide an environment that fosters the critical thinking necessary to all scientific inquiry. The program is currently being offered through the North Cascades Institute, a non-profit organization offering outdoor education programs for the general public. We lead eight girls for a weeklong expedition to the remote USGS South Cascade Glacier Research Station in Washington's North Cascades. For four days, we explore the glacier and the nearby alpine valleys. We encourage the girls to observe and think like scientists through making observations and inferences. They develop their own experiments to test ideas about glacier dynamics and geomorphology. In addition to scientific exploration, we engage the students in discussions about the philosophy of science and its role in our everyday lives. Our program exemplifies the success of hands-on, inquiry-based teaching in small groups for science education in the outdoors. The wilderness setting and single gender field team inspires young women's interest in science and provides a challenging environment that increases their physical and intellectual self-confidence.

  17. A well-started beginning elementary teacher's beliefs and practices in relation to reform recommendations about inquiry-based science

    NARCIS (Netherlands)

    Avraamidou, Lucy

    2017-01-01

    Given reform recommendations emphasizing scientific inquiry and empirical evidence pointing to the difficulties beginning teachers face in enacting inquiry-based science, this study explores a well-started beginning elementary teacher's (Sofia) beliefs about inquiry-based science and related

  18. Game-Based Learning in Science Education: A Review of Relevant Research

    Science.gov (United States)

    Li, Ming-Chaun; Tsai, Chin-Chung

    2013-12-01

    The purpose of this study is to review empirical research articles regarding game-based science learning (GBSL) published from 2000 to 2011. Thirty-one articles were identified through the Web of Science and SCOPUS databases. A qualitative content analysis technique was adopted to analyze the research purposes and designs, game design and implementation, theoretical backgrounds and learning foci of these reviewed studies. The theories and models employed by these studies were classified into four theoretical foundations including cognitivism, constructivism, the socio-cultural perspective, and enactivism. The results indicate that cognitivism and constructivism were the major theoretical foundations employed by the GBSL researchers and that the socio-cultural perspective and enactivism are two emerging theoretical paradigms that have started to draw attention from GBSL researchers in recent years. The analysis of the learning foci showed that most of the digital games were utilized to promote scientific knowledge/concept learning, while less than one-third were implemented to facilitate the students' problem-solving skills. Only a few studies explored the GBSL outcomes from the aspects of scientific processes, affect, engagement, and socio-contextual learning. Suggestions are made to extend the current GBSL research to address the affective and socio-contextual aspects of science learning. The roles of digital games as tutor, tool, and tutee for science education are discussed, while the potentials of digital games to bridge science learning between real and virtual worlds, to promote collaborative problem-solving, to provide affective learning environments, and to facilitate science learning for younger students are also addressed.

  19. The implementation of integrated science teaching materials based socio-scientific issues to improve students scientific literacy for environmental pollution theme

    Science.gov (United States)

    Yenni, Rita; Hernani, Widodo, Ari

    2017-05-01

    The study aims to determine the increasing of students' science literacy skills on content aspects and competency of science by using Integrated Science teaching materials based Socio-scientific Issues (SSI) for environmental pollution theme. The method used in the study is quasi-experiment with nonequivalent pretest and posttest control group design. The students of experimental class used teaching materials based SSI, whereas the students of control class were still using the usual textbooks. The result of this study showed a significant difference between the value of N-gain of experimental class and control class, whichalso occurred in every indicator of content aspects and competency of science. This result indicates that using of Integrated Science teaching materials based SSI can improve content aspect and competency of science and can be used as teaching materials alternative in teaching of Integrated Science.

  20. Context Based Learning: A Role for Cinema in Science Education

    Science.gov (United States)

    Arroio, Agnaldo

    2010-01-01

    This paper discusses the role of cinema as a tool for science education. Based on the socio-cultural approach put forward by Vygotsky, it draws attention to the fact that an audience can interact with the characters and share their emotions and actions showed in an audiovisual setting. Experiences come from an interaction with a learning…

  1. Art on the Nanoscale and Beyond.

    Science.gov (United States)

    Yetisen, Ali K; Coskun, Ahmet F; England, Grant; Cho, Sangyeon; Butt, Haider; Hurwitz, Jonty; Kolle, Mathias; Khademhosseini, Ali; Hart, A John; Folch, Albert; Yun, Seok Hyun

    2016-03-02

    Methods of forming and patterning materials at the nano- and microscales are finding increased use as a medium of artistic expression, and as a vehicle for communicating scientific advances to a broader audience. While sharing many attributes of other art forms, miniaturized art enables the direct engagement of sensory aspects such as sight and touch for materials and structures that are otherwise invisible to the eye. The historical uses of nano-/microscale materials and imaging techniques in arts and sciences are presented. The motivations to create artwork at small scales are discussed, and representations in scientific literature and exhibitions are explored. Examples are presented using semiconductors, microfluidics, and nanomaterials as the artistic media; these utilized techniques including micromachining, focused ion beam milling, two-photon polymerization, and bottom-up nanostructure growth. Finally, the technological factors that limit the implementation of artwork at miniature scales are identified, and potential future directions are discussed. As research marches toward even smaller length scales, innovative and engaging visualizations and artistic endeavors will have growing implications on education, communication, policy making, media activism, and public perception of science and technology. © 2015 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

  2. Adapting Practices of Science Journalism to Foster Science Literacy

    Science.gov (United States)

    Polman, Joseph L.; Newman, Alan; Saul, Ellen Wendy; Farrar, Cathy

    2014-01-01

    In this paper, the authors describe how the practices of expert science journalists enable them to act as "competent outsiders" to science. We assert that selected science journalism practices can be used to design reform-based science instruction; these practices not only foster science literacy that is useful in daily life, but also…

  3. Integration of Place-Based Education Into Science Classes From Prekindergarten Through Grade 5

    Science.gov (United States)

    Wade-Lyles, Terri A.

    In a large urban district in Ohio, 29.2% of Grade 5, 28.7% of Grade 8, and 45.7% of Grade 10 students passed the state test in science. School district administrators formed a community partnership with local science institutions in order to provide students with hands-on place-based learning experiences intended to improve science academic achievement in PK-Grade 5. The purpose of this qualitative program evaluation was to determine the level of implementation of that place-based program by examining the efficacy of the teachers' embedded professional development and their experiences with the training components. Bruner's theory of cognitive development was used to examine teachers' needs in facilitating the program. A stratified random sample of 659 PK-Grade 5 teachers from 73 district elementary schools was selected, and 57 teachers responded to an anonymous online survey of 5 open-ended questions. Data were analyzed using thematic analysis to identity factors that enhanced or impeded the implementation of place-based education programming based on their professional development. The key findings indicated that over half of the participants viewed resources as lacking, training as limited, and planning that is too time consuming, and complicated. Participants expressed the need for clarity regarding resources and more training on how to plan for and integrate the placed-based approach. The resulting project was an executive summary and interactive workshop for program stakeholders, such as administrators, teachers, and ultimately students, who would benefit from this project by improving the place-based program.

  4. Cyclotron based nuclear science. Progress report, April 1, 1985-March 31, 1986

    International Nuclear Information System (INIS)

    Youngblood, D.H.

    1986-08-01

    Progress report for cyclotron based nuclear science cyclotron facility are summarized. Research is described under the headings heavy ion reactions, nuclear theory, atomic studies and activation analysis, superconducting cyclotron and instrumentation. Publications are listed

  5. Engagerande samtal i det naturvetenskapliga klassrummetInquiry based dialouge in science classroom

    Directory of Open Access Journals (Sweden)

    Ragnhild Löfgren

    2014-10-01

    Full Text Available This study focuses on classroom communication within an inquiry-based science education (IBSE program, called NTA (Naturvetenskap och Teknik för Alla. The overall aim of the study is to highlight the ways in which productive and engaging conversations are conducted in the classroom. We have analysed the work within the unit ”The Chemistry of food” and the theme testing of fat in food in grade five and six in a Swedish and a Danish science classroom. We have used video cameras and mp3-players to follow the classroom interaction. Our findings indicate that the classroom communication was focused on everyday science content and that the introduction and the summary of the theme were very important for the pupils’ possibilities to productive disciplinary engagement.

  6. Place-based and data-rich citizen science as a precursor for conservation action.

    Science.gov (United States)

    Haywood, Benjamin K; Parrish, Julia K; Dolliver, Jane

    2016-06-01

    Environmental education strategies have customarily placed substantial focus on enhancing ecological knowledge and literacy with the hope that, upon discovering relevant facts and concepts, participants will be better equipped to process and dissect environmental issues and, therefore, make more informed decisions. The assumption is that informed citizens will become active citizens--enthusiastically lobbying for, and participating in, conservation-oriented action. We surveyed and interviewed and used performance data from 432 participants in the Coastal Observation and Seabird Survey Team (COASST), a scientifically rigorous citizen science program, to explore measurable change in and links between understanding and action. We found that participation in rigorous citizen science was associated with significant increases in participant knowledge and skills; a greater connection to place and, secondarily, to community; and an increasing awareness of the relative impact of anthropogenic activities on local ecosystems specifically through increasing scientific understanding of the ecosystem and factors affecting it. Our results suggest that a place-based, data-rich experience linked explicitly to local, regional, and global issues can lead to measurable change in individual and collective action, expressed in our case study principally through participation in citizen science and community action and communication of program results to personal acquaintances and elected officials. We propose the following tenets of conservation literacy based on emergent themes and the connections between them explicit in our data: place-based learning creates personal meaning making; individual experience nested within collective (i.e., program-wide) experience facilitates an understanding of the ecosystem process and function at local and regional scales; and science-based meaning making creates informed concern (i.e., the ability to discern both natural and anthropogenic forcing

  7. From Aspiration to Action: A Learning Intentions Model to Promote Critical Engagement with Science in the Print-Based Media

    Science.gov (United States)

    McClune, Billy; Jarman, Ruth

    2011-11-01

    Science programmes which prepare students to read critically and respond thoughtfully to science-based reports in the media could play an important role in promoting informed participation in the public debate about issues relating to science, technology and society. Evidence based guidance about the practice and pattern of use of science-based media in the classroom is limited. This study sought to identify learning intentions that teachers believe ought to underpin the development of programmes of study designed to achieve this end-result. Teachers' views of knowledge, skills and attitudes required to engage critically with science-based news served as a basis for this study. Teachers developed a pedagogical model by selecting appropriate statements of learning intentions, grouping these into coherent and manageable themes and coding them according to perceived level of difficulty. The model is largely compatible with current curricular provision in the UK, highlights opportunities for interdisciplinary collaboration and illustrates the developmental nature of the topic.

