Evaluation of Students' Energy Conception in Environmental Science

Science.gov (United States)

Park, Mihwa; Johnson, Joseph A.

2016-01-01

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

Computer Science Concept Inventories: Past and Future

Science.gov (United States)

Taylor, C.; Zingaro, D.; Porter, L.; Webb, K. C.; Lee, C. B.; Clancy, M.

2014-01-01

Concept Inventories (CIs) are assessments designed to measure student learning of core concepts. CIs have become well known for their major impact on pedagogical techniques in other sciences, especially physics. Presently, there are no widely used, validated CIs for computer science. However, considerable groundwork has been performed in the form…

The self-concept of chiropractic students as science students

Science.gov (United States)

Shields, Robert F.

2005-01-01

Abstract Purpose To determine the self-concepts of chiropractic students as science students and if any personal variable affect their self-concepts. Participants Students in their first trimester and eighth trimester at the Los Angeles College of Chiropractic during the 1993 academic year (n=158). Methods Peterson-Yaakobi Q-Sort, National Assessment of Educational Progress, two-tailed T-test, one way analysis of variance and Spearman-rho correlation. Results The majority of students have positive self- concepts as science students and although there was a difference between the 2 trimesters, it was not significant. As a group they generally had less exposure to science compared to undergraduates from a selected science program. Variables of socio-economic status, undergraduate major, and highest completed level of education did not statistically affect their self-concept. Conclusion Chiropractic students had the self-concept that enables them to subscribe to the philosophical foundations of science and better engage in basic sciences and, later, science-based clinical research. Knowledge of this self- concept can be used in the development of a more rigorous basic science curricula and clinical research programs at chiropractic colleges with the ultimate goal of providing a more firm scientifically based foundation for the profession. PMID:19674649

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

Science.gov (United States)

Chandrasena, Wanasinghe Durayalage

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

Pairwise Trajectory Management (PTM): Concept Description and Documentation

Science.gov (United States)

Jones, Kenneth M.; Graff, Thomas J.; Carreno, Victor; Chartrand, Ryan C.; Kibler, Jennifer L.

2018-01-01

Pairwise Trajectory Management (PTM) is an Interval Management (IM) concept that utilizes airborne and ground-based capabilities to enable the implementation of airborne pairwise spacing capabilities in oceanic regions. The goal of PTM is to use airborne surveillance and tools to manage an "at or greater than" inter-aircraft spacing. Due to the accuracy of Automatic Dependent Surveillance-Broadcast (ADS-B) information and the use of airborne spacing guidance, the minimum PTM spacing distance will be less than distances a controller can support with current automation systems that support oceanic operations. Ground tools assist the controller in evaluating the traffic picture and determining appropriate PTM clearances to be issued. Avionics systems provide guidance information that allows the flight crew to conform to the PTM clearance issued by the controller. The combination of a reduced minimum distance and airborne spacing management will increase the capacity and efficiency of aircraft operations at a given altitude or volume of airspace. This document provides an overview of the proposed application, a description of several key scenarios, a high level discussion of expected air and ground equipment and procedure changes, a description of a NASA human-machine interface (HMI) prototype for the flight crew that would support PTM operations, and initial benefits analysis results. Additionally, included as appendices, are the following documents: the PTM Operational Services and Environment Definition (OSED) document and a companion "Future Considerations for the Pairwise Trajectory Management (PTM) Concept: Potential Future Updates for the PTM OSED" paper, a detailed description of the PTM algorithm and PTM Limit Mach rules, initial PTM safety requirements and safety assessment documents, a detailed description of the design, development, and initial evaluations of the proposed flight crew HMI, an overview of the methodology and results of PTM pilot training

What conceptions of science communication are espoused by science research funding bodies?

Science.gov (United States)

Palmer, Sarah E; Schibeci, Renato A

2014-07-01

We examine the conceptions of science communication, especially in relation to "public engagement with science" (PES), evident in the literature and websites of science research funding bodies in Europe, North America, South America, Asia and Oceania, and Africa. The analysis uses a fourfold classification of science communication to situate these conceptions: professional, deficit, consultative and deliberative. We find that all bodies engage in professional communication (within the research community); however, engagement with the broader community is variable. Deficit (information dissemination) models still prevail but there is evidence of movement towards more deliberative, participatory models.

Science, Technology and Innovation: Concepts, Theory and Policy

OpenAIRE

Zehra Taşkın; Güleda Doğan

2016-01-01

This study is a review of the book entitled “Science, Technology and Innovation: Concepts, Theory and Policy”. In the converging world, the book is an important contribution not only for the field of economy, but also information science which includes information-economy concepts.

Concepts of matter in science education

CERN Document Server

Sevian, Hannah

2013-01-01

Bringing together a wide collection of ideas, reviews, analyses and new research on particulate and structural concepts of matter, Concepts of Matter in Science Education informs practice from pre-school through graduate school learning and teaching and aims to inspire progress in science education. The expert contributors offer a range of reviews and critical analyses of related literature and in-depth analysis of specific issues, as well as new research. Among the themes covered are learning progressions for teaching a particle model of matter, the mental models of both students and teachers of the particulate nature of matter, educational technology, chemical reactions and chemical phenomena, chemical structure and bonding, quantum chemistry and the history and philosophy of science relating to the particulate nature of matter. The book will benefit a wide audience including classroom practitioners and student teachers at every educational level, teacher educators and researchers in science education.

Hanford science and technology needs statements document

Energy Technology Data Exchange (ETDEWEB)

Piper, L.L.

1997-12-31

This document is a compilation of the Hanford science and technology needs statements for FY 1998. The needs were developed by the Hanford Site Technology Coordination Group (STCG) with full participation and endorsement of site user organizations, stakeholders, and regulators. The purpose of this document is to: (a) provide a comprehensive listing of Hanford science and technology needs, and (b) identify partnering and commercialization opportunities with industry, other federal and state agencies, and the academic community. The Hanford STCG reviews and updates the needs annually. Once completed, the needs are communicated to DOE for use in the development and prioritization of their science and technology programs, including the Focus Areas, Cross-Cutting Programs, and the Environmental Management Science Program. The needs are also transmitted to DOE through the Accelerating Cleanup: 2006 Plan. The public may access the need statements on the Internet on: the Hanford Home Page (www.hanford.gov), the Pacific Rim Enterprise Center`s web site (www2.pacific-rim.org/pacific rim), or the STCG web site at DOE headquarters (em-52.em.doegov/ifd/stcg/stcg.htm). This page includes links to science and technology needs for many DOE sites. Private industry is encouraged to review the need statements and contact the Hanford STCG if they can provide technologies that meet these needs. On-site points of contact are included at the ends of each need statement. The Pacific Rim Enterprise Center (206-224-9934) can also provide assistance to businesses interested in marketing technologies to the DOE.

Basic concepts in social sciences I

NARCIS (Netherlands)

Hoede, C.

2000-01-01

In this paper the results are given of an investigation into concepts from Economics, Organization Theory, Political Science, Psychology and Sociology. The goal of this investigation was to find out whether there is a set of concepts that may be considered to be basic to all these five social

The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

Science.gov (United States)

Kwon, So Young

Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However

Teaching science for conceptual change: Toward a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions

Science.gov (United States)

Shope, Richard Edwin, III

Science instruction aims to ensure that students properly construct scientific knowledge so that each individual may play a role as a science literate citizen or as part of the science workforce (National Research Council, 1996, 2000). Students enter the classroom with a wide range of personal conceptions regarding science phenomena, often at variance with prevailing scientific views (Duschl, Hamilton, & Grandy, 1992; Hewson, 1992). The extensive misconceptions research literature emphasizes the importance of diagnosing students' initial understandings in order to gauge the accuracy and depth of what each student knows prior to instruction and then to use that information to adapt the teaching to address student needs. (Ausubel, 1968; Carey, 2000; Driver et al., 1985; Karplus & Thier, 1967; Mintzes, Wandersee, & Novak, 1998; Osborne & Freyberg, 1985; Project 2061, 1993; Strike & Posner, 1982, 1992; Vygotsky, 1934/1987). To gain such insight, teachers diagnose not only the content of the students' personal conceptions but also the thinking processes that produced them (Strike and Posner, 1992). Indeed, when teachers design opportunities for students to express their understanding, there is strong evidence that such diagnostic assessment also enhances science teaching and learning (Black & William, 1998). The functional knowledge of effective science teaching practice resides in the professional practitioners at the front lines---the science teachers in the classroom. Nevertheless, how teachers actually engage in the practice of diagnosis is not well documented. To help fill this gap, the researcher conducted a study of 16 sixth grade science classrooms in four Los Angeles area middle schools. Diagnostic teaching strategies were observed in action and then followed up by interviews with each teacher. Results showed that teachers use strategies that vary by the complexity of active student involvement, including pretests, strategic questions, interactive discussion

Integration of the ecosystem services concept in planning documents from six municipalities in southwestern Sweden

Directory of Open Access Journals (Sweden)

Amanda C. Nordin

2017-09-01

Full Text Available The ecosystem services (ES concept refers to benefits that humanity receives from nature. Investigating how this concept has been embraced within urban planning is important when assessing the awareness of human dependence on natural functions and the potential for the ES concept to increase this awareness. We analyzed planning documents from three small and three large municipalities in southern Sweden to see how explicitly the ES concept was addressed and which individual services were mentioned. We found that five of the municipalities mentioned the ES concept explicitly and the remaining municipality addressed it implicitly. Comprehensive and green plans referred to the ES concept more explicitly than did plans that focused on a single issue. We used 23 individual ES as a reference; each was mentioned in at least one document, but those concerning habitat and recreation were mentioned most frequently. Individual ES were generally described at an elaborate level. No major differences were identified between large and small municipalities except that large ones mentioned more individual ES. Our study demonstrates that municipalities in southern Sweden have started to integrate the ES concept into their planning documents. However, there is great potential to increase and concretize the awareness of ES.

Threshold concepts as barriers to understanding climate science

Science.gov (United States)

Walton, P.

2013-12-01

Whilst the scientific case for current climate change is compelling, the consequences of climate change have largely failed to permeate through to individuals. This lack of public awareness of the science and the potential impacts could be considered a key obstacle to action. The possible reasons for such limited success centre on the issue that climate change is a complex subject, and that a wide ranging academic, political and social research literature on the science and wider implications of climate change has failed to communicate the key issues in an accessible way. These failures to adequately communicate both the science and the social science of climate change at a number of levels results in ';communication gaps' that act as fundamental barriers to both understanding and engagement with the issue. Meyer and Land (2003) suggest that learners can find certain ideas and concepts within a discipline difficult to understand and these act as a barrier to deeper understanding of a subject. To move beyond these threshold concepts, they suggest that the expert needs to support the learner through a range of learning experiences that allows the development of learning strategies particular to the individual. Meyer and Land's research into these threshold concepts has been situated within Economics, but has been suggested to be more widely applicable though there has been no attempt to either define or evaluate threshold concepts to climate change science. By identifying whether common threshold concepts exist specifically in climate science for cohorts of either formal or informal learners, scientists will be better able to support the public in understanding these concepts by changing how the knowledge is communicated to help overcome these barriers to learning. This paper reports on the findings of a study that examined the role of threshold concepts as barriers to understanding climate science in a UK University and considers its implications for wider

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

Science.gov (United States)

Ferreira, Sílvia; Morais, Ana M.

2013-01-01

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

Using Concept Maps in Political Science

Science.gov (United States)

Chamberlain, Robert P.

2015-01-01

Concept mapping is a pedagogical technique that was developed in the 1970s and is being used in K-12 and postsecondary education. Although it has shown excellent results in other fields, it is still rare in political science. In this research note, I discuss the implementation and testing of concept mapping in my Advanced Introduction to…

Investigating the Relationship between Teachers' Nature of Science Conceptions and Their Practice of Inquiry Science

Science.gov (United States)

Atar, Hakan Yavuz; Gallard, Alejandro

2011-01-01

In addition to recommending inquiry as the primary approach to teaching science, developers of recent reform efforts in science education have also strongly suggested that teachers develop a sound understanding of the nature of science. Most studies on teachers' NOS conceptions and inquiry beliefs investigated these concepts of teachers' NOS…

Investigating inquiry beliefs and nature of science (NOS) conceptions of science teachers as revealed through online learning

Science.gov (United States)

Atar, Hakan Yavuz

teachers NOS conceptions. Developing desired understanding of nature of science conceptions and having an adequate experience with inquiry learning is especially important for science teachers because science education literature suggests that the development of teachers' nature of science conceptions is influenced by their experiences with inquiry science (Akerson et. al. 2000) and implementation of science lessons reflect teachers' NOS conceptions (Abd-EL-Khalick & Boujaoude, 1997; Matson & Parsons, 1998; Rosenthal, 1993; Trowbridge, Bybee & Powell, 2000; Turner & Sullenger, 1999). Furthermore, the impediments to successful integration of inquiry based science instruction from teachers' perspective are particularly important, as they are the implementers of inquiry based science education reform. The purpose of this study is to understand the relationship between the teachers' NOS conceptions and their inquiry beliefs and practices in their classrooms and how this relationship impedes or contributes to the implementation of inquiry based science education reform efforts. The participants of this study were in-service teachers who were accepted into the online Masters Program in science education program at a southern university. Three online courses offered in the summer semester of 2005 constituted the research setting of this study: (1) Special Problems in the Teaching of Secondary School Science: Nature of Science & Science Teaching, (2) Curriculum in Science Education, and (3) Colloquium. Multiple data sources were used for data triangulation (Miles & Huberman, 1984; Yin, 1994) in order to understand the relationship between participants' NOS views and their conceptions and beliefs about inquiry-based science teaching. The study revealed that the relationship between the teachers' NOS conceptions and their inquiry beliefs and practices is far from being simple and linear. Data suggests that the teachers' sophistication of NOS conceptions influence their perception of

Weight, Mass, and Gravity: Threshold Concepts in Learning Science

Science.gov (United States)

Bar, Varda; Brosh, Yaffa; Sneider, Cary

2016-01-01

Threshold concepts are essential ideas about the natural world that present either a barrier or a gateway to a deep understanding of science. Weight, mass, and gravity are threshold concepts that underpin students' abilities to understand important ideas in all fields of science, embodied in the performance expectations in the Next Generation…

The Conceptions of Learning Science by Laboratory among University Science-Major Students: Qualitative and Quantitative Analyses

Science.gov (United States)

Chiu, Yu-Li; Lin, Tzung-Jin; Tsai, Chin-Chung

2016-01-01

Background: The sophistication of students' conceptions of science learning has been found to be positively related to their approaches to and outcomes for science learning. Little research has been conducted to particularly investigate students' conceptions of science learning by laboratory. Purpose: The purpose of this research, consisting of…

Preservice Science Teachers' Beliefs about Astronomy Concepts

Science.gov (United States)

Ozkan, Gulbin; Akcay, Hakan

2016-01-01

The purpose of this study was to investigate preservice science teachers' conceptual understanding of astronomy concepts. Qualitative research methods were used. The sample consists of 118 preservice science teachers (40 freshmen, 31 sophomores, and 47 juniors). The data were collected with Astronomy Conceptual Questionnaire (ACQ) that includes 13…

A methodology for semiautomatic taxonomy of concepts extraction from nuclear scientific documents using text mining techniques

International Nuclear Information System (INIS)

Braga, Fabiane dos Reis

2013-01-01

This thesis presents a text mining method for semi-automatic extraction of taxonomy of concepts, from a textual corpus composed of scientific papers related to nuclear area. The text classification is a natural human practice and a crucial task for work with large repositories. The document clustering technique provides a logical and understandable framework that facilitates the organization, browsing and searching. Most clustering algorithms using the bag of words model to represent the content of a document. This model generates a high dimensionality of the data, ignores the fact that different words can have the same meaning and does not consider the relationship between them, assuming that words are independent of each other. The methodology presents a combination of a model for document representation by concepts with a hierarchical document clustering method using frequency of co-occurrence concepts and a technique for clusters labeling more representatives, with the objective of producing a taxonomy of concepts which may reflect a structure of the knowledge domain. It is hoped that this work will contribute to the conceptual mapping of scientific production of nuclear area and thus support the management of research activities in this area. (author)

Students’ Conception on Heat and Temperature toward Science Process Skill

Science.gov (United States)

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

2017-09-01

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

Teachers' and Students' Conceptions of Good Science Teaching

Science.gov (United States)

Yung, Benny Hin Wai; Zhu, Yan; Wong, Siu Ling; Cheng, Man Wai; Lo, Fei Yin

2013-01-01

Capitalizing on the comments made by teachers on videos of exemplary science teaching, a video-based survey instrument on the topic of "Density" was developed and used to investigate the conceptions of good science teaching held by 110 teachers and 4,024 year 7 students in Hong Kong. Six dimensions of good science teaching are identified…

Scientists' conceptions of scientific inquiry: Revealing a private side of science

Science.gov (United States)

Reiff, Rebecca R.