  8. Science-based health innovation in Uganda: creative strategies for applying research to development

    Directory of Open Access Journals (Sweden)

    Daar Abdallah S

    2010-12-01

    Full Text Available Abstract Background Uganda has a long history of health research, but still faces critical health problems. It has made a number of recent moves towards building science and technology capacity which could have an impact on local health, if innovation can be fostered and harnessed. Methods Qualitative case study research methodology was used. Data were collected through reviews of academic literature and policy documents and through open-ended, face-to-face interviews with 30 people from across the science-based health innovation system, including government officials, researchers in research institutes and universities, entrepreneurs, international donors, and non-governmental organization representatives. Results Uganda has a range of institutions influencing science-based health innovation, with varying degrees of success. However, the country still lacks a coherent mechanism for effectively coordinating STI policy among all the stakeholders. Classified as a least developed country, Uganda has opted for exemptions from the TRIPS intellectual property protection regime that include permitting parallel importation and providing for compulsory licenses for pharmaceuticals. Uganda is unique in Africa in taking part in the Millennium Science Initiative (MSI, an ambitious though early-stage $30m project, funded jointly by the World Bank and Government of Uganda, to build science capacity and encourage entrepreneurship through funding industry-research collaboration. Two universities – Makerere and Mbarara – stand out in terms of health research, though as yet technology development and commercialization is weak. Uganda has several incubators which are producing low-tech products, and is beginning to move into higher-tech ones like diagnostics. Its pharmaceutical industry has started to create partnerships which encourage innovation. Conclusions Science-based health product innovation is in its early stages in Uganda, as are policies for guiding

  9. Current STR-based techniques in forensic science

    Directory of Open Access Journals (Sweden)

    Phuvadol Thanakiatkrai

    2013-01-01

    Full Text Available DNA analysis in forensic science is mainly based on short tandem repeat (STR genotyping. The conventional analysis is a three-step process of DNA extraction, amplification and detection. An overview of various techniques that are currently in use and are being actively researched for STR typing is presented. The techniques are separated into STR amplification and detection. New techniques for forensic STR analysis focus on increasing sensitivity, resolution and discrimination power for suboptimal samples. These are achieved by shifting primer-binding sites, using high-fidelity and tolerant polymerases and applying novel methods to STR detection. Examples in which STRs are used in criminal investigations are provided and future research directions are discussed.

  10. Disseminating NASA-based science through NASA's Universe of Learning: Girls STEAM Ahead

    Science.gov (United States)

    Marcucci, E.; Meinke, B. K.; Smith, D. A.; Ryer, H.; Slivinski, C.; Kenney, J.; Arcand, K.; Cominsky, L.

    2017-12-01

    The Girls STEAM Ahead with NASA (GSAWN) initiative partners the NASA's Universe of Learning (UoL) resources with public libraries to provide NASA-themed activities for girls and their families. The program expands upon the legacy program, NASA Science4Girls and Their Families, in celebration of National Women's History Month. Program resources include hands-on activities for engaging girls, such as coding experiences and use of remote telescopes, complementary exhibits, and professional development for library partner staff. The science-institute-embedded partners in NASA's UoL are uniquely poised to foster collaboration between scientists with content expertise and educators with pedagogy expertise. The thematic topics related to NASA Astrophysics enable audiences to experience the full range of NASA scientific and technical disciplines and the different career skills each requires. For example, an activity may focus on understanding exoplanets, methods of their detection, and characteristics that can be determined remotely. The events focus on engaging underserved and underrepresented audiences in Science, Technology, Engineering, and Mathematics (STEM) via use of research-based best practices, collaborations with libraries, partnerships with local and national organizations (e.g. National Girls Collaborative Project or NGCP), and remote engagement of audiences. NASA's UoL collaborated with another NASA STEM Activation partner, NASA@ My Library, to announce GSAWN to their extensive STAR_Net network of libraries. This partnership between NASA SMD-funded Science learning and literacy teams has included NASA@ My Library hosting a professional development webinar featuring a GSAWN activity, a newsletter and blog post about the program, and plans for future exhibit development. This presentation will provide an overview of the program's progress to engage girls and their families through the development and dissemination of NASA-based science programming.

  11. Idea-based, transformative experiences in science: What are they and how do you foster them?

    Science.gov (United States)

    Pugh, Kevin James

    Many have argued that science education should enrich students' lives, but, surprisingly, this issue has not been systematically addressed. Much of the work in science education has focused on the issue of how enriched experience leads to the development of conceptual understanding, but relatively little work has focused on the issue of how conceptual understanding leads to the development of enriched experience. This dissertation is comprised of two articles, which address the latter issue. The first article, entitled "Applying Pragmatism and Deweyan Aesthetics to Science Education: A Look at How Concepts Can Enrich Everyday Experience," develops the construct of an idea-based, transformative experience (a particular type of enriched experience) and an understanding of the role that concepts play in such experience, by synthesizing Dewey's writings on experience, aesthetics, and education. Such experience is centrally defined by an expansion of perception, meaning, and value which results from active use of a concept. Three illustrative examples of idea-based, transformative experiences are provided. Implications include a focus on idea-based, transformative experience as the goal of science education. A discussion of how this goal compares, contrasts, and relates to the standard goals of conceptual understanding/change and the development of thinking/participatory skills is provided. The second article, entitled, "Teaching for Idea-based, Transformative Experiences in Science," is a report of a study which examines the effectiveness of two related teaching elements (the artistic crafting of content and the modeling and scaffolding of perception, meaning, and value) at fostering idea-based, transformative experiences. The elements were used in teaching a unit on adaptation and evolution in a high school zoology class and student outcomes were compared with those of students in a roughly equivalent class where case-based methods were used. Results indicate that a

  12. Physiology Should Be Taught as Science Is Practiced: An Inquiry-Based Activity to Investigate the "Alkaline Tide"

    Science.gov (United States)

    Lujan, Heidi L.; DiCarlo, Stephen E.

    2015-01-01

    The American Association for the Advancement of Science (AAAS) strongly recommends that "science be taught as science is practiced." This means that the teaching approach must be consistent with the nature of scientific inquiry. In this article, the authors describe how they added scientific inquiry to a large lecture-based physiology…

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

    Science.gov (United States)

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

    2018-03-01

    The purpose of this research is to obtain the characteristic map of science material content in Junior School which can be optimized using inquiry learning model to tone the science process skill. The research method used in the form of qualitative research on SMP science curriculum document in Indonesia. Documents are reviewed on the basis of the basic competencies of each level as well as their potential to trace the skills of the science process using inquiry learning models. The review was conducted by the research team. The results obtained, science process skills in grade 7 have the potential to be trained using the model of inquiry learning by 74%, 8th grade by 83%, and grade 9 by 75%. For the dominant process skills in each chapter and each level is the observing skill. Follow-up research is used to develop instructional inquiry tools to trace the skills of the science process.

  14. Science-based health innovation in Tanzania: bednets and a base for invention.

    Science.gov (United States)

    Shah, Ronak; Singer, Peter A; Daar, Abdallah S

    2010-12-13

    Tanzania is East Africa's largest country. Although it is socially diverse, it has experienced general political stability since independence in 1964. Despite gradual economic development and Tanzania's status as one of the biggest recipients of aid in Africa, health status remains poor. This paper explores Tanzania's science-based health innovation system, and highlights areas which can be strengthened. Qualitative case study research methodology was used. Data were collected through reviews of academic literature and policy documents, and through open-ended, face-to-face interviews with 52 people from across the science-based health innovation system over two visits to Tanzania from July to October 2007. Tanzania has a rich but complex S&T governance landscape, with the public sector driving the innovation agenda through a series of different bodies which are not well-coordinated. It has some of the leading health research on the continent at the University of Dar es Salaam, Muhimbili University of Health and Applied Sciences, the National Institute for Medical Research and the Ifakara Medical Institute, with strong donor support. Tanzania has found developing an entrepreneurial culture difficult; nevertheless projects such as the clusters initiative at the University of Dar es Salaam are encouraging low-tech innovation and overcoming knowledge-sharing barriers. In the private sector, one generics company has developed a South-South collaboration to enable technology transfer and hence the local production of anti-retrovirals. Local textile company A to Z Textiles is now manufacturing 30 million insecticide impregnated bednets a year. To have a coherent vision for innovation, Tanzania may wish to address some key issues: coordination across stakeholders involved with health research, increasing graduates in health-related disciplines, and building capabilities in biological testing, preclinical testing, formulation and standardization, and related areas important

  15. Problem- and case-based learning in science: an introduction to distinctions, values, and outcomes.

    Science.gov (United States)

    Allchin, Douglas

    2013-01-01

    Case-based learning and problem-based learning have demonstrated great promise in reforming science education. Yet an instructor, in newly considering this suite of interrelated pedagogical strategies, faces a number of important instructional choices. Different features and their related values and learning outcomes are profiled here, including: the level of student autonomy; instructional focus on content, skills development, or nature-of-science understanding; the role of history, or known outcomes; scope, clarity, and authenticity of problems provided to students; extent of collaboration; complexity, in terms of number of interpretive perspectives; and, perhaps most importantly, the role of applying versus generating knowledge.

  16. Investigating the effects of cognitive apprenticeship-based instructional coaching on science teaching efficacy beliefs

    Science.gov (United States)

    Cooper, Teo O. H.