Science educators, philosophers, and pre-service teachers have contributed to conceptualizing inquiry but missing from the inquiry forum is an in-depth research study concerning science faculty conceptions of scientific inquiry. The science education literature has tended to focus on certain aspects of doing, teaching, and understanding scientific inquiry without linking these concepts. As a result, conceptions of scientific inquiry have been disjointed and are seemingly unrelated. Furthermore, confusion surrounding the meaning of inquiry has been identified as a reason teachers are not using inquiry in instruction (Welch et al., 1981). Part of the confusion surrounding scientific inquiry is it has been defined differently depending on the context (Colburn, 2000; Lederman, 1998; Shymansky & Yore, 1980; Wilson & Koran, 1976). This lack of a common conception of scientific inquiry is the reason for the timely nature of this research. The result of scientific journeys is not to arrive at a stopping point or the final destination, but to refuel with questions to drive the pursuit of knowledge. A three-member research team conducted Interviews with science faculty members using a semi-structured interview protocol designed to probe the subject's conceptions of scientific inquiry. The participants represented a total of 52 science faculty members from nine science departments (anthropology, biology, chemistry, geology, geography, school of health, physical education and recreation (HPER), medical sciences, physics, and school of environmental science) at a large mid-western research university. The method of analysis used by the team was grounded theory (Strauss & Corbin, 1990; Glaser & Strauss, 1967), in which case the frequency of concepts, patterns, and themes were coded to categorize scientists' conceptions of scientific inquiry. The results from this study address the following components: understanding and doing scientific inquiry, attributes of scientists engaged

Projects for the implementation of science technology society approach in basic concept of natural science course as application of optical and electrical instruments’ material

Science.gov (United States)

Satria, E.

2018-03-01

Preservice teachers in primary education should be well equipped to meet the challenges of teaching primary science effectively in 21century. The purpose of this research was to describe the projects for the implementation of Science-Technology-Society (STS) approach in Basic Concept of Natural Science course as application of optical and electrical instruments’ material by the preservice teachers in Elementary Schools Teacher Education Program. One of the reasons is the lack of preservice teachers’ ability in making projects for application of STS approach and optical and electrical instruments’ material in Basic Concept of Natural Science course. This research applied descriptive method. The instrument of the research was the researcher himself. The data were gathered through observation and documentation. Based on the results of the research, it was figured out that preservice teachers, in groups, were creatively and successful to make the projects of optical and electrical instruments assigned such as projector and doorbell. It was suggested that the construction of the instruments should be better (fixed and strong structure) and more attractive for both instruments, and used strong light source, high quality images, and it could use speaker box for projector, power battery, and heat sink for electrical instruments.

From Medieval Philosophy to the Virtual Library: a descriptive framework for scientific knowledge and documentation as basis for document retrieval

Directory of Open Access Journals (Sweden)

Frances Morrissey

2001-11-01

Full Text Available This paper examines the conceptual basis of document retrieval systems for the Virtual Library in science and technology. It does so through analysing some cognitive models for scientific knowledge, drawing on philosophy, sociology and linguistics. It is important to consider improvements in search/ retrieval functionalities for scientific documents because knowledge creation and transfer are integral to the functioning of scientific communities, and on a larger scale, science and technology are central to the knowledge economy. This paper proposes four new and innovative understandings. Firstly, it is proposed that formal scientific communication constitutes the documentation and dissemination of concepts, and that conceptualism is a useful philosophical basis for study. Second, it is proposed that the scientific document is a dyadic con-struct, being both the physical manifestation as an encoded medium, and also being the associated knowledge, or intangible ideation, that is carried within the document. Third, it is shown that major philosophers of science divide science into three main activities, dealing with data, derived or inferred laws, and the axioms or the paradigm. Fourth, it is demonstrated that the data, information and conceptual frameworks carried by a scientific document, as different levels of signification or semiotic systems, can each be characterised in ways assisting in search and retrieval functionalities for the Virtual Library.

Space Mission Concept Development Using Concept Maturity Levels

Science.gov (United States)

Wessen, Randii R.; Borden, Chester; Ziemer, John; Kwok, Johnny

2013-01-01

Over the past five years, pre-project formulation experts at the Jet Propulsion Laboratory (JPL) has developed and implemented a method for measuring and communicating the maturity of space mission concepts. Mission concept development teams use this method, and associated tools, prior to concepts entering their Formulation Phases (Phase A/B). The organizing structure is Concept Maturity Level (CML), which is a classification system for characterizing the various levels of a concept's maturity. The key strength of CMLs is the ability to evolve mission concepts guided by an incremental set of assessment needs. The CML definitions have been expanded into a matrix form to identify the breadth and depth of analysis needed for a concept to reach a specific level of maturity. This matrix enables improved assessment and communication by addressing the fundamental dimensions (e.g., science objectives, mission design, technical risk, project organization, cost, export compliance, etc.) associated with mission concept evolution. JPL's collaborative engineering, dedicated concept development, and proposal teams all use these and other CML-appropriate design tools to advance their mission concept designs. This paper focuses on mission concept's early Pre-Phase A represented by CMLs 1- 4. The scope was limited due to the fact that CMLs 5 and 6 are already well defined based on the requirements documented in specific Announcement of Opportunities (AO) and Concept Study Report (CSR) guidelines, respectively, for competitive missions; and by NASA's Procedural Requirements NPR 7120.5E document for Projects in their Formulation Phase.

[Conception of the history of science in the interpretation of Bogdan Suchodolski].

Science.gov (United States)

Lietz, Natalia

2011-01-01

In the article is presented the conception of the history of science in the interpretation of Bogdan Suchodolski. Having described the conception of the history of science created by George Sarton (1884-1956), whose thought was influenced by positivistic philosophy of August Comte, the idea of the history of science of Johan Nordstr6m (1891-1967), who was inspired by the system of Wilhelm Dilthey, and the materialistic conception of the history of science, which was represented, among others, by John Desmond Bernal (1901-1971), the author is making an attempt at revealing to what extent Bogdan Suchodolski was inspired by the above-mentioned visions of the history of science. Having defined the history of science as the history of scientific activity of people and their consciousness formed by the activity, Bogdan Suchodolski applied in the field of his own conception of the history of science the ideas that were put forward by German thinkers and philosophers, and were connected with a way of understanding culture as the constant development of national awareness, which can be exemplified with different dimensions of culture. Undoubtedly, identifying the history of Polish science with constitutive element of the history of national culture and paying attention to the conceptions tending not only to explaining, but also understanding phenomena, B. Suchodolski was influenced by Alfred Vierkandt's and Wilhelm Dilthey's thought. The present article includes several reflections on the conception of the history of science, which was created by B. Suchodolski. Among others, we can find here detailed information on how B. Suchodolski understood: the history of science, its subject, aim and methodology; its status in modern social consciousness and as the history of truth; relations between history of science and theory of science and scientific policy, history of science and the problem of unity and diversity of scientific thinking, history of science and ideas, history of

Traceability and retrievability: Documentation, the bridge from science to compliance

International Nuclear Information System (INIS)

Warner, P.J.

1997-01-01

In this day of regulatory compliance, the fact that good science was practiced and documented is, in and of itself, not enough to assure a successful licensing or permitting result. A new level of documentation, that clearly walks a non-project reviewer through the traceability of all activities and decisions is required for successful acceptance of scientific results. Compliance reviewers (whether the Nuclear Regulatory Commission (NRC), Environmental Protection Agency (EPA), etc.) expect to verify the results of the scientific and program activities without the physical presence of the person or persons that conducted the activity. Traceability of activities and associated decisions through the retrieval of all associated records is a must. This presentation is based on lessons learned from the various quality assurance (QA) audits and program reviews of Sandia National Laboratories, Nuclear Waste Management Programs Center, scientific and programmatic documentation. The authors build a bridge from science to compliance from lessons learned. Here now is a somewhat fictional rendition of actual scientific testing and compliance support activities

Cluster Concept in Policy Planning Documents: the Cases of Latvia and Northern Cyprus

Directory of Open Access Journals (Sweden)

Zanete Garanti

2014-06-01

Full Text Available Cluster­based entrepreneurship plays an important role in the economy of the 21st century. A regional cluster can be defined as a combination of 5 dimensions – single sector enterprises that cooperate and compete; supportive enterprises from a wide range of sectors; public and government institutions interested in economic development of the sector and region; other institutions, like research, education, finance and others and the fifth is regional dimension, which combines all four previously mentioned dimensions into one region. From the literature review standpoint, the findings of the authors show that cluster ­based entrepreneurship has an important role in stimulating the firm’s performance, competitiveness and innovation. Authors’ findings show that cluster concept is implemented in the EU policy planning documents at all levels, while in the country level cluster policy is not a single policy issue, but is implemented in industry, regional and other policy aspects. Example from Latvia shows that in recent years cluster­based entrepreneurship plays an important, if not central, role in policy planning documents, while evidence from Northern Cyprus shows that the importance attached to the concept of cluster­based economic development has not yet surfaced in the policy documents. Learning from experience of the EU and Latvia, the authors in cooperation with experts from University of Mediterranean Karpasia suggest policy makers in Northern Cyprus to implement cluster­based entrepreneur­ ship ideas in the policy documents using the bottom­up approach. In this way cluster based entrepreneurship is implemented in policy planning documents in Northern Cyprus at region, industry and national level. This paper is the first attempt towards cluster concept recognition in Northern Cyprus and therefore the topic is opened for further discussions and recommendations. The target audience of this paper is policy makers in Northern Cyprus

Conceptions, Self-Regulation, and Strategies of Learning Science among Chinese High School Students

Science.gov (United States)

Li, Mang; Zheng, Chunping; Liang, Jyh-Chong; Zhang, Yun; Tsai, Chin-Chung

2018-01-01

This study explored the structural relationships among secondary school students' conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for…

A Science-Driven Photojournalistic Documentation of Climate Change (Invited)

Science.gov (United States)

Braasch, G.; Rothlein, J. E.

2013-12-01

World View of Global Warming is an independent photojournalistic documentation of global warming and rapid climate change begun in 1999. The intended outcomes of the work - the photographs, reportage and publications - are based on the principles of scientific accuracy, a journalistic approach, strong photographic skills, long-term observations, science literacy, education, documentation for policy makers and inspiration to others. During the course of this project the team of photojournalist and public health toxicologist visited, interviewed and/or had correspondence with more than 150 scientists in the field on every continent. Hundreds more have influenced and informed the work. World View of Global Warming has tested the idea that climate change can be more easily understood by the public and government officials through photographs which accurately and engagingly depict the locations and the scientists involved in research, communities responding to impacts of climate change and innovations for mitigation. Use of the photographs by scientists to further their own work and outreach was an immediate and continuing result, including use in journals, reports, textbooks and conferences. This presentation will demonstrate the many uses of photography in climate change communications and discuss how scientists and educators can more effectively interact with the public and media and artists. The website for this project was established in 2002 and now has more than 100 pages of photographs and information. It is strictly non-commercial and documented. Wide and repeated publication indicates the value of the project's climate communication: Exhibition at the Boston Museum of Science (2013), the National Academy of Sciences and the American Assn. for the Advancement of Science and other venues; extended use by the United Nations, UNFCCC, World Meteorological Organization, Environmental Protection Agency and the Office of Science and Technology Policy in the Executive

Pre-Service Physics Teachers' Conceptions of Nature of Science

Science.gov (United States)

Buaraphan, Khajornsak

2011-01-01

Understanding of NOS (nature of science) appears as a prerequisite of a scientifically literate person. Promoting adequate understanding of NOS in pre-service physics teachers is, therefore, an important task of science educators. Before doing that, science educators must have information concerning their pre-service teachers' conceptions of NOS.…

Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program

Science.gov (United States)

Koballa, Thomas R.; Glynn, Shawn M.; Upson, Leslie

2005-01-01

Case studies to investigate the conceptions of teaching science held by three novice teachers participating in an alternative secondary science teacher certification program were conducted, along with the relationships between their conceptions of science teaching and their science teaching practice. Data used to build the cases included the…

Science concept learning by English as second language junior secondary students

Science.gov (United States)

Lai, Pui-Kwong; Lucas, Keith B.; Burke, Ed V.

1995-03-01

Recent Chinese migrant students from Taiwan studying science in two Australian secondary schools were found to explain the meanings of selected science concept labels in English by translating from Chinese. The research strategy involved interviewing the students concerning their recognition and comprehension of the science concept labels firstly in Chinese and then in English. Mean recognition and comprehension scores were higher in Chinese than in English, with indications that Chinese language and science knowledge learnt in Chinese deteriorated with increasing time of residence in Australia. Rudimentary signs of the students being able to switch between Chinese and English knowledge bases in science were also found. Implications for teaching science to ESL students and suggestions for further research are discussed.