    The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretical models for improving STEB. This dissertation is comprised of two studies. STUDY #1 was a sequential explanatory mixed-methods study investigating the impact of a reformed CAIC elementary science methods course on the STEB of 26 preservice teachers. Data were collected using the Science Teaching Efficacy Belief Instrument (STEBI-B) and from six post-course interviews. A statistically significant increase in STEB was observed in the quantitative strand. The qualitative data suggested that the preservice teachers perceived all of the CAIC methods as influential, but the significance of each method depended on their unique needs and abilities. STUDY #2 was a participatory action research case study exploring the utility of a CAIC professional development program for improving the STEB of five Bahamian inservice teachers and their competency in implementing an inquiry-based curriculum. Data were collected from pre- and post-interviews and two focus group interviews. Overall, the inservice teachers perceived the intervention as highly effective. The scaffolding and coaching were the CAIC methods portrayed as most influential in developing their STEB, highlighting the importance of interpersonal relationship aspects in successful instructional coaching programs. The teachers also described the CAIC approach as integral in supporting their learning to implement the new inquiry-based

  17. Creating Effective Partnerships in Ecosystem-Based Management: A Culture of Science and Management

    Directory of Open Access Journals (Sweden)

    Carlie S. Wiener

    2011-01-01

    Full Text Available An ecosystem-based management research partnership between the Hawai‘i Institute of Marine Biology and Office of National Marine Sanctuaries, specifically with the Northwestern Hawaiian Islands Coral Reef Ecosystem Reserve and, later, the Papahānaumokuākea Marine National Monument, provides a case study to analyze integration of scientific research into management plans through collaborative communications. Ecosystem-based management seeks input from disparate stakeholders and requires effective communication systems for the public, science, and management partners that bypass differences in organizational culture and communication styles. Here, we examine a successful partnership within the framework of ecosystem-based management to survey and evaluate cultural differences, understand what facilitates collaborative communication, highlight factors that impede a successful partnership, and identify areas for improvement. Effective communication has been achieved through an analysis of the organizations cultures and structures to better define communication links. Although specific differences were noted in organization and style, successful integration was accomplished through techniques such as the development of symposia and semiannual reports. This paper will explore the organizational culture analysis and structure evaluation, which are components of a larger study. This science management integration project is an example of how organizational analysis can lead to recommendations for improved communication and integration of science and management.

  18. Kuwaiti Science Teachers' Beliefs and Intentions Regarding the Use of Inquiry-Based Instruction

    Science.gov (United States)

    Alhendal, Dalal; Marshman, Margaret; Grootenboer, Peter

    2016-01-01

    To improve the quality of education, the Kuwaiti Ministry of Education has encouraged schools to implement inquiry-based instruction. This study identifies psychosocial factors that predict teachers' intention to use inquiry-based instruction in their science classrooms. An adapted model of Ajzen's (1985) theory of planned behaviour--the Science…

  19. Innovation, catch-up, and leadership in science-based industries

    OpenAIRE

    Isabel Almudi; Francisco Fatas-Villafranca; Luis R. Izquierdo

    2012-01-01

    In this article, we seek to shed new light on the sources of industrial leadership and catch-up in science-based industries. We propose an evolutionary model that incorporates scientists' training and migration, endogenous R&D decisions, and the possibility of funding capital accumulation through debt. The analysis of the model allows us to characterize a robust pattern of industrial catch-up. Likewise, the sensitivity analysis shows which parameters act as pro-catch-up factors or slow down t...

  20. Probe into geo-information science and information science in nuclear and geography science in China

    International Nuclear Information System (INIS)

    Tang Bin

    2001-01-01

    In the past ten years a new science-Geo-Information Science, a branch of Geoscience, developed very fast, which has been valued and paid much attention to. Based on information science, the author analyzes the flow of material, energy, people and information and their relations, presents the place of Geo-Information Science in Geo-science and its content from Geo-Informatics, Geo-Information technology and the application of itself. Finally, the author discusses the main content and problem existed in Geo-Information Science involved in Nuclear and Geography Science

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

    Directory of Open Access Journals (Sweden)

    Jane Arantika

    2018-04-01

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

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

    Science.gov (United States)

    Bromme, Rainer; Beelmann, Andreas

    2018-04-01

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

  3. Support of a Problem-Based Learning Curriculum by Basic Science Faculty

    Directory of Open Access Journals (Sweden)

    William L. Anderson

    2002-11-01

    Full Text Available Although published reports describe benefits to students of learning in a problem-based, student-centered environment, questions have persisted about the excessive faculty time commitments associated with the implementation of PBL pedagogy. The argument has been put forward that the excessive faculty costs of such a curriculum cannot be justified based upon the potential benefits to students. However, the magnitude of the faculty time commitment to a PBL curriculum to support the aforementioned argument is not clear to us and we suspect that it is also equally unclear to individuals charged with making resource decisions supporting the educational efforts of the institution. Therefore, to evaluate this cost - benefit question, we analyzed the actual basic science faculty time commitment in a hybrid PBL curriculum during the first phase 18 months of undergraduate medical education. The results of this analysis do demonstrate an increase in faculty time commitments but do not support the argument that PBL pedagogy is excessively costly in terms of faculty time. For the year analyzed in this report, basic science faculty members contributed on average of 27.4 hours to the instruction of medical students. The results of the analysis did show significant contributions (57% of instructional time by the clinical faculty during the initial 18 months of medical school. In addition, the data revealed a four-fold difference between time commitments of the four basic science departments. We conclude that a PBL curriculum does not place unreasonable demands on the time of basic science faculty. The demands on clinical faculty, in the context of their other commitments, could not be evaluated. Moreover, this type of analysis provides a tool that can be used to make faculty resource allocation decisions fairly.

  4. Malaysia Collaborates with the New York Academy of Sciences to Develop an Innovation-Based Economy

    OpenAIRE

    Wahome, Michel; Rubinstein, Ellis

    2011-01-01

    If Malaysia is to become a high-income country by 2020, it will have to transform into a knowledge-based, innovation economy. This goal will be achieved by developing an atmosphere conducive to experimentation and entrepreneurship at home; while reaching out to partners across the globe. One of Malaysia’s newest partnerships is with the New York Academy of Sciences. The Academy has expertise in innovation and higher education and a long history of promoting science, education, and science-bas...

  5. Post secondary project-based learning in science, technology, engineering and mathematics

    OpenAIRE

    Ralph, Rachel A.

    2016-01-01

    Project-based learning (PjBL - to distinguish from problem-based learning - PBL) has become a recurrent practice in K-12 classroom environments. As PjBL has become prominent in K-12 classrooms, it has also surfaced in post-secondary institutions.  The purpose of this paper is to examine the research that has studied a variety of science, technology, engineering and mathematic subjects using PjBL in post-secondary classrooms. Eleven articles (including qualitative, quantitative and mixed metho...

  6. Cultural Earth Science in Hawai`i: Hands-on Place-Based Investigations that Merge Traditional Knowledge with Earth Science Inquiry

    Science.gov (United States)

    Moxey, L.; Dias, R. K.; Legaspi, E.

    2011-12-01

    During the summer of 2011, the Mālama Ke Ahupua`a (to care of our watershed) GEARUP summer program provided 25 under-served and under-represented minority public high school students (Hawaiian, part-Hawaiian, Filipino, Pacific Islanders) from Farrington High School (Kalihi, Honolulu) with a hands-on place-based multidiscipline course located within Manoa Valley (Ahupua`a O Kona) with the objective of engaging participants in scientific environmental investigations while exploring Hawaii's linkages between traditional knowledge, culture and science. The 4-week field program enabled students to collect samples along the perennial Manoa Stream and conduct water quality assessments throughout the Manoa watershed. Students collected science quality data from eight different sampling stations by means of field- and laboratory-based quantitative water quality testing equipment and GPS/GIS technology. While earning Hawaii DOE academic credits, students were able to document changes along the stream as related to pollution and urbanization. While conducting the various scientific investigations, students also participated in cultural fieldtrips and activities that highlighted the linkages between historical sustainable watershed uses by native Hawaiian communities, and their connections with natural earth processes. Additionally, students also participated in environmental service-learning projects that highlight the Hawaiian values of laulima (teamwork), mālama (to care for), and imi `ike (to seek knowledge). By contextualizing and merging hands-on place-based earth science inquiry with native Hawaiian traditional knowledge, students experienced the natural-cultural significance of their ahupua`a (watershed). This highlighted the advantages for promoting environmental literacy and geoscience education to under-served and under-represented minority populations in Hawaii from a rich native Hawaiian cultural framework.

  7. Inquiry Based Science Education and Getting Immediate Students’ Feedback about Their Motivation

    Directory of Open Access Journals (Sweden)

    Martina Kekule

    2017-04-01

    Full Text Available The paper is based on collecting evidence of the Establish project impact on students. For the purpose two questionnaires based on the existing tools have been used. Questionnaire 1 is a part of Intrinsic Motivation Inventory (IMI based on the Self-determination theory. It is aimed at assessing students’ interests, their perceived choice and usefulness of implemented learning units and should be answered after each learning unit/several IBSE activities. Several items of CLES questionnaire are included there as well. Questionnaire 2 assesses the impact on students’ attitudes towards science and technology and on their knowledge about nature of building up science knowledge. Both questionnaires exist in the lower and upper secondary school versions. The paper presents selected data and results which were obtained by addressing the Questionnaire 1, so that the focus is on getting students’ feedback about their intrinsic motivation. Our assumption is that active learning is associated with positive intrinsic motivation of students. That is why we find as very important that educators have a possibility to understand the phenomenon more deeply. We aim to present the reliable tool for getting the feedback and to present a way of data processing which does not need advanced statistical methods, so that teachers (as well as science education researchers can use and analyze data obtained by the tool. Means and standard deviations for items of the subscales Interest/Enjoyment, Perceived choice and Value/Usefulness were computed. To determine the consistency of results, the Standard Pearson correlation cofficient was computed for all items within the subscales. Based on the findings, we can conclude that participants’ answers (questionnaire results were consistent (not responded mechanically.