A conceptual change analysis of nature of science conceptions: The deep roots and entangled vines of a conceptual ecology

Science.gov (United States)

Johnston, Adam Thomas

This research used theories of conceptual change to analyze learners' understandings of the nature of science (NOS). Ideas regarding the NOS have been advocated as vital aspects of science literacy, yet learners at many levels (students and teachers) have difficulty in understanding these aspects in the way that science literacy reforms advocate. Although previous research has shown the inadequacies in learners' NOS understandings and have documented ways by which to improve some of these understandings, little has been done to show how these ideas develop and why learners' preexisting conceptions of NOS are so resistant to conceptual change. The premise of this study, then, was to describe the nature of NOS conceptions and of the conceptual change process itself by deeply analyzing the conceptions of individual learners. Toward this end, 4 individuals enrolled in a physical science course designed for preservice elementary teachers were selected to participate in a qualitative research study. These individuals answered questionnaires, surveys, direct interview questions, and a variety of interview probes (e.g., critical incidents, responses to readings/videos, reflections on coursework, card sorting tasks, etc.) which were administered throughout the duration of a semester. By utilizing these in-depth, qualitative probes, learners' conceptions were not only assessed but also described in great detail, revealing the source of their conceptions as well as identifying many instances in which a learner's directly stated conception was contradictory to that which was reflected by more indirect probes. As a result of this research, implications regarding NOS conceptions and their development have been described. In addition, various descriptions of conceptual change have been further refined and informed. Especially notable, the influence of a learner's conceptual ecology and its extrarational influences on conceptual change have been highlighted. It is argued that

Information in Our World: Conceptions of Information and Problems of Method in Information Science

Science.gov (United States)

Ma, Lai

2012-01-01

Many concepts of information have been proposed and discussed in library and information science. These concepts of information can be broadly categorized as empirical and situational information. Unlike nomenclatures in many sciences, however, the concept of information in library and information science does not bear a generally accepted…

Library and Information Science (LIS)

DEFF Research Database (Denmark)

Hjørland, Birger

2017-01-01

This article outlines the history of library and information science (LIS), from its roots in library science, information science and documentation. It considers various conceptions or “paradigms” in the field and discusses the topical content of LIS as well as the relationships between LIS...

Future ATM Concepts Evaluation Tool (FACET) Interface Control Document

Science.gov (United States)

Grabbe, Shon R.

2017-01-01

This Interface Control Document (ICD) documents the airspace adaptation and air traffic inputs of NASA's Future ATM Concepts and Evaluation Tool (FACET). Its intended audience is the project manager, project team, development team, and stakeholders interested in interfacing with the system. FACET equips Air Traffic Management (ATM) researchers and service providers with a way to explore, develop and evaluate advanced air transportation concepts before they are field-tested and eventually deployed. FACET is a flexible software tool that is capable of quickly generating and analyzing thousands of aircraft trajectories. It provides researchers with a simulation environment for preliminary testing of advanced ATM concepts. Using aircraft performance profiles, airspace models, weather data, and flight schedules, the tool models trajectories for the climb, cruise, and descent phases of flight for each type of aircraft. An advanced graphical interface displays traffic patterns in two and three dimensions, under various current and projected conditions for specific airspace regions or over the entire continental United States. The system is able to simulate a full day's dynamic national airspace system (NAS) operations, model system uncertainty, measure the impact of different decision-makers in the NAS, and provide analysis of the results in graphical form, including sector, airport, fix, and airway usage statistics. NASA researchers test and analyze the system-wide impact of new traffic flow management algorithms under anticipated air traffic growth projections on the nation's air traffic system. In addition to modeling the airspace system for NASA research, FACET has also successfully transitioned into a valuable tool for operational use. Federal Aviation Administration (FAA) traffic flow managers and commercial airline dispatchers have used FACET technology for real-time operations planning. FACET integrates live air traffic data from FAA radar systems and weather data

Comparison of Science-Technology-Society Approach and Textbook Oriented Instruction on Students' Abilities to Apply Science Concepts

Science.gov (United States)

Kapici, Hasan Ozgur; Akcay, Hakan; Yager, Robert E.

2017-01-01

It is important for students to learn concepts and using them for solving problems and further learning. Within this respect, the purpose of this study is to investigate students' abilities to apply science concepts that they have learned from Science-Technology-Society based approach or textbook oriented instruction. Current study is based on…

Application of ConceptDraw Office for planning, documenting, monitoring of operating processes

International Nuclear Information System (INIS)

Bocharnikov, O.P.; Savenko, S.V.; Nikiforov, N.S.

2011-01-01

ConceptDraw Office allows effectively deciding the following tasks: to carry out planning, designing, control of implementation of production processes; to prepare working documents (engineering diagrams, process flor diagrams, evacuation and emergency plans; to create dashboards with information for organization management; to distribute the organization resources with the purpose of increase of efficiency and safety of operating processes.

Library and Information Science (LIS)

OpenAIRE

Hjørland, Birger

2017-01-01

This article outlines the history of library and information science (LIS), from its roots in library science, information science and documentation. It considers various conceptions or “paradigms” in the field and discusses the topical content of LIS as well as the relationships between LIS and other disciplines. The main argument of the article is that answers to all such questions concerning LIS are related to conceptions of LIS. It is argued that an updated version of social epistemology ...

The concept verification testing of materials science payloads

Science.gov (United States)

Griner, C. S.; Johnston, M. H.; Whitaker, A.

1976-01-01

The concept Verification Testing (CVT) project at the Marshall Space Flight Center, Alabama, is a developmental activity that supports Shuttle Payload Projects such as Spacelab. It provides an operational 1-g environment for testing NASA and other agency experiment and support systems concepts that may be used in shuttle. A dedicated Materials Science Payload was tested in the General Purpose Laboratory to assess the requirements of a space processing payload on a Spacelab type facility. Physical and functional integration of the experiments into the facility was studied, and the impact of the experiments on the facility (and vice versa) was evaluated. A follow-up test designated CVT Test IVA was also held. The purpose of this test was to repeat Test IV experiments with a crew composed of selected and trained scientists. These personnel were not required to have prior knowledge of the materials science disciplines, but were required to have a basic knowledge of science and the scientific method.

The Role of CLEAR Thinking in Learning Science from Multiple-Document Inquiry Tasks

Directory of Open Access Journals (Sweden)

Thomas D. GRIFFIN

2012-10-01

Full Text Available The main goal for the current study was to investigate whether individual differences in domaingeneral thinking dispositions might affect learning from multiple-document inquiry tasks in science.Middle school students were given a set of documents and were tasked with understanding how and why recent patterns in global temperature might be different from what has been observed in the past from those documents. Understanding was assessed with two measures: an essay task and an inference verification task. Domain-general thinking dispositions were assessed with a Commitment to Logic, Evidence, and Reasoning (CLEAR thinking scale. The measures of understanding wereuniquely predicted by both reading skills and CLEAR thinking scores, and these effects were not attributable to prior knowledge or interest. The results suggest independent roles for thinkingdispositions and reading ability when students read to learn from multiple-document inquiry tasks in science.

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

Science.gov (United States)

Senler, Burcu; Sungur, Semra

2009-05-01

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

Future Science Teachers' Understandings of Diffusion and Osmosis Concepts

Science.gov (United States)

Tomazic, Iztok; Vidic, Tatjana

2012-01-01

The concepts of diffusion and osmosis cross the disciplinary boundaries of physics, chemistry and biology. They are important for understanding how biological systems function. Since future (pre-service) science teachers in Slovenia encounter both concepts at physics, chemistry and biology courses during their studies, we assessed the first-,…

Toward using games to teach fundamental computer science concepts

Science.gov (United States)

Edgington, Jeffrey Michael

Video and computer games have become an important area of study in the field of education. Games have been designed to teach mathematics, physics, raise social awareness, teach history and geography, and train soldiers in the military. Recent work has created computer games for teaching computer programming and understanding basic algorithms. We present an investigation where computer games are used to teach two fundamental computer science concepts: boolean expressions and recursion. The games are intended to teach the concepts and not how to implement them in a programming language. For this investigation, two computer games were created. One is designed to teach basic boolean expressions and operators and the other to teach fundamental concepts of recursion. We describe the design and implementation of both games. We evaluate the effectiveness of these games using before and after surveys. The surveys were designed to ascertain basic understanding, attitudes and beliefs regarding the concepts. The boolean game was evaluated with local high school students and students in a college level introductory computer science course. The recursion game was evaluated with students in a college level introductory computer science course. We present the analysis of the collected survey information for both games. This analysis shows a significant positive change in student attitude towards recursion and modest gains in student learning outcomes for both topics.

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

African Journals Online (AJOL)

Nekky Umera

student study habit and self-concept combined together and singularly predicted science ... Study skills are fundamental to academic success. A student who ... Motivation to engage or not in a task is significantly determined by self- concept or ...

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

Non-Determinism: An Abstract Concept in Computer Science Studies

Science.gov (United States)

Armoni, Michal; Gal-Ezer, Judith

2007-01-01

Non-determinism is one of the most important, yet abstract, recurring concepts of Computer Science. It plays an important role in Computer Science areas such as formal language theory, computability theory, distributed computing, and operating systems. We conducted a series of studies on the perception of non-determinism. In the current research,…

The life of concepts: Georges Canguilhem and the history of science.

Science.gov (United States)

Schmidgen, Henning

2014-01-01

Twelve years after his famous Essay on Some Problems Concerning the Normal and the Pathological (1943), the philosopher Georges Canguilhem (1904-1995) published a book-length study on the history of a single biological concept. Within France, his Formation of the Reflex Concept in the Seventeenth and Eighteenth Centuries (1955) contributed significantly to defining the "French style" of writing on the history of science. Outside of France, the book passed largely unnoticed. This paper re-reads Canguilhem's study of the reflex concept with respect to its historiographical and epistemological implications. Canguilhem defines concepts as complex and dynamic entities combining terms, definitions, and phenomena. As a consequence, the historiography of science becomes a rather complex task. It has to take into account textual and contextual aspects that develop independently of individual authors. In addition, Canguilhem stresses the connection between conceptual activities and other functions of organic individuals in their respective environments. As a result, biological concepts become tied to a biology of conceptual thinking, analogical reasoning, and technological practice. The paper argues that this seemingly circular structure is a major feature in Canguilhem's philosophical approach to the history of the biological sciences.

Crowd science and engineering: concept and research framework

Directory of Open Access Journals (Sweden)

Yueting Chai

2017-03-01

Full Text Available Purpose – The synthetic application and interaction of/between the internet, Internet of Things, cloud computing, big data, Industry 4.0 and other new patterns and new technologies shall breed future Web-based industrial operation system and social operation management patterns, manifesting as a crowd cyber eco-system composed of multiple interconnected intelligent agents (enterprises, individuals and governmental agencies and its dynamic behaviors. This paper aims to explore the basic principles and laws of such a system and its behavior. Design/methodology/approach – The authors propose the concepts of crowd science and engineering (CSE and expound its main content, thus forming a research framework of theories and methodologies of crowd science. Findings – CSE is expected to substantially promote the formation and development of crowd science and thus lay a foundation for the advancement of Web-based industrial operation system and social operation management patterns. Originality/value – This paper is the first one to propose the concepts of CSE, which lights the beacon for the future research in this area.

The Role of CLEAR Thinking in Learning Science from Multiple-Document Inquiry Tasks

Science.gov (United States)

Griffin, Thomas D.; Wiley, Jennifer; Britt, M. Anne; Salas, Carlos R.

2012-01-01

The main goal for the current study was to investigate whether individual differences in domain-general thinking dispositions might affect learning from multiple-document inquiry tasks in science. Middle school students were given a set of documents and were tasked with understanding how and why recent patterns in global temperature might be…

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.

Computing as Empirical Science – Evolution of a Concept

Directory of Open Access Journals (Sweden)

Polak Paweł

2016-12-01

Full Text Available This article presents the evolution of philosophical and methodological considerations concerning empiricism in computer/computing science. In this study, we trace the most important current events in the history of reflection on computing. The forerunners of Artificial Intelligence H.A. Simon and A. Newell in their paper Computer Science As Empirical Inquiry (1975 started these considerations. Later the concept of empirical computer science was developed by S.S. Shapiro, P. Wegner, A.H. Eden and P.J. Denning. They showed various empirical aspects of computing. This led to a view of the science of computing (or science of information processing - the science of general scope. Some interesting contemporary ways towards a generalized perspective on computations were also shown (e.g. natural computing.

Grade Level Differences in High School Students' Conceptions of and Motives for Learning Science

Science.gov (United States)

Wang, Ya-Ling; Tsai, Chin-Chung

2017-08-01

Students' conceptions of learning science and their relations with motive for learning may vary as the education level increases. This study aimed to compare the quantitative patterns in students' conceptions of learning science (COLS) and motives for learning science (MLS) across grade levels by adopting two survey instruments. A total of 768 high school students were surveyed in Taiwan, including 204 eighth graders, 262 tenth graders, and 302 12th graders. In the current research, memorizing, testing, and calculating and practicing were categorized as reproductive conceptions of learning science, while increase of knowledge, applying, understanding and seeing-in-a-new-way were regarded as constructivist conceptions. The results of multivariate analyses of variance (MANOVA) revealed that conceptions of learning science are more constructivist as education level increases. Both tenth graders and 12th graders endorsed understanding, seeing-in-a-new-way, and the constructivist COLS composite more strongly than the eighth graders did. In addition, the results of multigroup structural equation modeling (SEM) analysis indicated that the positive relations between testing and reproductive COLS were stronger as the grade level increased, while the negative relations between reproductive COLS and deep motive were tighter with the increase in grade level.

SKILL OF TEACHER CANDIDATES IN INTEGRATING THE CONCEPT OF SCIENCE WITH LOCAL WISDOM

Directory of Open Access Journals (Sweden)

Parmin -

2015-11-01

Full Text Available Learning science is not limited to reviewing the concepts, but strengthens the identity of a nation that has a diversity of cultures. Science learning objectives that have been set in Indonesia, including the student is able to apply the science wisely, to maintain and preserve the cultural survival. The study aims to measure students' ability to relate concepts of science with local knowledge to use mind maps compiled individually. The results showed that 85% of teacher candidates are able to determine the relationship of science and local knowledge correctly. The ability to link the two domains, through the literature review, observation and interviews.

Documents for Visually Impaired Users in the Light of Library and Information Science

Directory of Open Access Journals (Sweden)

Jiří Tomáš Stodola

2012-12-01

Full Text Available The article aims to show that the classical document paradigm in information science has the greatest potential to grasp the issues related to the providing information to persons with visual disabilities and it aims to check whether the FRBR study is usable in this area. The article is divided into two parts. In the first part, the paradigmatic turns in information science are briefly presented and there is examined their impact on the issues connected with users with visual disabilities. The second part briefly describes the structure of the bibliographic universe and there is examined how it is possible to create a model of documents for users with visual impairment and of associated processes. The model of the bibliographic universe is applied to the situation of the really existing documents for visually impaired users. Methodologically, the article is based on the information system analysis. There is used an entity-relationship approach to a model of the bibliographic universe.

The art and science of problem solving

DEFF Research Database (Denmark)

Vidal, Rene Victor Valqui

2005-01-01

In this paper we will document that real-life problem solving in complex situations demands both rational (scientific) and intuitive (artistic) thinking. First, the concepts of art and science will be discussed; differences and similarities will be enhanced. Thereafter the concept of group problem...... solving facilitation both as science and art will be presented. A case study related to examination's planning will be discussed to illustrate the main concepts in practice. In addition, other cases studies will also be shortly presented....

What Are the Roles that Children's Drawings Play in Inquiry of Science Concepts?

Science.gov (United States)

Chang, Ni

2012-01-01

This study was designed to identify the roles that drawing played in the process of children's acquisition of science concepts. Seventy pre-service teachers through four semesters from a Midwest University in the USA developed lesson plans on science concepts and then taught them to 70 young children ages 4-7, respectively. This experience was…

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

Science.gov (United States)

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

2018-04-24

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

The Social Science Teacher. 1972. Collected Conference Papers: Social Science Concepts Classroom Methods.

Science.gov (United States)

Noble, Pat, Ed.; And Others

Papers in this publication are collected from a conference on social science concepts and classroom methods which focused on the theories of Jerome Bruner. The first article, entitled "Jerome Bruner," outlines four of Bruner's themes--structure, readiness, intuition, and interest--which relate to cognitive learning. Three…

An Overview of the Jupiter Europa Orbiter Concept's Europa Science Phase Orbit Design

Science.gov (United States)

Lock, Robert E.; Ludwinski, Jan M.; Petropoulos, Anastassios E.; Clark, Karla B.; Pappalardo, Robert T.

2009-01-01

Jupiter Europa Orbiter (JEO), the proposed NASA element of the proposed joint NASA-ESA Europa Jupiter System Mission (EJSM), could launch in February 2020 and conceivably arrive at Jupiter in December of 2025. The concept is to perform a multi-year study of Europa and the Jupiter system, including 30 months of Jupiter system science and a comprehensive Europa orbit phase of 9 months. This paper provides an overview of the JEO concept and describes the Europa Science phase orbit design and the related science priorities, model pay-load and operations scenarios needed to conduct the Europa Science phase. This overview is for planning and discussion purposes only.

Elucidating elementary science teachers' conceptions of the nature of science: A view to beliefs about both science and teaching

Science.gov (United States)

Keske, Kristina Palmer

The purpose of this interpretive case study was to elucidate the conceptions of the nature of science held by seven elementary science teachers. The constructivist paradigm provided the philosophical and methodological foundation for the study. Interviews were employed to collect data from the participants about their formal and informal experiences with science. In addition, the participants contributed their perspectives on four aspects of the nature of science: what is science; who is a scientist; what are the methods of science; and how is scientific knowledge constructed. Data analysis not only revealed these teachers' views of science, but also provided insights into how they viewed science teaching. Four themes emerged from the data. The first theme developed around the participants' portrayals of the content of science, with participant views falling on a continuum of limited to universal application of science as procedure. The second theme dealt with the participants' views of the absolute nature of scientific knowledge. Participants' perceptions of the tentative nature of science teaching provided the basis for the third theme concerning the need for absolutes in practice. The fourth theme drew parallels between participants' views of science and science teaching, with two participants demonstrating a consistency in beliefs about knowledge construction across contexts. This study revealed both personal and contextual factors which impacted how the participants saw science and science teaching. Many of the participants' memories of formal science revolved around the memorization of content and were viewed negatively. All the participants had limited formal training in science. Of the seven participants, only two had chosen to be science teachers at the beginning of their careers. The participants' limited formal experiences with science provided little time for exploration into historical, philosophical, and sociological studies of science, a necessary

Results and Implications of a 12-Year Longitudinal Study of Science Concept Learning

Science.gov (United States)

Novak, Joseph D.

2005-03-01

This paper describes the methods and outcomes of a 12-year longitudinal study into the effects of an early intervention program, while reflecting back on changes that have occurred in approaches to research, learning and instruction since the preliminary inception stages of the study in the mid 1960s. We began the study to challenge the prevailing consensus at the time that primary school children were either preoperational or concrete operational in their cognitive development and they could not learn abstract concepts. Our early research, based on Ausubelian theory, suggested otherwise. The paper describes the development and implementation of a Grade 1-2 audio tutorial science instructional sequence, and the subsequent tracing over 12 years, of the children's conceptual understandings in science compared to a matched control group. During the study the concept map was developed as a new tool to trace children's conceptual development. We found that students in the instruction group far outperformed their non-instructed counterparts, and this difference increased as they progressed through middle and high school. The data clearly support the earlier introduction of science instruction on basic science concepts, such as the particulate nature of matter, energy and energy transformations. The data suggest that national curriculum standards for science grossly underestimate the learning capabilities of primary-grade children. The study has helped to lay a foundation for guided instruction using computers and concept mapping that may help both teachers and students become more proficient in understanding science.

The art and science of participative problem solving

DEFF Research Database (Denmark)

Vidal, Rene Victor Valqui

In this paper we will document that real-life problem solving in complex situations demands both rational (scientific) and intuitive (artistic) thinking. First, the concepts of art and science will be discussed; differences and similarities will be enhanced. Thereafter the concept of group problem...... solving facilitation both as science and art will be presented. A case study related to examinations planning will be discussed to illustrate the main concepts in practice. In addition, other cases studies will also be shortly presented....

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,…

PHOTOGRAPHY AS DOCUMENT: OTLET AND BRIET’S CONSIDERATIONS

Directory of Open Access Journals (Sweden)

Izângela Maria Sansoni Tonello

2018-04-01

Full Text Available Introduction: The amount and variety of information that are conveyed in different media and means incite a concern, especially in relation to photographic documents, since they are currently the focus of interest of the Information Science field. In this context, this paper emphasizes the role of photographs as sources of information capable of generating knowledge as well as an important aid for research in different areas. Objective: The main goal of this study was to research the concepts and definitions underpinning the photograph as a document in information units. Methodology: Bibliographic and documentary research. Results: It can be affirmed through the meanings about the term document discussed in the literature by the researched authors that the photograph corresponds to the assumptions necessary to substantiate document and photograph in photographic document. Conclusions: It is understood that this study clarifies some issues related to photograph as a document; however, this proposition raises reflections about the importance of the production context as well as its essential relationship with other documents, so that it is indisputably consolidated as a photographic document.

Applied data-centric social sciences concepts, data, computation, and theory

CERN Document Server

Sato, Aki-Hiro

2014-01-01

Applied data-centric social sciences aim to develop both methodology and practical applications of various fields of social sciences and businesses with rich data. Specifically, in the social sciences, a vast amount of data on human activities may be useful for understanding collective human nature. In this book, the author introduces several mathematical techniques for handling a huge volume of data and analysing collective human behaviour. The book is constructed from data-oriented investigation, with mathematical methods and expressions used for dealing with data for several specific problems. The fundamental philosophy underlying the book is that both mathematical and physical concepts are determined by the purposes of data analysis. This philosophy is shown throughout exemplar studies of several fields in socio-economic systems. From a data-centric point of view, the author proposes a concept that may change people’s minds and cause them to start thinking from the basis of data. Several goals underlie ...

Investigating the Interrelationships among Conceptions of, Approaches to, and Self-Efficacy in Learning Science

Science.gov (United States)

Zheng, Lanqin; Dong, Yan; Huang, Ronghuai; Chang, Chun-Yen; Bhagat, Kaushal Kumar

2018-01-01

The purpose of this study was to examine the relations between primary school students' conceptions of, approaches to, and self-efficacy in learning science in Mainland China. A total of 1049 primary school students from Mainland China participated in this study. Three instruments were adapted to measure students' conceptions of learning science,…

The influence of role-specific self-concept and sex-role identity on career choices in science

Science.gov (United States)

Baker, Dale R.

Despite much effort on the part of educators the number of females who choose science careers remains low. This research focuses on two factors which may be influencing females in their choice of careers. These factors are role-specific self-concept in science and self perception in terms of stereotypical masculine and feminine characteristics. In addition logical ability and mathematics and science courses were also examined as factors in career choice. Females preferring science related careers and females preferring nontraditional careers such as police, military and trades were found to have a positive role-specific self-concept and a masculine perception of themselves. Females preferring traditional careers such as teacher or hairdresser had a poor role-specific self-concept and a more feminine perception of themselves. Males as a group were found to have a more positive role-specific self-concept than females. Logical ability was also related to a science career preference for both males and females. Males expected to take more higher level math courses than females, while females preferring science careers expected to take the most higher level science courses.

Family and Consumer Sciences: A Facility Planning and Design Guide for School Systems.

Science.gov (United States)

Maryland State Dept. of Education, Baltimore.

This document presents design concepts and considerations for planning and developing middle and high school family and consumer sciences education facilities. It includes discussions on family and consumer sciences education trends and the facility planning process. Design concepts explore multipurpose laboratories and spaces for food/nutrition…

Infusion of Climate Change and Geospatial Science Concepts into Environmental and Biological Science Curriculum

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Balaji Bhaskar, M. S.; Rosenzweig, J.; Shishodia, S.

2017-12-01

The objective of our activity is to improve the students understanding and interpretation of geospatial science and climate change concepts and its applications in the field of Environmental and Biological Sciences in the College of Science Engineering and Technology (COEST) at Texas Southern University (TSU) in Houston, TX. The courses of GIS for Environment, Ecology and Microbiology were selected for the curriculum infusion. A total of ten GIS hands-on lab modules, along with two NCAR (National Center for Atmospheric Research) lab modules on climate change were implemented in the "GIS for Environment" course. GIS and Google Earth Labs along with climate change lectures were infused into Microbiology and Ecology courses. Critical thinking and empirical skills of the students were assessed in all the courses. The student learning outcomes of these courses includes the ability of students to interpret the geospatial maps and the student demonstration of knowledge of the basic principles and concepts of GIS (Geographic Information Systems) and climate change. At the end of the courses, students developed a comprehensive understanding of the geospatial data, its applications in understanding climate change and its interpretation at the local and regional scales during multiple years.

Development and Validation of the Life Sciences Assessment: A Measure of Preschool Children's Conceptions of Basic Life Sciences

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Maherally, Uzma Nooreen

2014-01-01

The purpose of this study was to develop and validate a science assessment tool termed the Life Sciences Assessment (LSA) in order to assess preschool children's conceptions of basic life sciences. The hypothesis was that the four sub-constructs, each of which can be measured through a series of questions on the LSA, will make a significant…

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

African Journals Online (AJOL)

The study investigated the relationship between students self-concept andtheir academic performance in Basic Science. It further examines genderdifference in students performance. The study adopted ex-post factorresearch design and made use of 300 students all from Public Schools. Theadapted Version of ...

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

Science.gov (United States)

Ledger, Antoinette Frances

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

The Science Operations Concept for the ExoMars 2016 Trace Gas Orbiter

Science.gov (United States)

Frew, D.

2014-04-01

The ExoMars 2016 Science Operations Centre (SOC) based at the European Space Astronomy Centre is responsible for coordinating the science planning activities for the Trace Gas Orbiter. Science planning will involve all members of the ExoMars 2016 science ground segment (SGS), namely the SOC at ESAC, the Russian SOC at IKI, the orbiter instrument teams and the science management of the 2016 mission represented by the science working team (SWT) that is chaired by the project scientist. The science operations concept for the mission builds on the legacy inherited from previous ESA planetary missions, in particular from Mars Express for the core plan validation aspects and from the Smart-1 lunar mission for the opportunity analysis and longterm planning approach. Further concept drivers have been derived from the ExoMars 2016 mission profile in the areas of orbit predictability, instrument design and the usage of TGO as a relay for surface assets including the ExoMars 2018 rover. This paper will give an over view of the entire uplink planning process as it is conducted over 3 distinct planning cycles. The Long Term Plan (LTP) establishes the baseline science plan and demonstrates the operational feasibility of meeting the mission science goals formulated by the science working team (SWT) at science management level. The LTP has a planning horizon of 6 months. Each month of the baseline science plan is refined with the instrument teams within the Medium Term Plan (MTP) to converge on a frozen attitude request and resource envelopes for all of the observations in the plan. During the Short Term Planning cycle the SOC will iterate with the teams to finalise the commanding for all of the observations in the plan for the coming week. The description of the uplink planning process will focus on two key areas that are common to all of the planning cycles mentioned above: • Science Plan Abstraction: Interacting with the science plan at the appropriate level of abstraction to

Promoting Creative Thinking and Expression of Science Concepts among Elementary Teacher Candidates through Science Content Movie Creation and Showcasing

Science.gov (United States)

Hechter, Richard P.; Guy, Mark

2010-01-01

This article reports the phases of design and use of video editing technology as a medium for creatively expressing science content knowledge in an elementary science methods course. Teacher candidates communicated their understanding of standards-based core science concepts through the creation of original digital movies. The movies were assigned…

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…

Concept Mapping as a Tool to Develop and Measure Students' Understanding in Science

Science.gov (United States)

Tan, Sema; Erdimez, Omer; Zimmerman, Robert

2017-01-01

Concept maps measured a student's understanding of the complexity of concepts, and interrelationships. Novak and Gowin (1984) claimed that the continuous use of concept maps increased the complexity and interconnectedness of students' understanding of relationships between concepts in a particular science domain. This study has two purposes; the…

Mars Science Laboratory Using Laser Instrument, Artist's Concept

Science.gov (United States)

2007-01-01

This artist's conception of NASA's Mars Science Laboratory portrays use of the rover's ChemCam instrument to identify the chemical composition of a rock sample on the surface of Mars. ChemCam is innovative for planetary exploration in using a technique referred to as laser breakdown spectroscopy to determine the chemical composition of samples from distances of up to about 8 meters (25 feet) away. ChemCam is led by a team at the Los Alamos National Laboratory and the Centre d'Etude Spatiale des Rayonnements in Toulouse, France. Mars Science Laboratory, a mobile robot for investigating Mars' past or present ability to sustain microbial life, is in development at NASA's Jet Propulsion Laboratory for a launch opportunity in 2009. The mission is managed by JPL, a division of the California Institute of Technology, Pasadena, Calif., for the NASA Science Mission Directorate, Washington.

Semantic Similarity between Web Documents Using Ontology

Science.gov (United States)

Chahal, Poonam; Singh Tomer, Manjeet; Kumar, Suresh

2018-06-01

The World Wide Web is the source of information available in the structure of interlinked web pages. However, the procedure of extracting significant information with the assistance of search engine is incredibly critical. This is for the reason that web information is written mainly by using natural language, and further available to individual human. Several efforts have been made in semantic similarity computation between documents using words, concepts and concepts relationship but still the outcome available are not as per the user requirements. This paper proposes a novel technique for computation of semantic similarity between documents that not only takes concepts available in documents but also relationships that are available between the concepts. In our approach documents are being processed by making ontology of the documents using base ontology and a dictionary containing concepts records. Each such record is made up of the probable words which represents a given concept. Finally, document ontology's are compared to find their semantic similarity by taking the relationships among concepts. Relevant concepts and relations between the concepts have been explored by capturing author and user intention. The proposed semantic analysis technique provides improved results as compared to the existing techniques.