  8. Turkish Preservice Science Teachers' Socioscientific Issues-Based Teaching Practices in Middle School Science Classrooms

    Science.gov (United States)

    Genel, Abdulkadir; Topçu, Mustafa Sami

    2016-01-01

    Background: Despite a growing body of research and curriculum reforms including socioscientific issues (SSI) across the world, how preservice science teachers (PST) or in-service science teachers can teach SSI in science classrooms needs further inquiry. Purpose: The purpose of this study is to describe the abilities of PSTs to teach SSI in middle…

  9. Using a motivation-based instructional model for teacher development and students' learning of science

    Science.gov (United States)

    Bae, Min-Jung

    2009-10-01

    Science teachers often have difficulty helping students participate in scientific practices and understand scientific ideas. In addition, they do not frequently help students value their science learning. As one way to address these problems, I designed and examined the effects of professional development using a motivation-based instructional model with teachers and students. This motivation-based inquiry and application instructional model (MIAIM) consists of four steps of activities and identifies instructional and motivational functions that teachers can use to engage their students in scientific inquiry and application and to help them value their science learning. In order to conduct this study, I worked with three teachers (4 th, 8th, and 8th) in both suburban and urban environments. This study consisted of three parts-an initial observation of teachers' classrooms, professional development with MIAIM, and an observation of teachers' classrooms after the professional development. Data analysis of class observations, interviews, and class artifacts shows that there was a moderate change in teachers' teaching approach after the intervention. The three teachers designed and enacted some inquiry and application lessons that fit the intent of MIAIM. They also used some instructional and motivational practices more frequently after the intervention than they did before the intervention. In particular, they more frequently established central questions for investigations, helped students find patterns in data by themselves, provided opportunities for application, related science to students' everyday lives, and created students' interests in scientific investigation by using interesting stories. However, there was no substantial change in teachers' use of some practices such as providing explanations, supporting students' autonomy, and using knowledge about students in designing and enacting science lessons. In addition, data analysis of students' surveys, class

  10. Computer - based modeling in extract sciences research -III ...

    African Journals Online (AJOL)

    Molecular modeling techniques have been of great applicability in the study of the biological sciences and other exact science fields like agriculture, mathematics, computer science and the like. In this write up, a list of computer programs for predicting, for instance, the structure of proteins has been provided. Discussions on ...

  11. U-Science (Invited)

    Science.gov (United States)

    Borne, K. D.

    2009-12-01

    The emergence of e-Science over the past decade as a paradigm for Internet-based science was an inevitable evolution of science that built upon the web protocols and access patterns that were prevalent at that time, including Web Services, XML-based information exchange, machine-to-machine communication, service registries, the Grid, and distributed data. We now see a major shift in web behavior patterns to social networks, user-provided content (e.g., tags and annotations), ubiquitous devices, user-centric experiences, and user-led activities. The inevitable accrual of these social networking patterns and protocols by scientists and science projects leads to U-Science as a new paradigm for online scientific research (i.e., ubiquitous, user-led, untethered, You-centered science). U-Science applications include components from semantic e-science (ontologies, taxonomies, folksonomies, tagging, annotations, and classification systems), which is much more than Web 2.0-based science (Wikis, blogs, and online environments like Second Life). Among the best examples of U-Science are Citizen Science projects, including Galaxy Zoo, Stardust@Home, Project Budburst, Volksdata, CoCoRaHS (the Community Collaborative Rain, Hail and Snow network), and projects utilizing Volunteer Geographic Information (VGI). There are also scientist-led projects for scientists that engage a wider community in building knowledge through user-provided content. Among the semantic-based U-Science projects for scientists are those that specifically enable user-based annotation of scientific results in databases. These include the Heliophysics Knowledgebase, BioDAS, WikiProteins, The Entity Describer, and eventually AstroDAS. Such collaborative tagging of scientific data addresses several petascale data challenges for scientists: how to find the most relevant data, how to reuse those data, how to integrate data from multiple sources, how to mine and discover new knowledge in large databases, how to

  12. Bryological exploration: field-trip based learning to develop competencies of science teacher candidate

    Science.gov (United States)

    Wisanti; Astriani, D.

    2018-04-01

    The purpose of this study was analyze the competencies of science teacher candidate after the bryological exploration. The intended competence of science teacher candidate was the ability to apply the concept and science ability to explore plant diversity that could be found around the environment.This field trip was conducted by exploring liverworts, hornworts, and mosses as well. This descriptive research was conducted during March until April 2017 at Universitas Negeri Surabaya (UNESA) and Sumber Brantas Arboretum in Malang, as the location of exploration. The subjects of this study were 76 candidate of teachers from science educations department, which is divided into three classes. The competences observed on this study were describing, identifying, collecting specimens, furthermore. The research instruments were observation sheets, product assessment sheets, and response questionnaire. The data were analyzed descriptive-quantitatively, in percentage and then categorized. The results of this study indicated that: the describing skill was categorized as ‘good’ identifying skill and collecting bryophytes was categorized as ‘very good’ and communicating skills was categorized ‘good’. In addition, the teacher candidates gave a very good response to field-trip-based learning. It can be concluded that the bryological exploration can develop the competences of science teacher candidates of Science Education Department of UNESA.

  13. Analisis 7CFramework untuk Memprediksi Kinerja Pemasaran

    Directory of Open Access Journals (Sweden)

    Vincent Vincent

    2013-09-01

    Full Text Available One of the growing trends in recent decades that support the development of market share artwork is the mutation of a change in a means of artworks business. Market structure has changed along with the evolution of the Internet. Hall auction of artwork has implemented mobile auction as a form of Internet and mobile technology application. The purpose of this study is to identify the needs of mobile auction features suit to collectors of buyer and seller. The identification was based on the 7C framework on auction business process and PT Larasati Auctioneers’s marketing website. The survey was conducted on the collectors of buyer and seller; and analyzed using factor analysis. The final result describes the needs of mobile auction features and a prediction of marketing performance if mobile auction application is developped.

  14. The sciences of science communication.

    Science.gov (United States)

    Fischhoff, Baruch

    2013-08-20

    The May 2012 Sackler Colloquium on "The Science of Science Communication" brought together scientists with research to communicate and scientists whose research could facilitate that communication. The latter include decision scientists who can identify the scientific results that an audience needs to know, from among all of the scientific results that it would be nice to know; behavioral scientists who can design ways to convey those results and then evaluate the success of those attempts; and social scientists who can create the channels needed for trustworthy communications. This overview offers an introduction to these communication sciences and their roles in science-based communication programs.

  15. Influence of an Intensive, Field-Based Life Science Course on Preservice Teachers' Self-Efficacy for Environmental Science Teaching

    Science.gov (United States)

    Trauth-Nare, Amy

    2015-08-01

    Personal and professional experiences influence teachers' perceptions of their ability to implement environmental science curricula and to positively impact students' learning. The purpose of this study was twofold: to determine what influence, if any, an intensive field-based life science course and service learning had on preservice teachers' self-efficacy for teaching about the environment and to determine which aspects of the combined field-based course/service learning preservice teachers perceived as effective for enhancing their self-efficacy. Data were collected from class documents and written teaching reflections of 38 middle-level preservice teachers. Some participants ( n = 18) also completed the Environmental Education Efficacy Belief Instrument at the beginning and end of the semester. Both qualitative and quantitative data analyses indicated a significant increase in PSTs' personal efficacies for environmental teaching, t(17) = 4.50, p = .000, d = 1.30, 95 % CI (.33, .90), but not outcome expectancy, t(17) = 1.15, p = .268, d = .220, 95 % CI (-.06, .20). Preservice teachers reported three aspects of the course as important for enhancing their self-efficacies: learning about ecological concepts through place-based issues, service learning with K-5 students and EE curriculum development. Data from this study extend prior work by indicating that practical experiences with students were not the sole factor in shaping PSTs' self-efficacy; learning ecological concepts and theories in field-based activities grounded in the local landscape also influenced PSTs' self-efficacy.

  16. CSI-Chocolate Science Investigation and the Case of the Recipe Rip-Off: Using an Extended Problem-Based Scenario to Enhance High School Students' Science Engagement

    Science.gov (United States)

    Marle, Peter D.; Decker, Lisa; Taylor, Victoria; Fitzpatrick, Kathleen; Khaliqi, David; Owens, Janel E.; Henry, Renee M.

    2014-01-01

    This paper discusses a K-12/university collaboration in which students participated in a four-day scenario-based summer STEM (science, technology, engineering, and mathematics) camp aimed at making difficult scientific concepts salient. This scenario, Jumpstart STEM-CSI: Chocolate Science Investigation (JSCSI), used open- and guided-inquiry…

  17. Meteorology--An Interdisciplinary Base for Science Learning.

    Science.gov (United States)

    Howell, David C.

    1980-01-01

    Described is a freshman science program at Deerfield Academy (Deerfield, Mass.) in meteorology, designed as the first part of a three-year unified science sequence. Merits of the course, in which particular emphasis is placed on observation skills and making predictions, are enumerated. (CS)

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

    Science.gov (United States)

    Ellwood, Robin; Abrams, Eleanor

    2017-02-01

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

  19. Problem-Based Learning in K-8 Mathematics and Science Education: A Literature Review

    Science.gov (United States)

    Merritt, Joi; Lee, Mi Yeon; Rillero, Peter; Kinach, Barbara M.

    2017-01-01

    This systematic literature review was conducted to explore the effectiveness of problem-based and project-based learning (PBL) implemented with students in early elementary to grade 8 (ages 3-14) in mathematics and science classrooms. Nine studies met the following inclusion criteria: (a) focus on PBL, (b) experimental study, (c) kindergarten to…

  20. Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review

    Science.gov (United States)

    Jin, Jun

    2014-01-01

    Background As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. Objective The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. Methods A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Results Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for

  1. Educational technologies in problem-based learning in health sciences education: a systematic review.

    Science.gov (United States)

    Jin, Jun; Bridges, Susan M

    2014-12-10

    As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education

  2. Science Teachers' Views and Stereotypes of Religion, Scientists and Scientific Research: A call for scientist-science teacher partnerships to promote inquiry-based learning

    Science.gov (United States)

    Mansour, Nasser

    2015-07-01

    Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists' practices is very much needed. Within this context there is a need to re-examine the science teachers' views of scientists and the cultural factors that might have an impact on teachers' views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative-qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers' cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists.

  3. Science teachers' meaning-making when involved in a school-based professional development project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2012-01-01

    A group of teachers’ meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-making maps. The interpretation of the teachers......’ meaningmaking includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students’ learning. Furthermore, they all...... felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed....

  4. Science teachers' meaning-making when involved in a school-based professional development project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2012-01-01

    A group of teachers' meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-makig maps. The interpretation of the teachers......' meaning-making includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students' learning. Furthermore......, they all felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed....