Semantic Similarity between Web Documents Using Ontology

Science.gov (United States)

Chahal, Poonam; Singh Tomer, Manjeet; Kumar, Suresh

2018-03-01

The World Wide Web is the source of information available in the structure of interlinked web pages. However, the procedure of extracting significant information with the assistance of search engine is incredibly critical. This is for the reason that web information is written mainly by using natural language, and further available to individual human. Several efforts have been made in semantic similarity computation between documents using words, concepts and concepts relationship but still the outcome available are not as per the user requirements. This paper proposes a novel technique for computation of semantic similarity between documents that not only takes concepts available in documents but also relationships that are available between the concepts. In our approach documents are being processed by making ontology of the documents using base ontology and a dictionary containing concepts records. Each such record is made up of the probable words which represents a given concept. Finally, document ontology's are compared to find their semantic similarity by taking the relationships among concepts. Relevant concepts and relations between the concepts have been explored by capturing author and user intention. The proposed semantic analysis technique provides improved results as compared to the existing techniques.

Sound. Physical Science in Action. Teacher's Manual and Workbook.

Science.gov (United States)

Chan, Janis Fisher; Friedland, Mary

The Science in Action series is designed to teach practical science concepts to special-needs students. It is intended to develop students' problem-solving skills by teaching them to observe, record, analyze, conclude, and predict. This document contains a student workbook which deals with basic principles of physical science. Six separate units…

Learning of science concepts within a traditional socio-cultural ...

African Journals Online (AJOL)

The learning of science concepts within a traditional socio-cultural environment were investigated by looking at: 1) the nature of \\"cognitive border crossing\\" exhibited by the students from the traditional to the scientific worldview, and 2) whether or not three learning theories / hypotheses: border crossing, collaterality, and ...

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

Science.gov (United States)

Dosanjh, Navdeep Kaur

2011-12-01

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

Using the Tower of Hanoi Puzzle to Infuse Your Mathematics Classroom with Computer Science Concepts

Science.gov (United States)

Marzocchi, Alison S.

2016-01-01

This article suggests that logic puzzles, such as the well-known Tower of Hanoi puzzle, can be used to introduce computer science concepts to mathematics students of all ages. Mathematics teachers introduce their students to computer science concepts that are enacted spontaneously and subconsciously throughout the solution to the Tower of Hanoi…

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

Science.gov (United States)

Chang, Chun-Yen; Lin, Pei-Ling

2017-01-01

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

Relationships between Prospective Elementary Teachers' Classroom Practice and Their Conceptions of Biology and of Teaching Science.

Science.gov (United States)

Meyer, Helen; Tabachnick, B. Robert; Hewson, Peter W.; Lemberger, John; Park, Hyun-Ju

1999-01-01

Discusses three prospective elementary teachers' conceptions of teaching science and selected portions of their knowledge base in life science. Explores how these teachers' conceptions, along with their teaching actions, developed during the course of a teacher-education program. Contains 21 references. (Author/WRM)

IMPROVING PERFORMANCE OF NURSING DOCUMENTATION BASED ON KNOWLEDGE MANAGEMENT THROUGH SECI CONCEPT MODEL’S

Directory of Open Access Journals (Sweden)

R. Arief Santoso

2017-04-01

Full Text Available Introduction: Documentation of nursing care in Kalianget RSI in 2011 was totaled average 58,1% and in 2012 achieve was still low. According the lowest component was nursing diagnosis. This research aims to improve the performance of nursing care documentation based on knowledge management through the SECI Model’s concept in Garam Kalianget RSI Sumenep District. Method: Design of this research was action research. Population and sample in the research of knowledge, motivation and work responsibility were all nurses total ed 29 people. The dependent variable were knowledge, performance, motivation, work responsibility, and performance after intervention knowledge management (KM and as independent variable in this research was knowledge, performance, and intervention research knowledge management in documentation nursing care. Data were collected by using questionnaires and checklists. Result: The results after the SECI model’s intervention and using Paired t Test with a 95% confidence level of knowledge obtained p = 0.0001 which means that there was a significant knowledge difference between before and after intervention, comparison of performance documenting of nursing care obtained value ρ = 0.004, which means there was a difference significant performance between before and after intervention. Comparison of SBAR effective communication performance values obtained ρ = 0.001, which means there was a significant performance difference between before and after intervention. Discussion: Knowledge management through SECI model’s has important role in improving performance documentation of nursing care and SBAR effective communication. It is recommended to do in forum sharing nurse’s experience or informant in practical communication in periodic, recording, documentation, and keep document well and doing supervision continously especially form nursing care and SBAR effective communication.

Remote sensing science - new concepts and applications

Energy Technology Data Exchange (ETDEWEB)

Gerstl, S.A.; Cooke, B.J.; Henderson, B.G.; Love, S.P.; Zardecki, A.

1996-10-01

This is the final report of a one-year, Laboratory-Directed Research and Development (LDRD) project at the Los Alamos National Laboratory (LANL). The science and technology of satellite remote sensing is an emerging interdisciplinary field that is growing rapidly with many global and regional applications requiring quantitative sensing of earth`s surface features as well as its atmosphere from space. It is possible today to resolve structures on the earth`s surface as small as one meter from space. If this high spatial resolution is coupled with high spectral resolution, instant object identification can also be achieved. To interpret these spectral signatures correctly, it is necessary to perform a computational correction on the satellite imagery that removes the distorting effects of the atmosphere. This project studied such new concepts and applied innovative new approaches in remote sensing science.

Munazza's story: Understanding science teaching and conceptions of the nature of science in Pakistan through a life history study

Science.gov (United States)

Halai, Nelofer

In this study I have described and tried to comprehend how a female science teacher understands her practice. Additionally, I have developed some understanding of her understanding of the nature of science. While teaching science, a teacher projects messages about the nature of science that can be captured by observations and interviews. Furthermore, the manner is which a teacher conceptualizes science for teaching, at least in part, depends on personal life experiences. Hence, I have used the life history method to understand Munazza's practice. Munazza is a young female science teacher working in a private, co-educational school for children from middle income families in Karachi, Pakistan. Her stories are central to the study, and I have represented them using a number of narrative devices. I have woven in my own stories too, to illustrate my perspective as a researcher. The data includes 13 life history interviews and many informal conversations with Munazza, observations of science teaching in classes seven and eight, and interviews with other science teachers and administrative staff of the school. Munazza's personal biography and experiences of school and undergraduate courses has influenced the way she teaches. It has also influenced the way she does not teach. She was not inspired by her science teachers, so she has tried not to teach the way she was taught science. Contextual factors, her conception of preparation for teaching as preparation for subject content and the tension that she faces in balancing care and control in her classroom are some factors that influence her teaching. Munazza believes that science is a stable, superior and value-free way of knowing. In trying to understand the natural world, observations come first, which give reliable information about the world leading inductively to a "theory". Hence, she relies a great deal on demonstrations in the class where students "see" for themselves and abstract the scientific concept from the

Understanding of Earth and Space Science Concepts: Strategies for Concept-Building in Elementary Teacher Preparation

Science.gov (United States)

Bulunuz, Nermin; Jarrett, Olga S.

2009-01-01

This research is concerned with preservice teacher understanding of six earth and space science concepts that are often taught in elementary school: the reason for seasons, phases of the moon, why the wind blows, the rock cycle, soil formation, and earthquakes. Specifically, this study examines the effect of readings, hands-on learning stations,…

Adolescents' Motivation to Select an Academic Science-Related Career: The Role of School Factors, Individual Interest, and Science Self-Concept

Science.gov (United States)

Taskinen, Päivi H.; Schütte, Kerstin; Prenzel, Manfred

2013-01-01

Many researchers consider a lacking interest in science and the students' belief that science is too demanding as major reasons why young people do not strive for science-related careers. In this article, we first delineated a theoretical framework to investigate the importance of interest, self-concept, and school factors regarding students'…

Making Learning Last: Teachers' Long-Term Retention of Improved Nature of Science Conceptions and Instructional Rationales

Science.gov (United States)

Mulvey, Bridget K.; Bell, Randy L.

2017-01-01

Despite successful attempts to improve learners' nature of science (NOS) conceptions through explicit, reflective approaches, retention of improved conceptions is rarely addressed in research. The issue of context for NOS instruction has implications for this retention. Whether to contextualise has been the question occupying science educators'…

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

Science.gov (United States)

Handley, Herbert M.; Morse, Linda W.

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

Conceptual Blending Monitoring Students' Use of Metaphorical Concepts to Further the Learning of Science

Science.gov (United States)

Fredriksson, Alexandra; Pelger, Susanne

2018-03-01

The aim of this study is to explore how tertiary science students' use of metaphors in their popular science article writing may influence their understanding of subject matter. For this purpose, six popular articles written by students in physics or geology were analysed by means of a close textual analysis and a metaphor analysis. In addition, semi-structured interviews were conducted with the students. The articles showed variation regarding the occurrence of active (non-conventional) metaphors, and metaphorical concepts, i.e. metaphors relating to a common theme. In addition, the interviews indicated that students using active metaphors and metaphorical concepts reflected more actively upon their use of metaphors. These students also discussed the possible relationship between subject understanding and creation of metaphors in terms of conceptual blending. The study suggests that students' process of creating metaphorical concepts could be described and visualised through integrated networks of conceptual blending. Altogether, the study argues for using conceptual blending as a tool for monitoring and encouraging the use of adequate metaphorical concepts, thereby facilitating students' opportunities of understanding and influencing the learning of science.

Predicting Turkish Preservice Elementary Teachers' Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science

Science.gov (United States)

Sahin, Elif Adibelli; Deniz, Hasan; Topçu, Mustafa Sami

2016-01-01

The present study investigated to what extent Turkish preservice elementary teachers' orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were School…

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

Science.gov (United States)

Jacobowitz, Tina

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

Science and Reconnaissance from the Europa Clipper Mission Concept: Exploring Europa's Habitability

Science.gov (United States)

Pappalardo, Robert; Senske, David; Prockter, Louise; Paczkowski, Brian; Vance, Steve; Goldstein, Barry; Magner, Thomas; Cooke, Brian

2015-04-01

Europa is recognized by the Planetary Science De-cadal Survey as a prime candidate to search for a pre-sent-day habitable environment in our solar system. As such, NASA has pursued a series of studies, facilitated by a Europa Science Definition Team (SDT), to define a strategy to best advance our scientific understanding of this icy world with the science goal: Explore Europa to investigate its habitability. (In June of 2014, the SDT completed its task of identifying the overarching science objectives and investigations.) Working in concert with a technical team, a set of mission archi-tectures were evaluated to determine the best way to achieve the SDT defined science objectives. The fa-vored architecture would consist of a spacecraft in Ju-piter orbit making many close flybys of Europa, con-centrating on remote sensing to explore the moon. In-novative mission design would use gravitational per-turbations of the spacecraft trajectory to permit flybys at a wide variety of latitudes and longitudes, enabling globally distributed regional coverage of Europa's sur-face, with nominally 45 close flybys, typically at alti-tudes from 25 to 100 km. This concept has become known as the Europa Clipper. The Europa SDT recommended three science ob-jectives for the Europa Clipper: Ice Shell and Ocean: Characterize the ice shell and any subsurface water, including their heterogeneity, ocean properties, and the nature of surface-ice-ocean exchange; Composition: Understand the habitability of Europa's ocean through composition and chemistry; and Geology: Understand the formation of surface features, including sites of recent or current activity, and characterize high science interest localities. The Europa SDT also considered implications of the Hubble Space Telescope detection of possible plumes at Europa. To feed forward to potential subsequent future ex-ploration that could be enabled by a lander, it was deemed that the Europa Clipper mission concept should provide the

The Italian Geographers' Document on the University Education of Future Primary School Teachers

Science.gov (United States)

Giorda, Cristiano; Di Palma, Maria Teresa

2011-01-01

This article describes an important document compiled by a group of Italian geographers who teach in the Teaching Sciences faculty. Twenty-two university professors in an online community debated concepts and compared ideas in order to establish content, methods and didactic approaches to be applied when training Primary School teachers (pupils…

Exploring teacher's perceptions of concept mapping as a teaching strategy in science: An action research approach

Science.gov (United States)

Marks Krpan, Catherine Anne

In order to promote science literacy in the classroom, students need opportunities in which they can personalize their understanding of the concepts they are learning. Current literature supports the use of concept maps in enabling students to make personal connections in their learning of science. Because they involve creating explicit connections between concepts, concept maps can assist students in developing metacognitive strategies and assist educators in identifying misconceptions in students' thinking. The literature also notes that concept maps can improve student achievement and recall. Much of the current literature focuses primarily on concept mapping at the secondary and university levels, with limited focus on the elementary panel. The research rarely considers teachers' thoughts and ideas about the concept mapping process. In order to effectively explore concept mapping from the perspective of elementary teachers, I felt that an action research approach would be appropriate. Action research enabled educators to debate issues about concept mapping and test out ideas in their classrooms. It also afforded the participants opportunities to explore their own thinking, reflect on their personal journeys as educators and play an active role in their professional development. In an effort to explore concept mapping from the perspective of elementary educators, an action research group of 5 educators and myself was established and met regularly from September 1999 until June 2000. All of the educators taught in the Toronto area. These teachers were interested in exploring how concept mapping could be used as a learning tool in their science classrooms. In summary, this study explores the journey of five educators and myself as we engaged in collaborative action research. This study sets out to: (1) Explore how educators believe concept mapping can facilitate teaching and student learning in the science classroom. (2) Explore how educators implement concept

Influence of Precollege Experience on Self-Concept among Community College Students in Science, Mathematics, and Engineering

Science.gov (United States)

Starobin, Soko S.; Laanan, Frankie Santos

Female and minority students have historically been underrepresented in the field of science, mathematics, and engineering at colleges and universities. Although a plethora of research has focused on students enrolled in 4-year colleges or universities, limited research addresses the factors that influence gender differences in community college students in science, mathematics, and engineering. Using a target population of 1,599 aspirants in science, mathematics, and engineering majors in public community colleges, this study investigates the determinants of self-concept by examining a hypothetical structural model. The findings suggest that background characteristics, high school academic performance, and attitude toward science have unique contributions to the development of self-concept among female community college students. The results add to the literature by providing new theoretical constructs and the variables that predict students' self-concept.

Origins Space Telescope: Science Case and Design Reference Mission for Concept 1

Science.gov (United States)

Meixner, Margaret; Cooray, Asantha; Pope, Alexandra; Armus, Lee; Vieira, Joaquin Daniel; Milam, Stefanie N.; Melnick, Gary; Leisawitz, David; Staguhn, Johannes G.; Bergin, Edwin; Origins Space Telescope Science and Technology Definition Team

2018-01-01

The Origins Space Telescope (OST) is the mission concept for the Far-Infrared Surveyor, one of the four science and technology definition studies of NASA Headquarters for the 2020 Astronomy and Astrophysics Decadal survey. The science case for OST covers four themes: Tracing the Signature of Life and the Ingredients of Habitable Worlds; Charting the Rise of Metals, Dust and the First Galaxies, Unraveling the Co-evolution of Black Holes and Galaxies and Understanding Our Solar System in the Context of Planetary System Formation. Using a set of proposed observing programs from the community, we estimate a design reference mission for OST mission concept 1. The mission will complete significant programs in these four themes and have time for other programs from the community. Origins will enable flagship-quality general observing programs led by the astronomical community in the 2030s. We welcome you to contact the Science and Technology Definition Team (STDT) with your science needs and ideas by emailing us at ost_info@lists.ipac.caltech.edu.

Investigating Undergraduate Science Students’ Conceptions and Misconceptions of Ocean Acidification

Science.gov (United States)

Danielson, Kathryn I.; Tanner, Kimberly D.

2015-01-01

Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification. PMID:26163563

Nanotechnology and the public: Effectively communicating nanoscale science and engineering concepts

International Nuclear Information System (INIS)

Castellini, O. M.; Walejko, G. K.; Holladay, C. E.; Theim, T. J.; Zenner, G. M.; Crone, W. C.

2007-01-01

Researchers are faced with challenges when addressing the public on concepts and applications associated with nanotechnology. The goal of our work was to understand the public's knowledge of nanotechnology in order to identify appropriate starting points for dialog. Survey results showed that people lack true understanding of concepts associated with atoms and the size of the nanoscale regime. Such gaps in understanding lead to a disappointing lack of communication between researchers and the public concerning fundamental concepts in nanoscale science and engineering. Strategies are offered on how scientists should present their research when engaging the public on nanotechnology topics

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

Science.gov (United States)

Hsieh, Wen-Min; Tsai, Chin-Chung

2017-01-01

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

Documentation in Otolaryngology. Sharing Otolaryngology research data in an open science ecosyste

Directory of Open Access Journals (Sweden)

Fernanda PESET

2018-01-01

Full Text Available Introduction and objective: The present text addresses the most significant aspects to share research data in otolaryngology in the context of open science as an ecosystem. Its aim is to offer a panoramic view that helps the researcher to manage their data as part of enriched science. Method: A bibliographical review and of the own experience in the field of the investigation data was performed. Results: The basic pillars for success are offered: its political, technical and necessary capacities. Discussion: The tasks of making data available should be recognized as part of the researcher's curriculum because documenting them to be reusable is a highly specialized and time-consuming task. Conclusions: It is considered that we are at a crucial moment to begin to share data. It is being considered in all scientific policy scenarios as in the EU through the European Open Science Computing.

Examining the Big-Fish-Little-Pond Effect on Students' Self-Concept of Learning Science in Taiwan Based on the TIMSS Databases

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Liou, Pey-Yan

2014-08-01

The purpose of this study is to examine the relationship between student self-concept and achievement in science in Taiwan based on the big-fish-little-pond effect (BFLPE) model using the Trends in International Mathematics and Science Study (TIMSS) 2003 and 2007 databases. Hierarchical linear modeling was used to examine the effects of the student-level and school-level science achievement on student self-concept of learning science. The results indicated that student science achievement was positively associated with individual self-concept of learning science in both TIMSS 2003 and 2007. On the contrary, while school-average science achievement was negatively related to student self-concept in TIMSS 2003, it had no statistically significant relationship with student self-concept in TIMSS 2007. The findings of this study shed light on possible explanations for the existence of BFLPE and also lead to an international discussion on the generalization of BFLPE.

Correlation of Students' Brain Types to Their Conceptions of Learning Science and Approaches to Learning Science

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Park, Jiyeon; Jeon, Dongryul

2015-01-01

The systemizing and empathizing brain type represent two contrasted students' characteristics. The present study investigated differences in the conceptions and approaches to learning science between the systemizing and empathizing brain type students. The instruments are questionnaires on the systematizing and empathizing, questionnaires on the…

Amplification of the concept of erroneous meaning in psychodynamic science and in the consulting room.

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Brookes, Crittenden E

2007-01-01

Previous papers dealt with the concept of psyche as that dynamic field which underlies the subjective experience of mind. A new paradigm, psychodynamic science, was suggested for dealing with subjective data. The venue of the psychotherapeutic consulting room is now brought directly into science, expanding the definition of psychotherapy to include both humanistic and scientific elements. Certain concepts were introduced to amplify this new scientific model, including psyche as hypothetical construct, the concept of meaning as replacement for operational validation in scientific investigation, the synonymity of meaning and insight, and the concept of synchronicity, together with the meaning-connected affect of numinosity. The presence of unhealthy anxiety as the conservative ego attempts to preserve its integrity requires a deeper look at the concept of meaning. This leads to a distinction between meaning and erroneous meaning. The main body of this paper amplifies that distinction, and introduces the concept of intolerance of ambiguity in the understanding of erroneous meanings and their connection with human neurosis.

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

African Journals Online (AJOL)

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

A systematic review of concept mapping-based formative assessment processes in primary and secondary science education

DEFF Research Database (Denmark)

Hartmeyer, Rikke; Stevenson, Matt P.; Bentsen, Peter

2017-01-01

assessment: firstly, concept mapping should be constructed in teaching, preferably on repeated occasions. Secondly, concept mapping should be carried out individually if personal understanding is to be elicited; however, collaborative concept mapping might foster discussions valuable for developing students......’ understanding and for activating them as instructional resources and owners of their own learning. Thirdly, low-directed mapping seems most suitable for formative assessment. Fourthly, technology-based or peer assessments are useful strategies likely to reduce the load of interpretation for the educator......In this paper, we present and discuss the results of a systematic review of concept mapping-based interventions in primary and secondary science education. We identified the following recommendations for science educators on how to successfully apply concept mapping as a method for formative...

If an antelope is a document, then a rock is data: preserving earth science samples for the future

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Ramdeen, S.

2015-12-01

As discussed in seminal works by Briet (1951) and Buckland (1998), physical objects can be considered documents when given specific context. In the case of an antelope, in the wild it's an animal, in a zoo it's a document. It is the primary source of information, specifically when it is made an object of study. When discussing earth science data, we may think about numbers in a spreadsheet or verbal descriptions of a rock. But what about physical materials such as cores, cuttings, fossils, and other tangible objects? The most recent version of the American Geophysical Union's data position statement states data preservation and management policies should apply to both "digital data and physical objects"[1]. If an antelope is a document, than isn't a rock a form of data? Like books in a library or items in a museum, these objects require surrogates (digital or analog) that allow researchers to access and retrieve them. Once these scientific objects are acquired, researchers can process the information they contain. Unlike books, and some museum materials, most earth science objects cannot yet be completely replaced by digital surrogates. A fossil may be scanned, but the original is needed for chemical testing and ultimately for 'not yet developed' processes of scientific analysis. These objects along with their metadata or other documentation become scientific data when they are used in research. Without documentation of key information (i.e. the location where it was collected) these objects may lose their scientific value. This creates a complex situation where we must preserve the object, its metadata, and the connection between them. These factors are important as we consider the future of earth science data, our definitions of what constitutes scientific data, as well as our data preservation and management practices. This talk will discuss current initiatives within the earth science communities (EarthCube's EC3 and iSamples; USGS's data preservation program

Changing Preservice Science Teachers' Views of Nature of Science: Why Some Conceptions May Be More Easily Altered than Others

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Mesci, Gunkut; Schwartz, Renee' S.

2017-01-01

The purpose of this study was to assess preservice teachers' views of Nature of Science (NOS), identify aspects that were challenging for conceptual change, and explore reasons why. This study particularly focused on why and how some concepts of NOS may be more easily altered than others. Fourteen preservice science teachers enrolled in a NOS and…

The Critical Concepts. Final Version: English Language Arts, Mathematics, and Science

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Simms, Julia A.

2016-01-01

Research indicates that most standards documents articulate far more content than can be taught in the time available to K-12 teachers. In response, analysts at Marzano Research sought to identify, as objectively as possible, a focused set of critical concepts for each K-12 grade level in the content areas of English language arts (ELA),…

U.S. Geological Survey Fundamental Science Practices

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,

2011-01-01

The USGS has a long and proud tradition of objective, unbiased science in service to the Nation. A reputation for impartiality and excellence is one of our most important assets. To help preserve this vital asset, in 2004 the Executive Leadership Team (ELT) of the USGS was charged by the Director to develop a set of fundamental science practices, philosophical premises, and operational principles as the foundation for all USGS research and monitoring activities. In a concept document, 'Fundamental Science Practices of the U.S. Geological Survey', the ELT proposed 'a set of fundamental principles to underlie USGS science practices.' The document noted that protecting the reputation of USGS science for quality and objectivity requires the following key elements: - Clearly articulated, Bureau-wide fundamental science practices. - A shared understanding at all levels of the organization that the health and future of the USGS depend on following these practices. - The investment of budget, time, and people to ensure that the USGS reputation and high-quality standards are maintained. The USGS Fundamental Science Practices (FSP) encompass all elements of research investigations, including data collection, experimentation, analysis, writing results, peer review, management review, and Bureau approval and publication of information products. The focus of FSP is on how science is carried out and how products are produced and disseminated. FSP is not designed to address the question of what work the USGS should do; that is addressed in USGS science planning handbooks and other documents. Building from longstanding existing USGS policies and the ELT concept document, in May 2006, FSP policies were developed with input from all parts of the organization and were subsequently incorporated into the Bureau's Survey Manual. In developing an implementation plan for FSP policy, the intent was to recognize and incorporate the best of USGS current practices to obtain the optimum

The development and validation of a two-tiered multiple-choice instrument to identify alternative conceptions in earth science

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Mangione, Katherine Anna

This study was to determine reliability and validity for a two-tiered, multiple- choice instrument designed to identify alternative conceptions in earth science. Additionally, this study sought to identify alternative conceptions in earth science held by preservice teachers, to investigate relationships between self-reported confidence scores and understanding of earth science concepts, and to describe relationships between content knowledge and alternative conceptions and planning instruction in the science classroom. Eighty-seven preservice teachers enrolled in the MAT program participated in this study. Sixty-eight participants were female, twelve were male, and seven chose not to answer. Forty-seven participants were in the elementary certification program, five were in the middle school certification program, and twenty-nine were pursuing secondary certification. Results indicate that the two-tiered, multiple-choice format can be a reliable and valid method for identifying alternative conceptions. Preservice teachers in all certification areas who participated in this study may possess common alternative conceptions previously identified in the literature. Alternative conceptions included: all rivers flow north to south, the shadow of the Earth covers the Moon causing lunar phases, the Sun is always directly overhead at noon, weather can be predicted by animal coverings, and seasons are caused by the Earth's proximity to the Sun. Statistical analyses indicated differences, however not all of them significant, among all subgroups according to gender and certification area. Generally males outperformed females and preservice teachers pursuing middle school certification had higher scores on the questionnaire followed by those obtaining secondary certification. Elementary preservice teachers scored the lowest. Additionally, self-reported scores of confidence in one's answers and understanding of the earth science concept in question were analyzed. There was a

Explorers of the Universe: Metacognitive Tools for Learning Science Concepts

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Alvarez, Marino C.

1998-01-01

Much of school learning consists of rote memorization of facts with little emphasis on meaningful interpretations. Knowledge construction is reduced to factual knowledge production with little regard for critical thinking, problem solving, or clarifying misconceptions. An important role of a middle and secondary teacher when teaching science is to aid students' ability to reflect upon what they know about a given topic and make available strategies that will enhance their understanding of text and science experiments. Developing metacognition, the ability to monitor one's own knowledge about a topic of study and to activate appropriate strategies, enhances students' learning when faced with reading, writing and problem solving situations. Two instructional strategies that can involve students in developing metacognitive awareness are hierarchical concept mapping, and Vee diagrams. Concept maps enable students to organize their ideas and reveal visually these ideas to others. A Vee diagram is a structured visual means of relating the methodological aspects of an activity to its underlying conceptual aspect in ways that aid learners in meaningful understanding of scientific investigations.

Conceptions of the Nature of Science Held by Undergraduate Pre-Service Biology Teachers in South-West Nigeria

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Adedoyin, A. O.; Bello, G.

2017-01-01

This study investigated the conceptions of the nature of science held by pre-service undergraduate biology teachers in South-West, Nigeria. Specifically, the study examined the influence of their gender on their conceptions of the nature of science. The study was a descriptive research of the survey method. The population for the study comprised…

Undergraduate Students' Earth Science Learning: Relationships among Conceptions, Approaches, and Learning Self-Efficacy in Taiwan

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Shen, Kuan-Ming; Lee, Min-Hsien; Tsai, Chin-Chung; Chang, Chun-Yen

2016-01-01

In the area of science education research, studies have attempted to investigate conceptions of learning, approaches to learning, and self-efficacy, mainly focusing on science in general or on specific subjects such as biology, physics, and chemistry. However, few empirical studies have probed students' earth science learning. This study aimed to…

How Should We Treat the Vulnerable?: Qualitative Study of Authoritative Ethics Documents.

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Zagorac, Ivana

2016-01-01

The aim of this study is to explore what actual guidance is provided by authoritative ethics documents regarding the recognition and protection of the vulnerable. The documents included in this analysis are the Belmont Report, the Declaration of Helsinki, The Council for International Organizations of Medical Sciences (CIOMS) Guidelines, and the UNESCO Universal Declaration on Bioethics and Human Rights, including its supplementary report on vulnerability. A qualitative analysis of these documents was conducted in light of three questions: what is vulnerability, who are the vulnerable, and how should the vulnerable be protected? The results show significant differences among the documents regarding the first two questions. None of the documents provides any guidance on the third question (how to protect the vulnerable). These results suggest a great discrepancy between the acknowledged importance of the concept of vulnerability and a general understanding of the scope, content, and practical implications of vulnerability.

An analysis of the concept of teaching in elementary school science education

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Seatter, Carol Eunice Scarff

The problem for this thesis arises directly from several years of observation of science classrooms in British Columbia. The troubling phenomenon seen within numerous classrooms, taught by teachers claiming to be constructivist teachers, involved teachers fostering the idea that children can think about science in terms of their own ideas, that is, that children can think about science in common-sense terms. In the many cases I have observed, teachers justify this practice on the grounds of constructivist theory. However, this kind of "constructivist teaching" does not, in my opinion, lead to scientific reasoning. My argument begins with the premise that the development of scientific reasoning in children is necessary for science education. I will argue that the currently popular "constructivist" movement has significant potential to fail in producing scientific reasoning in children, as did its predecessor, the "discovery learning" movement of the 1960s. The incommensurable differences between scientific and common-sense reasoning are presented and discussed. This thesis examines constructivist theory in terms of its potential to hinder the development of scientific reasoning in children. Two features of the constructivist writings are examined: those which pertain to the nature of science, and those relating to the concept of teaching. A chapter on the logic of scientific inquiry is central to the thesis, as it describes and explains the concepts, forms of explanation and truth criteria unique to the discipline of science. The epistemological foundations of science education are discussed in terms of the realist/instrumentalist debate. The thesis argues in favor of a sophisticated realist view of knowledge, such as those offered by Hacking and Matthews who take into account Hanson's "theory-laden" observation without falling prey to a naive realist view. Reasoning in science is compared with children's common-sense reasoning in an attempt to further understand

HEALTH GeoJunction: place-time-concept browsing of health publications.