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

    Science.gov (United States)

    Mercer-Mapstone, Lucy; Kuchel, Louise

    2015-07-01

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

  6. Studying Students' Science Literacy: Non-Scientific Beliefs and Science Literacy Measures

    Science.gov (United States)

    Impey, C.; Buxner, S.

    2015-11-01

    We have been conducting a study of university students' science literacy for the past 24 years. Based on the work of the National Science Board's ongoing national survey of the US public, we have administered the same survey to undergraduate science students at the University of Arizona almost every year since 1989. Results have shown relatively little change in students' overall science literacy, descriptions of science, and knowledge of basic science topics for almost a quarter of a century despite an increase in education interventions, the rise of the internet, and increased access to knowledge. Several trends do exist in students' science literacy and descriptions of science. Students who exhibit beliefs in non-scientific phenomenon (e.g., lucky numbers, creationism) consistently have lower science literacy scores and less correct descriptions of scientific phenomenon. Although not surprising, our results support ongoing efforts to help students generate evidence based thinking.

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

    Science.gov (United States)

    Estrada, Myrna Hipol

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

  8. Developing young adults' representational competence through infographic-based science news reporting

    Science.gov (United States)

    Gebre, Engida H.; Polman, Joseph L.

    2016-12-01

    This study presents descriptive analysis of young adults' use of multiple representations in the context of science news reporting. Across one semester, 71 high school students, in a socioeconomically diverse suburban secondary school in Midwestern United States, participated in activities of researching science topics of their choice and producing infographic-based science news for possible online publication. An external editor reviewed their draft infographics and provided comments for subsequent revision. Students also provided peer feedback to the draft version of infographics using an online commentary tool. We analysed the nature of representations students used as well as the comments from peer and the editor feedback. Results showed both students' capabilities and challenges in learning with representations in this context. Students frequently rely on using certain kinds of representations that are depictive in nature, and supporting their progress towards using more abstract representations requires special attention and identifying learning gaps. Results also showed that students were able to determine representational adequacy in the context of providing peer feedback. The study has implication for research and instruction using infographics as expressive tools to support learning.

  9. De volmaakte beschouwer : de ervaring van het kunstwerk en de actualiteit van de receptie-esthetica.

    NARCIS (Netherlands)

    Wesseling, Jannetje Catharina

    2013-01-01

    The key questions posed in this dissertation are centred on the interaction between spectator and artwork. What happens between a spectator and an artwork? How do we experience ‘meaning’ in an artwork? How may the process of interpretation be understood and articulated? Key concepts of reception

  10. Analysis of an Interactive Technology Supported Problem-Based Learning STEM Project Using Selected Learning Sciences Interest Areas (SLSIA)

    Science.gov (United States)

    Kumar, David Devraj

    2017-01-01

    This paper reports an analysis of an interactive technology-supported, problem-based learning (PBL) project in science, technology, engineering and mathematics (STEM) from a Learning Sciences perspective using the Selected Learning Sciences Interest Areas (SLSIA). The SLSIA was adapted from the "What kinds of topics do ISLS [International…

  11. An Artist's Journey Through Endangered Lands; conveying hydrological changes and land loss informed and inspired by Science

    Science.gov (United States)

    Varisco, M. M.

    2017-12-01

    How do we live with nature? This simple question began a 10 year art-science journey into the dynamic and endangered wetlands of southeast Louisiana and its accelerated coastal decline. Since the 1930s, nearly 1,900 square miles of Louisiana's coast have been lost. How might artworks, informed by science, convey the seriousness and urgency of this loss to a wider public? Artist Michel Varisco engaged in dialogue with environmental scientist Doug Meffert and Dan Etheridge (of Meffert + Etheridge and The Center for Bioenvironmental Research at Tulane and Xavier) about the hydrological changes which have accelerated or mitigated Louisiana's land losses. She was also inspired by the unique underwater studies of biologist Suzanne Fredericq on pollutants in the Gulf from the BP oil spill and of marine ecologist Nancy Rabalais who assesses hypoxia dynamics and their impact on "dead zones." The art work that emerged includes Shifting and Fluid States, as well as current projects Below Sea Level and Turning: prayer wheels for the Mississippi River, an art commission awarded by the City of New Orleans on view during Prospect.4 Art Biennial and AGU. Shifting is a series of large-scale photos shot from the air and water that observe the dynamic movement of the Louisiana coastline over the course of a short but powerful geologic timeline and explores the consequences of human altercations to those lands and waters via land loss and sea level rise. Turning is based on the work of Kate Orff's maps from Petrochemical America and the 1944 maps of Harold Fisk. Fisk pioneered an understanding of alluvial and sedimentological processes of the Mississippi Valley, while Orff's maps describe the Mississippi River from Baton Rouge to New Orleans during three different eras: the wild un-leveed land building era; the plantation, slavery era; and the petrochemical era of present day land loss. Shifting has been exhibited around the world and Turning has already been seen by 50,000 people.

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

    Science.gov (United States)

    Marshall, Joanne Gard

    2014-01-01

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

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

    Science.gov (United States)

    Marshall, Joanne Gard

    2014-01-01

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

  14. Consortium of Universities for the Advancement of Hydrologic Science Inc. (CUAHSI) Science Plan: A Community-based Infrastructure Initiative

    Science.gov (United States)

    Wilson, J. L.; Dressler, K.; Hooper, R. P.

    2005-12-01

    The river basin is a fundamental unit of the landscape and water in that defined landscape plays a central role in shaping the land surface, in dissolving minerals, in transporting chemicals, and in determining species distribution. Therefore, the river basin is a natural observatory for examining hydrologic phenomena and the complex interaction of physical, chemical, and biological processes that control them. CUAHSI, incorporated in 2001, is a community-based research infrastructure initiative formed to mobilize the hydrologic community through addressing key science questions and leveraging nationwide hydrologic resources from its member institutions and collaborative partners. Through an iterative community-based process, it has been previously proposed to develop a network of hydrologic infrastructure that organizes around scales on the order of 10,000 km2 to examine critical interfaces such as the land-surface, atmosphere, and human impact. Data collection will characterize the stores, fluxes, physical pathways, and residence time distributions of water, sediment, nutrients, and contaminants coherently at nested scales. These fundamental properties can be used by a wide range of scientific disciplines to address environmental questions. This more complete characterization will enable new linkages to be identified and hypotheses to be tested more incisively. With such a research platform, hydrologic science can advance beyond measuring streamflow or precipitation input to understanding how the river basin functions in both its internal processes and in responding to environmental stressors. That predictive understanding is needed to make informed decisions as development and even natural pressures stress existing water supplies and competing demands for water require non-traditional solutions that take into consideration economic, environmental, and social factors. Advanced hydrologic infrastructure will enable research for a broad range of multidisciplinary

  15. Science Teacher Educators' Engagement with Pedagogical Content Knowledge and Scientific Inquiry in Predominantly Paper-Based Distance Learning Programs

    Science.gov (United States)

    Fraser, William J.

    2017-01-01

    This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK) to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS), and by the Nature of Scientific Inquiry (NOSI).…

  16. Academic Job Placements in Library and Information Science Field: A Case Study Performed on ALISE Web-Based Postings

    Science.gov (United States)

    Abouserie, Hossam Eldin Mohamed Refaat

    2010-01-01

    The study investigated and analyzed the state of academic web-based job announcements in Library and Information Science Field. The purpose of study was to get in depth understanding about main characteristics and trends of academic job market in Library and Information science field. The study focused on web-based version announcement as it was…

  17. The Effects of Case-Based Instruction on Undergraduate Biology Students' Understanding of the Nature of Science

    Science.gov (United States)

    Burniston, Amy Lucinda

    Undergraduate science education is currently seeing a dramatic pedagogical push towards teaching the philosophies underpinning science as well as an increase in strategies that employ active learning. Many active learning strategies stem from constructivist ideals and have been shown to affect a student's understanding of how science operates and its impact on society- commonly referred to as the nature of science (NOS). One particular constructivist teaching strategy, case-based instruction (CBI), has been recommended by researchers and science education reformists as an effective instructional strategy for teaching NOS. Furthermore, when coupled with explicit-reflective instruction, CBI has been found to significantly increasing understanding of NOS in elementary and secondary students. However, few studies aimed their research on CBI and NOS towards higher education. Thus, this study uses a quasi-experimental, nonequivalent group design to study the effects of CBI on undergraduate science students understandings of NOS. Undergraduate biology student's understanding of NOS were assessed using the Views of Science Education (VOSE) instrument pre and post CBI intervention in Cellular and Molecular Biology and Human Anatomy and Physiology II. Data analysis indicated statistically significant differences between students NOS scores in experimental versus control sections for both courses, with experimental groups obtaining higher posttest scores. The results of this study indicate that undergraduate male and female students have similarly poor understandings of NOS and the use of historical case based instruction can be used as a means to increase undergraduate understanding of NOS.

  18. IS THE INQUIRY-BASED SCIENCE EDUCATION THE BEST?

    Directory of Open Access Journals (Sweden)

    Milan Kubiatko

    2016-10-01

    Full Text Available The science education is fighting with a relatively big problem. Many academicians, teachers and also laic society are still perceiving difficulty in understanding of concepts from science subject and lack of interest about this group of subjects. In the past the teaching process was very formal focused on the memorizing of the facts without any deeper understanding of the processes in the nature. Pupils and students knew all definitions about concepts in the science subjects, but practical application was on the low level. The academicians, teachers and other people interested in the science education were eager to change system of education.

  19. Scaffolding the Science: Problem Based Strategies for Teaching Interdisciplinary Undergraduate Research Methods

    Science.gov (United States)

    Keebaugh, Alaine; Darrow, Lyndsey; Tan, David; Jamerson, Heather

    2009-01-01

    Previous research has highlighted the effectiveness of Problem-Based Learning (PBL) in multiple disciplinary settings, including medicine, teacher education, business, allied health, and the social sciences. Yet interdisciplinary educators have very little information about how to implement PBL in classrooms where multiple disciplines are…

  20. Varying Readability of Science-Based Text in Elementary Readers: Challenges for Teachers

    Science.gov (United States)

    Gallagher, Tiffany L.; Fazio, Xavier; Gunning, Thomas G.