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MacEachren, Alan M; Stryker, Michael S; Turton, Ian J; Pezanowski, Scott

2010-05-18

The volume of health science publications is escalating rapidly. Thus, keeping up with developments is becoming harder as is the task of finding important cross-domain connections. When geographic location is a relevant component of research reported in publications, these tasks are more difficult because standard search and indexing facilities have limited or no ability to identify geographic foci in documents. This paper introduces HEALTH GeoJunction, a web application that supports researchers in the task of quickly finding scientific publications that are relevant geographically and temporally as well as thematically. HEALTH GeoJunction is a geovisual analytics-enabled web application providing: (a) web services using computational reasoning methods to extract place-time-concept information from bibliographic data for documents and (b) visually-enabled place-time-concept query, filtering, and contextualizing tools that apply to both the documents and their extracted content. This paper focuses specifically on strategies for visually-enabled, iterative, facet-like, place-time-concept filtering that allows analysts to quickly drill down to scientific findings of interest in PubMed abstracts and to explore relations among abstracts and extracted concepts in place and time. The approach enables analysts to: find publications without knowing all relevant query parameters, recognize unanticipated geographic relations within and among documents in multiple health domains, identify the thematic emphasis of research targeting particular places, notice changes in concepts over time, and notice changes in places where concepts are emphasized. PubMed is a database of over 19 million biomedical abstracts and citations maintained by the National Center for Biotechnology Information; achieving quick filtering is an important contribution due to the database size. Including geography in filters is important due to rapidly escalating attention to geographic factors in public

HEALTH GeoJunction: place-time-concept browsing of health publications

Directory of Open Access Journals (Sweden)

Turton Ian J

2010-05-01

Full Text Available Abstract Background The volume of health science publications is escalating rapidly. Thus, keeping up with developments is becoming harder as is the task of finding important cross-domain connections. When geographic location is a relevant component of research reported in publications, these tasks are more difficult because standard search and indexing facilities have limited or no ability to identify geographic foci in documents. This paper introduces HEALTH GeoJunction, a web application that supports researchers in the task of quickly finding scientific publications that are relevant geographically and temporally as well as thematically. Results HEALTH GeoJunction is a geovisual analytics-enabled web application providing: (a web services using computational reasoning methods to extract place-time-concept information from bibliographic data for documents and (b visually-enabled place-time-concept query, filtering, and contextualizing tools that apply to both the documents and their extracted content. This paper focuses specifically on strategies for visually-enabled, iterative, facet-like, place-time-concept filtering that allows analysts to quickly drill down to scientific findings of interest in PubMed abstracts and to explore relations among abstracts and extracted concepts in place and time. The approach enables analysts to: find publications without knowing all relevant query parameters, recognize unanticipated geographic relations within and among documents in multiple health domains, identify the thematic emphasis of research targeting particular places, notice changes in concepts over time, and notice changes in places where concepts are emphasized. Conclusions PubMed is a database of over 19 million biomedical abstracts and citations maintained by the National Center for Biotechnology Information; achieving quick filtering is an important contribution due to the database size. Including geography in filters is important due to

Philosophical conceptions of the self: implications for cognitive science.

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Gallagher

2000-01-01

Several recently developed philosophical approaches to the self promise to enhance the exchange of ideas between the philosophy of the mind and the other cognitive sciences. This review examines two important concepts of self: the 'minimal self', a self devoid of temporal extension, and the 'narrative self', which involves personal identity and continuity across time. The notion of a minimal self is first clarified by drawing a distinction between the sense of self-agency and the sense of self-ownership for actions. This distinction is then explored within the neurological domain with specific reference to schizophrenia, in which the sense of self-agency may be disrupted. The convergence between the philosophical debate and empirical study is extended in a discussion of more primitive aspects of self and how these relate to neonatal experience and robotics. The second concept of self, the narrative self, is discussed in the light of Gazzaniga's left-hemisphere 'interpreter' and episodic memory. Extensions of the idea of a narrative self that are consistent with neurological models are then considered. The review illustrates how the philosophical approach can inform cognitive science and suggests that a two-way collaboration may lead to a more fully developed account of the self.

Optical Science: Deploying Technical Concepts and Engaging Participation through Digital Storytelling

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Thomas, R. G.; Berry, K.; Arrigo, J.; Hooper, R. P.

2013-12-01

Technical 'hands-on' training workshops are designed to bring together scientists, technicians, and program managers from universities, government agencies, and the private sector to discuss methods used and advances made in instrumentation and data analysis. Through classroom lectures and discussions combined with a field-day component, hands-on workshop participants get a 'full life cycle' perspective from instrumentation concepts and deployment to data analysis. Using film to document this process is becoming increasingly more popular, allowing scientists to add a story-telling component to their research. With the availability of high-quality and low priced professional video equipment and editing software, scientists are becoming digital storytellers. The science video developed from the 'hands-on' workshop, Optical Water Quality Sensors for Nutrients: Concepts, Deployment, and Analysis, encapsulates the objectives of technical training workshops for participants. Through the use of still photography, video, interviews, and sound, the short video, An Introduction to CUAHSI's Hands-on Workshops, produced by a co-instructor of the workshop acts as a multi-purpose tool. The 10-minute piece provides an overview of workshop field day activities and works to bridge the gap between classroom learning, instrumentation application and data analysis. CUAHSI 'hands-on' technical workshops have been collaboratively executed with faculty from several universities and with the U.S. Geological Survey. The video developed was designed to attract new participants to these professional development workshops, to stimulate a connection with the environment, to act as a workshop legacy resource, and also serve as a guide for prospective hands-on workshop organizers. The effective use of film and short videos in marketing scientific programs, such as technical trainings, allows scientists to visually demonstrate the technologies currently being employed and to provide a more

Designing problem-based curricula: The role of concept mapping in scaffolding learning for the health sciences

Directory of Open Access Journals (Sweden)

Susan M. Bridges

2015-03-01

Full Text Available While the utility of concept mapping has been widely reported in primary and secondary educational contexts, its application in the health sciences in higher education has been less frequently noted. Two case studies of the application of concept mapping in undergraduate and postgraduate health sciences are detailed in this paper. The case in undergraduate dental education examines the role of concept mapping in supporting problem-based learning and explores how explicit induction into the principles and practices of CM has add-on benefits to learning in an inquiry-based curriculum. The case in postgraduate medical education describes the utility of concept mapping in an online inquiry-based module design. Specific attention is given to applications of CMapTools™ software to support the implementation of Novakian concept mapping in both inquiry-based curricular contexts.

Life Sciences Space Station planning document: A reference payload for the Life Sciences Research Facility

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1986-01-01

The Space Station, projected for construction in the early 1990s, will be an orbiting, low-gravity, permanently manned facility providing unprecedented opportunities for scientific research. Facilities for Life Sciences research will include a pressurized research laboratory, attached payloads, and platforms which will allow investigators to perform experiments in the crucial areas of Space Medicine, Space Biology, Exobiology, Biospherics and Controlled Ecological Life Support System (CELSS). These studies are designed to determine the consequences of long-term exposure to space conditions, with particular emphasis on assuring the permanent presence of humans in space. The applied and basic research to be performed, using humans, animals, and plants, will increase our understanding of the effects of the space environment on basic life processes. Facilities being planned for remote observations from platforms and attached payloads of biologically important elements and compounds in space and on other planets (Exobiology) will permit exploration of the relationship between the evolution of life and the universe. Space-based, global scale observations of terrestrial biology (Biospherics) will provide data critical for understanding and ultimately managing changes in the Earth's ecosystem. The life sciences community is encouraged to participate in the research potential the Space Station facilities will make possible. This document provides the range and scope of typical life sciences experiments which could be performed within a pressurized laboratory module on Space Station.

THE CONCEPT OF SENCE IN THE WORLD, METAPHYSICS AND SCIENCE

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Michal Sicinski

2007-01-01

Full Text Available The notion of objective sense is commonly used in various contexts, and is also frequently misused. It has been often criticised in the context of natural sciences during the last 200 years - the period of positivistically oriented science. In the ancient Greek philosophy the problem of Nature possessing its own sense was stressed, and from the problem the first germs of science started in the Ionic and Pythagorean schools. Contrary to that, Aristotelean approach initiated the positivist tradition which banned from science the question of Nature as possessing an internal sense, and the scholastics introduced a concept of Nature's sense being not intrinsic but granted to it by the divine action. The mathematisation of physics caused that the the divine action started to be interpreted as "mathematical", and in consequence, the sense of Nature was seen as expressed by mathematics. Later on, this mathematically expressed sense of Nature, as seen in physical theories, started to be perceived as independent from God and having not much to as supernatural: inside the mathematical science there was no place for any anthropomorphic Creators.Recently, however when in the newest physics the mathematical structures have already been perceived not only as a language but also as a kind of ultimate reality, a place for quasi-religious feeling of mystery hidden in these structures has been welcome. It means that within the field of modern physical theories there is no place for the traditional religious concepts, but there is a place for a kind of mystics of objective mathematics in the Pythagorean style, related to the modern "new spirituality" mysticism.The situation is completely different in the area of less mathematised branches like biology. The tensions between science and religion are strong there, and the alternative is as follows: traditional religiousness versus traditional atheism, but not a neutral science separated from religion versus a non

Semio-Linguistic Creative Actualization of the Concept “Information About the Future” in the Science Fiction Discourse

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Andrey Vladimirovich Olyanich

2015-11-01

Full Text Available The article deals with the cognitive category of "semio-linguistic creativity", that serves as a tool for implification of the concept "Information about the future" in the science fiction discourse. The correlation between the categories of future and information is studied in semio-linguistic aspect; the conceptual core, internal and external zones of the concept "Information about the future" are explored in connection with the concepts "Future", "Myths" and "Expectations" that are viewed as belonging to the science fiction discourse. The following issues are considered: coordination between axiological and imaginative spheres of the concept "Information about the future"; the mechanism of transforming information from present and past into the future by means of literary imagination, which is aimed at constructing the imaginary hyper-reality with the use of concepts that belong to contemporary reality; it is stated that such activity lays the basis for multiple forecasts. After the analysis of the novels by Vasily Golovachev, a famous Russian science fiction writer, the authors present their interpretation of the process of science-fiction discourse unfolding that involves groups of signs from the following semio-linguistic clusters (The Man as a species; Food; Space, Earth, their semantic content is directly related to the needs of the future. The proposed algorithm of analysis may be applied to studying other semio-linguistic clusters: "Habitat," "Communications", "Social Environment", "Transport", "Technology", that may explicate the concept "Information about the future".

Connecting Knowledge Domains : An Approach to Concept Learning in Primary Science and Technology Education

NARCIS (Netherlands)

Koski, M.

2014-01-01

In order to understand our dependency on technology and the possible loss of control that comes with it, it is necessary for people to understand the nature of technology as well as its roots in science. Learning basic science and technology concepts should be a part of primary education since it

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

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

2018-05-01

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

The concept of competence and its relevance for science, technology, and mathematics education

DEFF Research Database (Denmark)

Ropohl, Mathias; Nielsen, Jan Alexis; Olley, Christopher

2018-01-01

. In contrast to earlier ed-ucational goals that focused more on basic skills and knowledge expectations, competences are more functionally oriented. They involve the ability to solve complex problems in a particular context, e.g. in vocational or everyday situations. In science, technology, and mathematics...... education, the concept of competence is closely linked to the concept of literacy. Apart from these rather cognitive and af-fective perspectives influenced by the need to assess students’ achievement of de-sired learning goals in relation to their interest and motivation, the perspectives of the concept...

KISTI at TREC 2014 Clinical Decision Support Track: Concept-based Document Re-ranking to Biomedical Information Retrieval

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2014-11-01

sematic type. Injury or Poisoning inpo T037 Anatomical Abnormality anab T190 Given a document D, a concept vector = {1, 2, … , ...integrating biomedical terminology . Nucleic acids research 32, Database issue (2004), 267–270. 5. Chapman, W.W., Hillert, D., Velupillai, S., et...Conference (TREC), (2011). 9. Koopman, B. and Zuccon, G. Understanding negation and family history to improve clinical information retrieval. Proceedings

Investigation of Preservice Science Teachers' Comprehension of the Star, Sun, Comet and Constellation Concepts

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Cevik, Ebru Ezberci; Kurnaz, Mehmet Altan

2017-01-01

The purpose of this study is to reveal preservice science teachers' perceptions related to the sun, star, comet and constellation concepts. The research was carried out by 56 preservice science teachers (4th grade) at Kastamonu University taking astronomy course in 2014-2015 academic year. For data collection open-ended questions that required…

Proportional Reasoning Ability and Concepts of Scale: Surface Area to Volume Relationships in Science

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Taylor, Amy; Jones, Gail

2009-01-01

The "National Science Education Standards" emphasise teaching unifying concepts and processes such as basic functions of living organisms, the living environment, and scale. Scale influences science processes and phenomena across the domains. One of the big ideas of scale is that of surface area to volume. This study explored whether or not there…

The effect of a pretest in an interactive, multimodal pretraining system for learning science concepts

NARCIS (Netherlands)

Bos, Floor/Floris; Terlouw, C.; Pilot, Albert

2009-01-01

In line with the cognitive theory of multimedia learning by Moreno and Mayer (2007), an interactive, multimodal learning environment was designed for the pretraining of science concepts in the joint area of physics, chemistry, biology, applied mathematics, and computer sciences. In the experimental

The Concept of Ideology in Analysis of Fundamental Questions in Science Education

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Säther, Jostein

The use of the concept of `ideology' in interpretation of science education curricula, textbooks and various practises is reviewed, and examples are given by referring to Norwegian curricula and textbooks. The term is proposed to be used in a broad sense about any kind of action-oriented theory based on a system of ideas, or any attempt to approach politics in the light of a system of ideas. Politics in this context is about shaping of education, and is related to forces (i.e., hypothetical impacts of idea systems) which may legitimise, change, or criticise social practices. The focus is (although not in every case) on the hidden, unconscious and critical aspects. The notion ideological aspects is proposed to be related to metaphysical-ontological, epistemological and axiological claims and connotations. Examples of educational issues concerning e.g., aims, compartmentalisation, integration, and fundamentally different ideas about truth, learning and man are mentioned. Searching for a single and unifying concept for the discussing of all of science education's fundamental questions seems however in vain. Therefore a wide range of concepts seems necessary to deepen our understanding of ``the fundamental questions''.