    2012-01-01

    This investigation compared readability formulae to publishers' identified reading levels in science-based elementary readers. Nine well-established readability indices were calculated and comparisons were made with the publishers' identified grade designations and between different genres of text. Results revealed considerable variance among the…

  1. Map-IT! A Web-Based GIS Tool for Watershed Science Education.

    Science.gov (United States)

    Curtis, David H.; Hewes, Christopher M.; Lossau, Matthew J.

    This paper describes the development of a prototypic, Web-accessible GIS solution for K-12 science education and citizen-based watershed monitoring. The server side consists of ArcView IMS running on an NT workstation. The client is built around MapCafe. The client interface, which runs through a standard Web browser, supports standard MapCafe…

  2. The challenges associated with developing science-based landscape scale management plans.

    Science.gov (United States)

    Robert C. Szaro; Douglas A. Jr. Boyce; Thomas. Puchlerz

    2005-01-01

    Planning activities over large landscapes poses a complex of challenges when trying to balance the implementation of a conservation strategy while still allowing for a variety of consumptive and nonconsumptive uses. We examine a case in southeast Alaska to illustrate the breadth of these challenges and an approach to developing a science-based resource plan. Not only...

  3. Metaconceptually-Enhanced Simulation-Based Inquiry: Effects on Eighth Grade Students' Conceptual Change and Science Epistemic Beliefs

    Science.gov (United States)

    Huang, Kun; Ge, Xun; Eseryel, Deniz

    2017-01-01

    This study investigated the effects of metaconceptually-enhanced, simulation-based inquiry learning on eighth grade students' conceptual change in science and their development of science epistemic beliefs. Two experimental groups studied the topics of motion and force using the same computer simulations but with different simulation guides: one…

  4. Science-based health innovation in Tanzania: bednets and a base for invention

    Directory of Open Access Journals (Sweden)

    Daar Abdallah S

    2010-12-01

    Full Text Available Abstract Background Tanzania is East Africa’s largest country. Although it is socially diverse, it has experienced general political stability since independence in 1964. Despite gradual economic development and Tanzania’s status as one of the biggest recipients of aid in Africa, health status remains poor. This paper explores Tanzania’s science-based health innovation system, and highlights areas which can be strengthened. Methods Qualitative case study research methodology was used. Data were collected through reviews of academic literature and policy documents, and through open-ended, face-to-face interviews with 52 people from across the science-based health innovation system over two visits to Tanzania from July to October 2007. Results and discussion Tanzania has a rich but complex S&T governance landscape, with the public sector driving the innovation agenda through a series of different bodies which are not well-coordinated. It has some of the leading health research on the continent at the University of Dar es Salaam, Muhimbili University of Health and Applied Sciences, the National Institute for Medical Research and the Ifakara Medical Institute, with strong donor support. Tanzania has found developing an entrepreneurial culture difficult; nevertheless projects such as the clusters initiative at the University of Dar es Salaam are encouraging low-tech innovation and overcoming knowledge-sharing barriers. In the private sector, one generics company has developed a South-South collaboration to enable technology transfer and hence the local production of anti-retrovirals. Local textile company A to Z Textiles is now manufacturing 30 million insecticide impregnated bednets a year. Conclusions To have a coherent vision for innovation, Tanzania may wish to address some key issues: coordination across stakeholders involved with health research, increasing graduates in health-related disciplines, and building capabilities in biological

  5. Life science-based neuroscience education at large Western Public Universities.

    Science.gov (United States)

    Coskun, Volkan; Carpenter, Ellen M

    2016-12-01

    The last 40 years have seen a remarkable increase in the teaching of neuroscience at the undergraduate level. From its origins as a component of anatomy or physiology departments to its current status as an independent interdisciplinary field, neuroscience has become the chosen field of study for many undergraduate students, particularly for those interested in medical school or graduate school in neuroscience or related fields. We examined how life science-based neuroscience education is offered at large public universities in the Western United States. By examining publicly available materials posted online, we found that neuroscience education may be offered as an independent program, or as a component of biological or physiological sciences at many institutions. Neuroscience programs offer a course of study involving a core series of courses and a collection of topical electives. Many programs provide the opportunity for independent research, or for laboratory-based training in neuroscience. Features of neuroscience programs at Western universities closely matched those seen at the top 25 public universities, as identified by U.S. News & World Report. While neuroscience programs were identified in many Western states, there were several states in which public universities appeared not to provide opportunities to major in neuroscience. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

  6. Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self-Efficacy for Science and Science Teaching

    Science.gov (United States)

    Avery, Leanne M.; Meyer, Daniel Z.

    2012-01-01

    Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed-methods study, we report the impacts of an inquiry-based science course on preservice elementary teachers' self-efficacy…

  7. Community-based science education for fourth to sixth graders: Influences of a female role model

    Science.gov (United States)

    Acklie, Deanna S.

    Women in the United States are underrepresented in science related careers. The Wonderwise curriculum was designed to encourage young women to become more involved in science and science careers. The Wonderwise kits have won numerous awards for quality science curriculum for formal educational environments. In 2000 the kits were adapted and new kits were developed to meet the needs of a nonformal Teaming environment (i.e., 4-H). The kits contain a video field trip with a featured female scientist demonstrating her work, an activity guidebook with five activities based on this scientist's work, and a CD-Rom serving as an additional resource. This study contributes to our understanding of a group of 4H youth who used the Wonderwise curriculum. It describes their view on science, their perspective about people who do science, the importance of role models within their lives, and their career visions. This study was a multi-method case study design. The subjects were youth ages 9--11 involved in 4H events in a three state area. Events such as overnight camps, day camps, special events and after school programs featuring the Wonderwise curriculum were used as sites for this study. The subjects studied in the Wonderwise 4-H project were primarily female youth who had some interest in science. Nearly half were Caucasian; the remainder were Hispanic, African American and Native American. The 25 youth involved in this study took part in a semi-structure interview process including four research methodologies: open-ended questions, drawing or writing a story about the featured scientist, a card sort activity and a relationship map drawn by the youth. Youths' prior experiences in formal, informal and nonformal settings impacted how they made sense of and incorporated Wonderwise experiences in their frame of reference. Through the experiential learning process youth experienced science activities and connected to individuals with science backgrounds, particularly those

  8. Reconstruction of biological networks based on life science data integration.

    Science.gov (United States)

    Kormeier, Benjamin; Hippe, Klaus; Arrigo, Patrizio; Töpel, Thoralf; Janowski, Sebastian; Hofestädt, Ralf

    2010-10-27

    For the implementation of the virtual cell, the fundamental question is how to model and simulate complex biological networks. Therefore, based on relevant molecular database and information systems, biological data integration is an essential step in constructing biological networks. In this paper, we will motivate the applications BioDWH--an integration toolkit for building life science data warehouses, CardioVINEdb--a information system for biological data in cardiovascular-disease and VANESA--a network editor for modeling and simulation of biological networks. Based on this integration process, the system supports the generation of biological network models. A case study of a cardiovascular-disease related gene-regulated biological network is also presented.

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

    Science.gov (United States)

    Brown, Norman Merrill

    1998-09-01

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

  10. VirtualGalathea3: Education Based on Galathea 3 Science!

    DEFF Research Database (Denmark)

    Hasager, Charlotte Bay

    in close collaboration between skilled teachers and the scientists while the scientists were at the same time analysing results. It gives certain challenges, yet the advantage is that the brand new educational material is state-ofthe- art in regard to the specific science topics, several on climate change...... issues. The presentation will describe the working process and well as present selected results from the expedition focussing on climate. The web-based educational material contains large amounts of daily updated satellite images on sea surface temperature, clouds, winds among several other topics, thus...

  11. The nature of science in science education: theories and practices

    Directory of Open Access Journals (Sweden)

    Ana Maria Morais

    2018-01-01

    Full Text Available The article is based on results of research carried out by the ESSA Group (Sociological Studies of the Classroom centred on the inclusion of the nature of science (metascience on science education. The results, based on analyses of various educational texts and contexts – curricula/syllabuses, textbooks and pedagogic practices – and of the relations between those texts/contexts, have in general shown a reduced presence and low conceptualization of metascience. The article starts by presenting the theoretical framework of the research of the ESSA Group which was focused on the introduction of the nature of science in science education. It is mostly based on Ziman’s conceptualization of metascience (1984, 2000 and on Bernstein’s theorization of production and reproduction of knowledge, particularly his model of pedagogic discourse (1990, 2000 and knowledge structures (1999. This is followed by the description of a pedagogical strategy, theoretically grounded, which explores the nature of science in the classroom context. The intention is to give an example of a strategy which privileges a high level learning for all students and which may contribute to a reflection about the inclusion of the nature of science on science education. Finally, considerations are made about the applicability of the strategy on the basis of previous theoretical and empirical arguments which sustain its use in the context of science education.

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

    Science.gov (United States)

    Choirunnisak; Ibrahim, M.; Yuliani

    2018-01-01

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

  13. Teacher Implementation and the Impact of Game-Based Science Curriculum Materials

    Science.gov (United States)

    Wilson, Christopher D.; Reichsman, Frieda; Mutch-Jones, Karen; Gardner, April; Marchi, Lisa; Kowalski, Susan; Lord, Trudi; Dorsey, Chad

    2018-01-01

    Research-based digital games hold great potential to be effective tools in supporting next-generation science learning. However, as with all instructional materials, teachers significantly influence their implementation and contribute to their effectiveness. To more fully understand the contributions and challenges of teacher implementation of digital games, we studied the replacement of existing high school biology genetics lessons over a 3- to 6-week period with Geniverse, an immersive, game-like learning environment designed to be used in classrooms. The Geniverse materials infuse virtual experimentation in genetics with a narrative of a quest to heal a genetic disease; incorporate the topics of meiosis and protein synthesis with inheritance; and include the science practices of explanation and argumentation. The research design involved a quasi-experiment with 48 high school teachers and about 2000 students, student science content knowledge and argumentation outcome measures, and analysis using hierarchical linear modeling. Results indicate that when Geniverse was implemented as the designers intended, student learning of genetics content was significantly greater than in the comparison, business-as-usual group. However, a wide range of levels of Geniverse implementation resulted in no significant difference between the groups as a whole. Students' abilities to engage in scientific explanation and argumentation were greater in the Geniverse group, but these differences were not statistically significant. Observation, survey, and interview data indicate a range of barriers to implementation and teacher instructional decisions that may have influenced student outcomes. Implications for the role of the teacher in the implementation of game-based instructional materials are discussed.