The Relationships among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A Study of Taiwan High School Students

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Ho, Hsin-Ning Jessie; Liang, Jyh-Chong

2015-01-01

This study explores the relationships among Taiwanese high school students' scientific epistemic beliefs (SEBs), conceptions of learning science (COLS), and motivation of learning science. The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain these relationships. The structural equation modeling…

The Role of Drawing in Young Children's Construction of Science Concepts

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Chang, Ni

2012-01-01

It has been observed that many young children like making marks on paper and that they enjoy the activity. It is also known that children's drawings are vehicles for expression and communication. Therefore, it would be logical and reasonable for teachers to incorporate children's drawings into building science concepts. To demonstrate how drawings…

The Impact of a Summer Institute on Inservice Early Childhood Teachers' Knowledge of Earth and Space Science Concepts

Science.gov (United States)

Sackes, Mesut; Trundle, Kathy Cabe; Krissek, Lawrence A.

2011-01-01

This study investigated inservice PreK to Grade two teachers' knowledge of some earth and space science concepts before and after a short-term teacher institute. A one-group pre-test-post-test design was used in the current study. Earth science concepts targeted during the professional development included properties of rocks and soils, and the…

Students' Conceptions of the Nature of Science: Perspectives from Canadian and Korean Middle School Students

Science.gov (United States)

Park, Hyeran; Nielsen, Wendy; Woodruff, Earl

2014-05-01

This study examined and compared students' understanding of nature of science (NOS) with 521 Grade 8 Canadian and Korean students using a mixed methods approach. The concepts of NOS were measured using a survey that had both quantitative and qualitative elements. Descriptive statistics and one-way multivariate analysis of variances examined the quantitative data while a conceptually clustered matrix classified the open-ended responses. The country effect could explain 3-12 % of the variances of subjectivity, empirical testability and diverse methods, but it was not significant for the concepts of tentativeness and socio-cultural embeddedness of science. The open-ended responses showed that students believed scientific theories change due to errors or discoveries. Students regarded empirical evidence as undeniable and objective although they acknowledged experiments depend on theories or scientists' knowledge. The open responses revealed that national situations and curriculum content affected their views. For our future democratic citizens to gain scientific literacy, science curricula should include currently acknowledged NOS concepts and should be situated within societal and cultural perspectives.

Synthesis document on the storage and packages concepts: phenomenological and operational reference corrosion HAVL

International Nuclear Information System (INIS)

Helie, M.; Bataillon, Ch.; Desgranges, C.; Perrin, S.

2004-12-01

In the today concept, the long life high activity nuclear wastes (HAVL) would be storage in metallic containers. In the framework of the COCON program, simulations and knowledge of the corrosion problems bond to the wastes containers management are realized, in order to predict the long time behavior of packages storage and disposal. This reference document takes stock on the knowledge and the scientific simulation of corrosion phenomena which are decisive for the long life behavior of the external metallic wall of high activity nuclear wastes packages for the storage and the disposal and aims to provide bases of an operational modelization of these phenomena. (A.L.B.)

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

Science.gov (United States)

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

2013-01-01

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

Do Science and Technology Teachers and Pre-Service Primary Teachers Have Different Thoughts about Concept Maps in Science and Technology Lessons?

Science.gov (United States)

Karakuyu, Yunus

2011-01-01

The purpose of this study is to determine the thoughts of primary science and technology teachers, primary class teachers, pre-service primary class teachers and pre-service primary science and technology teachers' about concept maps. This scale applied the use of basic and random method on the chosen 125 4th and 5th grade primary class teachers…

Third International Conference on Inverse Design Concepts and Optimization in Engineering Sciences (ICIDES-3)

Science.gov (United States)

Dulikravich, George S. (Editor)

1991-01-01

Papers from the Third International Conference on Inverse Design Concepts and Optimization in Engineering Sciences (ICIDES) are presented. The papers discuss current research in the general field of inverse, semi-inverse, and direct design and optimization in engineering sciences. The rapid growth of this relatively new field is due to the availability of faster and larger computing machines.

The Pre-Service Science Teachers' Mental Models for Concept of Atoms and Learning Difficulties

Science.gov (United States)

Kiray, Seyit Ahmet

2016-01-01

The purpose of this study is to reveal the pre-service science teachers' difficulties about the concept of atoms. The data was collected from two different sources: The Draw an Atom Test (DAAT) and face-to-face interviews. Draw an atom test (DAAT) were administered to the 142 science teacher candidates. To elaborate the results, the researcher…

Equipment concept design and development plans for microgravity science and applications research on space station: Combustion tunnel, laser diagnostic system, advanced modular furnace, integrated electronics laboratory

Science.gov (United States)

Uhran, M. L.; Youngblood, W. W.; Georgekutty, T.; Fiske, M. R.; Wear, W. O.

1986-01-01

Taking advantage of the microgravity environment of space NASA has initiated the preliminary design of a permanently manned space station that will support technological advances in process science and stimulate the development of new and improved materials having applications across the commercial spectrum. Previous studies have been performed to define from the researcher's perspective, the requirements for laboratory equipment to accommodate microgravity experiments on the space station. Functional requirements for the identified experimental apparatus and support equipment were determined. From these hardware requirements, several items were selected for concept designs and subsequent formulation of development plans. This report documents the concept designs and development plans for two items of experiment apparatus - the Combustion Tunnel and the Advanced Modular Furnace, and two items of support equipment the Laser Diagnostic System and the Integrated Electronics Laboratory. For each concept design, key technology developments were identified that are required to enable or enhance the development of the respective hardware.

The Effects of Hands-On Learning Stations on Building American Elementary Teachers' Understanding about Earth and Space Science Concepts

Science.gov (United States)

Bulunuz, Nermin; Jarrett, Olga S.

2010-01-01

Research on conceptual change indicates that not only children, but also teachers have incomplete understanding or misconceptions on science concepts. This mixed methods study was concerned with in-service teachers' understanding of four earth and space science concepts taught in elementary school: reason for seasons, phases of the moon, rock…

Computer Graphics for Student Engagement in Science Learning.

Science.gov (United States)

Cifuentes, Lauren; Hsieh, Yi-Chuan Jane

2001-01-01

Discusses student use of computer graphics software and presents documentation from a visualization workshop designed to help learners use computer graphics to construct meaning while they studied science concepts. Describes problems and benefits when delivering visualization workshops in the natural setting of a middle school. (Author/LRW)

Activities in KURRI. Aim to realize the concept of 'Kumatori science park'

International Nuclear Information System (INIS)

Shiroya, S.

2007-01-01

In Kyoto University Research Reactor Institute (KURRI), activities for the dissemination of knowledge on radiation and atomic energy are considered to be important to realize the future plan based on the conception of Kumatori science park', which will open to the world with roots in the neighboring area. Activities include technical tours of facilities in KURRI, science experiments for kids, lectures on fruits of research for public, courses of reactor physics experiments for the graduate and under-graduate students majoring nuclear engineering, and so on. (author)

Preservice Science Teachers’ Levels of Associating The Concept of Gas Pressure with Everyday Life

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Aybüke Pabuçcu

2016-10-01

Full Text Available Through this research, it was aimed to investigate how pre-service science teachers’ use their knowledge about the concept of gas pressure in explaining some examples from everyday life. The research was carried out with 33 freshmen pre-service science teachers. The data in the research were collected through five formative assessment probes. The students were asked to work in small groups to complete the questions. Groups’ discussions were recorded. Groups’ written responses were classified in five different categories: sound understanding, partial understanding, specific misconception, no understanding, and no response. Data under these categories were given as percentages in a table. The sum of students’ responses in sound understanding and partial understanding are in the range of 37.5% and 62.5%. Results revealed that students had difficulty in understanding the gases concepts and associating these concepts with everyday life events. Moreover, many misconceptions and misuse of the ideal gas equation were determined in the students’ explanations.

Storing XML Documents in Databases

OpenAIRE

Schmidt, A.R.; Manegold, Stefan; Kersten, Martin; Rivero, L.C.; Doorn, J.H.; Ferraggine, V.E.

2005-01-01

textabstractThe authors introduce concepts for loading large amounts of XML documents into databases where the documents are stored and maintained. The goal is to make XML databases as unobtrusive in multi-tier systems as possible and at the same time provide as many services defined by the XML standards as possible. The ubiquity of XML has sparked great interest in deploying concepts known from Relational Database Management Systems such as declarative query languages, transactions, indexes ...

Data-Intensive Science meets Inquiry-Driven Pedagogy: Interactive Big Data Exploration, Threshold Concepts, and Liminality

Science.gov (United States)

Ramachandran, Rahul; Word, Andrea; Nair, Udasysankar

2014-01-01

Threshold concepts in any discipline are the core concepts an individual must understand in order to master a discipline. By their very nature, these concepts are troublesome, irreversible, integrative, bounded, discursive, and reconstitutive. Although grasping threshold concepts can be extremely challenging for each learner as s/he moves through stages of cognitive development relative to a given discipline, the learner's grasp of these concepts determines the extent to which s/he is prepared to work competently and creatively within the field itself. The movement of individuals from a state of ignorance of these core concepts to one of mastery occurs not along a linear path but in iterative cycles of knowledge creation and adjustment in liminal spaces - conceptual spaces through which learners move from the vaguest awareness of concepts to mastery, accompanied by understanding of their relevance, connectivity, and usefulness relative to questions and constructs in a given discipline. For example, challenges in the teaching and learning of atmospheric science can be traced to threshold concepts in fluid dynamics. In particular, Dynamic Meteorology is one of the most challenging courses for graduate students and undergraduates majoring in Atmospheric Science. Dynamic Meteorology introduces threshold concepts - those that prove troublesome for the majority of students but that are essential, associated with fundamental relationships between forces and motion in the atmosphere and requiring the application of basic classical statics, dynamics, and thermodynamic principles to the three dimensionally varying atmospheric structure. With the explosive growth of data available in atmospheric science, driven largely by satellite Earth observations and high-resolution numerical simulations, paradigms such as that of dataintensive science have emerged. These paradigm shifts are based on the growing realization that current infrastructure, tools and processes will not allow

How Climate Science got to be in the Next Generation Science Standards (Invited)

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Wysession, M. E.

2013-12-01

Climate science plays a prominent role in the new national K-12 Next Generation Science Standards (NGSS). This represents the culmination of a significant amount of effort by many different organizations that have worked hard to educate the public on one of the most interesting, complex, complicated, and societally important aspects of geoscience. While there are significant challenges to the full implementation of the NGSS, especially those aspects that relate to climate change, the fact that so many states are currently adopting the NGSS represents a significant milestone in geoscience education. When grade 6-12 textbooks were written ten years ago, such as Pearson's high school Physical Science: Concepts in Action (Wysession et al., 2004), very little mention of climate change was incorporated because it did not appear in state standards. Now, climate and climate change are an integral part of the middle school and high school NGSS standards, and textbook companies are fully incorporating this content into their programs. There are many factors that have helped the shift toward teaching about climate, such as the IPCC report, Al Gore's 'An Inconvenient Truth,' and the many reports on climate change published by the National Research Council (NRC). However, four major community-driven literacy documents (The Essential Principles of Ocean Science, Essential Principles and Fundamental Concepts for Atmospheric Science Literacy, The Earth Science Literacy Principles, and The Essential Principles of Climate Science) were essential in that they directly informed the construction of the Earth and Space Science (ESS) content of the NRC's 'Framework for K-12 Science Education' by the ESS Design Team. The actual performance expectations of the NGSS were then informed directly by the disciplinary core ideas of the NRC Framework, which were motivated by the community-driven literacy documents and the significant credentials these bore. The work in getting climate science

Influence of Particle Theory Conceptions on Pre-Service Science Teachers' Understanding of Osmosis and Diffusion

Science.gov (United States)

AlHarbi, Nawaf N. S.; Treagust, David F.; Chandrasegaran, A. L.; Won, Mihye

2015-01-01

This study investigated the understanding of diffusion, osmosis and particle theory of matter concepts among 192 pre-service science teachers in Saudi Arabia using a 17-item two-tier multiple-choice diagnostic test. The data analysis showed that the pre-service teachers' understanding of osmosis and diffusion concepts was mildly correlated with…

Brazilian science teachers conceptions about the world situation

Directory of Open Access Journals (Sweden)

Maria Lúcia Vital dos Santos Abib

2000-09-01

Full Text Available Recognizing the urgent need of a scientific education thet would provide for citizen participation in decision making regarding problems that affect our survival, this paper reports teachers perceptions about problems that affect the future of human kind and life in our planet. Taking as reference recent studies which approach this issue globally, we analyse science teachers conceptions concerning the present world situation. Results show a fragmentary character and an insufficient conscientization of the extent and serioussness of the problems. This finding points at the need of formative actions that would provide teachers with a more adequate perspection of those problems and of possible solutions.

THE EFFECT OF CONCEPT MAPPING ON CONCEPT LEARNING IN SCIENCE

OpenAIRE

岡, 直樹; 今永, 久美子

2012-01-01

An experiment was conducted to investigate the effects of concept map completion tasks on concept learning in the primary schoolchildren. The participants were to insert some of the suitable concepts (concept group) or link labeles (link label group) or both of them (concept/link label group) into the blanks to make up the map wholly. It was revealed that the results of the concept group and the concept/link label group were better than the link label group. These results were discussed in te...

The effect of an outdoor setting on the transfer of earth science concepts

Science.gov (United States)

Simmons, Jerry Marvin

The ability of students to transfer concepts learned in school to future learning and employment settings is critical to their academic and career success. Concept transfer can best be studied by defining it as a process rather than an isolated event. Preparation for future learning (PFL) is a process definition of transfer which recognizes the student's ability to draw from past experiences, make assumptions, and generate potential questions and strategies for problem resolution. The purpose of this study was to use the PFL definition of concept transfer to examine whether a knowledge-rich outdoor setting better prepares students for future learning of science concepts than the classroom setting alone does. The research hypothesis was that sixth-grade students experiencing a geology-rich outdoor setting would be better prepared to learn advanced earth science concepts than students experiencing classroom learning only. A quasi-experimental research design was used for this study on two non-equivalent, self-contained sixth-grade rural public school classes. After a pretest was given on prior geology knowledge, the outdoor treatment group was taken on a geology-rich field excursion which introduced them to the concepts of mineral formation and mining. The indoor treatment group received exposure to the same concepts in the classroom setting via color slides and identification of mineral specimens. Subsequently, both groups received direct instruction on advanced concepts about mineral formation and mining. They were then given a posttest, which presented the students with a problem-solving scenario and questions related to concepts covered in the direct instruction. A t-test done on pretest data revealed that the indoor treatment group had previously learned classroom geology material significantly better than the outdoor treatment group had. Therefore an analysis of covariance was performed on posttest data which showed that the outdoor treatment group was better

Assessment of primary school students’ level of understanding the concepts of 2nd grade life sciences course based on different variables

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Altıntaş Gülşen

2016-01-01

Full Text Available The course of Life Sciences is one of the pivot