  14. Design and implementation of information visualization system on science and technology industry based on GIS

    Science.gov (United States)

    Wu, Xiaofang; Jiang, Liushi

    2011-02-01

    Usually in the traditional science and technology information system, the only text and table form are used to manage the data, and the mathematic statistics method is applied to analyze the data. It lacks for the spatial analysis and management of data. Therefore, GIS technology is introduced to visualize and analyze the information data on science and technology industry. Firstly, by using the developed platform-microsoft visual studio 2005 and ArcGIS Engine, the information visualization system on science and technology industry based on GIS is built up, which implements various functions, such as data storage and management, inquiry, statistics, chart analysis, thematic map representation. It can show the change of science and technology information from the space and time axis intuitively. Then, the data of science and technology in Guangdong province are taken as experimental data and are applied to the system. And by considering the factors of humanities, geography and economics so on, the situation and change tendency of science and technology information of different regions are analyzed and researched, and the corresponding suggestion and method are brought forward in order to provide the auxiliary support for development of science and technology industry in Guangdong province.

  15. Understanding Fear of Opportunism in Global Prize-Based Science Contests: Evidence for Gender and Age Differences.

    Science.gov (United States)

    Acar, Oguz Ali; van den Ende, Jan

    2015-01-01

    Global prize-based science contests have great potential for tapping into diverse knowledge on a global scale and overcoming important scientific challenges. A necessary step for knowledge to be utilized in these contests is for that knowledge to be disclosed. Knowledge disclosure, however, is paradoxical in nature: in order for the value of knowledge to be assessed, inventors must disclose their knowledge, but then the person who receives that knowledge does so at no cost and may use it opportunistically. This risk of potential opportunistic behavior in turn makes the inventor fearful of disclosing knowledge, and this is a major psychological barrier to knowledge disclosure. In this project, we investigated this fear of opportunism in global prize-based science contests by surveying 630 contest participants in the InnoCentive online platform for science contests. We found that participants in these science contests experience fear of opportunism to varying degrees, and that women and older participants have significantly less fear of disclosing their scientific knowledge. Our findings highlight the importance of taking differences in such fears into account when designing global prize-based contests so that the potential of the contests for reaching solutions to important and challenging problems can be used more effectively.

  16. Understanding Fear of Opportunism in Global Prize-Based Science Contests: Evidence for Gender and Age Differences.

    Directory of Open Access Journals (Sweden)

    Oguz Ali Acar

    Full Text Available Global prize-based science contests have great potential for tapping into diverse knowledge on a global scale and overcoming important scientific challenges. A necessary step for knowledge to be utilized in these contests is for that knowledge to be disclosed. Knowledge disclosure, however, is paradoxical in nature: in order for the value of knowledge to be assessed, inventors must disclose their knowledge, but then the person who receives that knowledge does so at no cost and may use it opportunistically. This risk of potential opportunistic behavior in turn makes the inventor fearful of disclosing knowledge, and this is a major psychological barrier to knowledge disclosure. In this project, we investigated this fear of opportunism in global prize-based science contests by surveying 630 contest participants in the InnoCentive online platform for science contests. We found that participants in these science contests experience fear of opportunism to varying degrees, and that women and older participants have significantly less fear of disclosing their scientific knowledge. Our findings highlight the importance of taking differences in such fears into account when designing global prize-based contests so that the potential of the contests for reaching solutions to important and challenging problems can be used more effectively.

  17. Earth Science Data Usages & Diverse Applications based on “User Tickets” at GES DISC

    OpenAIRE

    Shie, Chung-Lin; Greene, Mary; Acker, James; Lei, Guang-Dih; Al-Jazrawi, Atheer F.; Meyer, David J.

    2018-01-01

    Motivation: Arguably the most renowned anecdote in the history of science could be: 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 eventual understanding and demonstrating of gravitational force (the Science!). This well-known coupling of “Data & Science” was the trigger for this “data analysis” study. Background: This “Data & Science” analysis was mainly based on avai...

  18. An Analysis of the Supports and Constraints for Scientific Discussion in High School Project-Based Science

    Science.gov (United States)

    Alozie, Nonye M.; Moje, Elizabeth Birr; Krajcik, Joseph S.

    2010-01-01

    One goal of project-based science is to promote the development of scientific discourse communities in classrooms. Holding rich high school scientific discussions is challenging, especially when the demands of content and norms of high school science pose challenges to their enactment. There is little research on how high school teachers enact…

  19. Using Cloud-based Storage Technologies for Earth Science Data

    Science.gov (United States)

    Michaelis, A.; Readey, J.; Votava, P.

    2016-12-01

    Cloud based infrastructure may offer several key benefits of scalability, built in redundancy and reduced total cost of ownership as compared with a traditional data center approach. However, most of the tools and software systems developed for NASA data repositories were not developed with a cloud based infrastructure in mind and do not fully take advantage of commonly available cloud-based technologies. Object storage services are provided through all the leading public (Amazon Web Service, Microsoft Azure, Google Cloud, etc.) and private (Open Stack) clouds, and may provide a more cost-effective means of storing large data collections online. We describe a system that utilizes object storage rather than traditional file system based storage to vend earth science data. The system described is not only cost effective, but shows superior performance for running many different analytics tasks in the cloud. To enable compatibility with existing tools and applications, we outline client libraries that are API compatible with existing libraries for HDF5 and NetCDF4. Performance of the system is demonstrated using clouds services running on Amazon Web Services.

  20. Central Computer Science Concepts to Research-Based Teacher Training in Computer Science: An Experimental Study

    Science.gov (United States)

    Zendler, Andreas; Klaudt, Dieter

    2012-01-01

    The significance of computer science for economics and society is undisputed. In particular, computer science is acknowledged to play a key role in schools (e.g., by opening multiple career paths). The provision of effective computer science education in schools is dependent on teachers who are able to properly represent the discipline and whose…

  1. Participation in Science Practices while Working in a Multimedia Case-Based Environment

    Science.gov (United States)

    Kang, Hosun; Lundeberg, Mary A.

    2010-01-01

    The purpose of this study was to investigate how two female students participated in science practices as they worked in a multimedia case-based environment: interpreting simulated results, reading and writing multiple texts, role-playing, and Internet conferencing. Using discourse analysis, the following data were analyzed: students' published…

  2. The "Food Polymer Science" approach to the practice of industrial R&D, leading to patent estates based on fundamental starch science and technology.

    Science.gov (United States)

    Slade, Louise; Levine, Harry

    2018-04-13

    This article reviews the application of the "Food Polymer Science" approach to the practice of industrial R&D, leading to patent estates based on fundamental starch science and technology. The areas of patents and patented technologies reviewed here include: (a) soft-from-the-freezer ice creams and freezer-storage-stable frozen bread dough products, based on "cryostabilization technology" of frozen foods, utilizing commercial starch hydrolysis products (SHPs); (b) glassy-matrix encapsulation technology for flavors and other volatiles, based on structure-function relationships for commercial SHPs; (c) production of stabilized whole-grain wheat flours for biscuit products, based on the application of "solvent retention capacity" technology to develop flours with reduced damaged starch; (d) production of improved-quality, low-moisture cookies and crackers, based on pentosanase enzyme technology; (e) production of "baked-not-fried," chip-like, starch-based snack products, based on the use of commercial modified-starch ingredients with selected functionality; (f) accelerated staling of a starch-based food product from baked bread crumb, based on the kinetics of starch retrogradation, treated as a crystallization process for a partially crystalline glassy polymer system; and (g) a process for producing an enzyme-resistant starch, for use as a reduced-calorie flour replacer in a wide range of grain-based food products, including cookies, extruded expanded snacks, and breakfast cereals.

  3. `Models of' versus `Models for'. Toward an Agent-Based Conception of Modeling in the Science Classroom

    Science.gov (United States)

    Gouvea, Julia; Passmore, Cynthia

    2017-03-01

    The inclusion of the practice of "developing and using models" in the Framework for K-12 Science Education and in the Next Generation Science Standards provides an opportunity for educators to examine the role this practice plays in science and how it can be leveraged in a science classroom. Drawing on conceptions of models in the philosophy of science, we bring forward an agent-based account of models and discuss the implications of this view for enacting modeling in science classrooms. Models, according to this account, can only be understood with respect to the aims and intentions of a cognitive agent (models for), not solely in terms of how they represent phenomena in the world (models of). We present this contrast as a heuristic— models of versus models for—that can be used to help educators notice and interpret how models are positioned in standards, curriculum, and classrooms.

  4. The Development of Interactive World Wide Web Based Teaching Material in Forensic Science.

    Science.gov (United States)

    Daeid, Niamh Nic

    2001-01-01

    Describes the development of a Web-based tutorial in the forensic science teaching program at the University of Strathclyde (Scotland). Highlights include the theoretical basis for course development; objectives; Web site design; student feedback; and staff feedback. (LRW)

  5. Separations Science Data Base: an abstractor's manual

    International Nuclear Information System (INIS)

    Roddy, J.W.; McDowell, W.J.; Michelson, D.C.

    1981-07-01

    The Separations Science Data Base, designed specifically for the retrieval of information needed in chemical separations problems (i.e., how to perform a given separation under given conditions), is described. The procedure for entering records into the data base is given. The initial entries are concerned primarily with liquid-liquid extraction and liquid-solid ion exchange methods for metal ions and salts; however, the data base is constructed so that almost any separations process can be accommodated. Each record is indexed with information provided under the following fields: author; title; publication source; date of publication; organization performing and/or sponsoring the work; brief abstract of the work; abstract number if the work has been so referenced, and/or abstractor's initials; type of separation system used (e.g., flotation); specific or generic name of the separation agent used (e.g., acetylacetone); list of substances separated (e.g., gold, copper); qualitative description of the supporting medium or matrix containing the substances before separation (e.g., nitrate); type of literature where the article was printed (e.g., book); and type of information that the article contains. Each of these fields may be searched independently of the others (or in combination), and the last six fields contain specific key words that are listed on the input form. Definitions are provided for the 39 information terms

  6. Behind the scenes of HALO, a large-scale art installation conceived at CERN and inspired by ATLAS data will be exhibited during Art Basel

    CERN Multimedia

    marcelloni, claudia

    2018-01-01

    A large-scale immersive art installation entitled HALO is the artistic interpretation of the Large Hadron Collider’s ATLAS experiment and celebrates the links between art, science and technology. Inspired by raw data generated by ATLAS, the artwork has been conceived and executed by CERN’s former artists-in-residence, the “Semiconductor” duo Ruth Jarman and Joe Gerhardt, in collaboration with Mónica Bello, curator and head of Arts at CERN. The artwork is part of the 4th Audemars Piguet Art Commission. HALO is a cylindrical structure, measuring ten metres in diameter and surrounded by 4-metre-long vertical piano wires. On the inside, an enormous 360-degree screen creates an immersive visual experience. Using kaleidoscopic images of slowed-down particle collisions, which trigger piano wires to create sound, the experience takes the visitors into the realm of subatomic matter through the multiple patterns generated in the space. HALO is conceived as an experiential reworking of the ATLAS experiment. Its...

  7. How the intentions of the draftsman shape perception of a drawing.

    Science.gov (United States)

    Pignocchi, Alessandro

    2010-12-01

    The interaction between the recovery of the artist's intentions and the perception of an artwork is a classic topic for philosophy and history of art. It also frequently, albeit sometimes implicitly, comes up in everyday thought and conversation about art and artworks. Since recent work in cognitive science can help us understand how we perceive and understand the intentions of others, this discipline could fruitfully participate in a multidisciplinary investigation of the role of intention recovery in art perception. The method I propose is to look for cases where recovery of the artist's intentions interacts with perception of a work of art, and this cannot be explain by a simple top-down influence of conscious propositional knowledge on perception. I will focus on drawing and show that recovery of the draftsman's intentional actions is handled by a psychological process shaped by the motor system of the observer. Copyright © 2010 Elsevier Inc. All rights reserved.

  8. Investigations Into the Phenomenology and the Ontology of the Work of Art

    DEFF Research Database (Denmark)

    studied in this volume is related to the ontology of the work of art: Written or visual artworks are a specific type of objects, containing particular kinds of representation which elicit a particular kind of experience. The research question explored is: What properties in artful objects trigger...... this type of experience, and what characterizes representation in written and visual artworks? The volume sets the scene for state-of-the-art inquiries in the intersection between the psychology and ontology of art. The investigations of the relation between the properties of artworks...... human beings respond to artworks, how we process linguistic or visual information, and what properties in artworks trigger aesthetic experiences. The examination of the properties of aesthetic experience reveals essential aspects of our perceptual, cognitive, and semiotic capacities. The second issue...

  9. The Inquiry Based Science and Technology Education Program (IN-STEP): The Evaluation of the First Year

    Science.gov (United States)

    Corcoran, Thomas B.

    2008-01-01

    This is the first report on the evaluation of the Inquiry Based Science and Technology Education Program (IN-STEP), an innovative and ambitious science education initiative for lower secondary schools being undertaken by a public-private partnership in Thailand funded by MSD-Thailand, an affiliate of Merck & Co. IN-STEP is a public-private…

  10. Instructional Suggestions Supporting Science Learning in Digital Environments Based on a Review of Eye-Tracking Studies

    Science.gov (United States)

    Yang, Fang-Ying; Tsai, Meng-Jung; Chiou, Guo-Li; Lee, Silvia Wen-Yu; Chang, Cheng-Chieh; Chen, Li-Ling

    2018-01-01

    The main purpose of this study was to provide instructional suggestions for supporting science learning in digital environments based on a review of eye tracking studies in e-learning related areas. Thirty-three eye-tracking studies from 2005 to 2014 were selected from the Social Science Citation Index (SSCI) database for review. Through a…

  11. 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.

  12. Science and the City: Community Cultural and Natural Resources at the Core of a Place-Based, Science Teacher Preparation Program

    Science.gov (United States)

    Miele, Eleanor A.; Powell, Wayne G.

    2010-01-01

    The departments of Geology and Education at Brooklyn College collaborated with five informal educational institutions in the development of a place-based graduate program for Earth science teachers. The team used "backward design" to develop a program of courses that are thematically structured and use a city-as-lab approach that places…

  13. CAREER Educational Outreach: Inquiry-based Atmospheric Science Lessons for K-12 students

    Science.gov (United States)

    Courville, Z.; Carbaugh, S.; Defrancis, G.; Donegan, R.; Brown, C.; Perovich, D. K.; Richter-Menge, J.

    2011-12-01

    Climate Comics is a collaborative outreach effort between the Montshire Museum of Science, in Norwich, VT, the Cold Regions Research and Engineering Laboratory (CRREL) research staff, and freelance artist and recent graduate of the Center for Cartoon Studies in White River Junction, VT, Sam Carbaugh. The project involves the cartoonist, the education staff from the museum, and researchers from CRREL creating a series of comic books with polar science and research themes, including sea ice monitoring, sea ice albedo, ice cores, extreme microbial activity, and stories and the process of fieldwork. The aim of the comic series is to provide meaningful science information in a comic-format that is both informative and fun, while highlighting current polar research work done at the lab. The education staff at the Montshire Museum develops and provides a series of hands-on, inquiry-based activity descriptions to complement each comic book, and CRREL researchers provide science background information and reiterative feedback about the comic books as they are being developed. Here, we present the motivation for using the comic-book medium to present polar research topics, the process involved in creating the comics, some unique features of the series, and the finished comic books themselves. Cartoon illustrating ways snow pack can be used to determine past climate information.

  14. Barriers Inhibiting Inquiry-Based Science Teaching and Potential Solutions: Perceptions of Positively Inclined Early Adopters

    Science.gov (United States)

    Fitzgerald, Michael; Danaia, Lena; McKinnon, David H.

    2017-07-01

    In recent years, calls for the adoption of inquiry-based pedagogies in the science classroom have formed a part of the recommendations for large-scale high school science reforms. However, these pedagogies have been problematic to implement at scale. This research explores the perceptions of 34 positively inclined early-adopter teachers in relation to their implementation of inquiry-based pedagogies. The teachers were part of a large-scale Australian high school intervention project based around astronomy. In a series of semi-structured interviews, the teachers identified a number of common barriers that prevented them from implementing inquiry-based approaches. The most important barriers identified include the extreme time restrictions on all scales, the poverty of their common professional development experiences, their lack of good models and definitions for what inquiry-based teaching actually is, and the lack of good resources enabling the capacity for change. Implications for expectations of teachers and their professional learning during educational reform and curriculum change are discussed.

  15. Evaluating the effectiveness of a laboratory-based professional development program for science educators

    Science.gov (United States)

    Amolins, Michael W.; Ezrailson, Cathy M.; Pearce, David A.; Elliott, Amy J.

    2015-01-01

    The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom. PMID:26628658

  16. Water Hyacinth in China: A Sustainability Science-Based Management Framework

    Science.gov (United States)

    Lu, Jianbo; Wu, Jianguo; Fu, Zhihui; Zhu, Lei

    2007-12-01

    The invasion of water hyacinth ( Eichhornia crassipes) has resulted in enormous ecological and economic consequences worldwide. Although the spread of this weed in Africa, Australia, and North America has been well documented, its invasion in China is yet to be fully documented. Here we report that since its introduction about seven decades ago, water hyacinth has infested many water bodies across almost half of China’s territory, causing a decline of native biodiversity, alteration of ecosystem services, deterioration of aquatic environments, and spread of diseases affecting human health. Water hyacinth infestations have also led to enormous economic losses in China by impeding water flows, paralyzing navigation, and damaging irrigation and hydroelectricity facilities. To effectively control the rampage of water hyacinth in China, we propose a sustainability science-based management framework that explicitly incorporates principles from landscape ecology and Integrated Pest Management. This framework emphasizes multiple-scale long-term monitoring and research, integration among different control techniques, combination of control with utilization, and landscape-level adaptive management. Sustainability science represents a new, transdisciplinary paradigm that integrates scientific research, technological innovation, and socioeconomic development of particular regions. Our proposed management framework is aimed to broaden the currently dominant biological control-centered view in China and to illustrate how sustainability science can be used to guide the research and management of water hyacinth.

  17. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Solute transport; convection–dispersion equation; boundary layer theory; ... to convection–dispersion equation (CDE) based on boundary layer theory has been ... Sciences and Natural Resources Research, Chinese Academy of Sciences, ...

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

    Science.gov (United States)

    Aslan, Oktay

    2015-01-01

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

  19. The Development of Scientific Literacy through Nature of Science (NoS) within Inquiry Based Learning Approach

    Science.gov (United States)

    Widowati, A.; Widodo, E.; Anjarsari, P.; Setuju

    2017-11-01

    Understanding of science instructional leading to the formation of student scientific literacy, seems not yet fully understood well by science teachers. Because of this, certainly needs to be reformed because science literacy is a major goal in science education for science education reform. Efforts of development science literacy can be done by help students develop an information conception of the Nature of Science (NoS) and apply inquiry approach. It is expected that students’ science literacy can develop more optimal by combining NoS within inquiry approach. The purpose of this research is to produce scientific literacy development model of NoS within inquiry-based learning. The preparation of learning tools will be maked through Research and Development (R & D) following the 4-D model (Define, Design, Develop, and Disseminate) and Borg & Gall. This study is a follow-up of preliminary research results about the inquiry profile of junior high school students indicating that most categories are quite good. The design of the model NoS within inquiry approach for developing scientific literacy is using MER Model in development educational reconstruction. This research will still proceed to the next stage that is Develop.

  20. Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards

    NARCIS (Netherlands)

    Alake - Tuenter, E.; Biemans, H.J.A.; Tobi, H.; Wals, A.E.J.; Oosterheert, I.; Mulder, M.

    2012-01-01

    Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils’ application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach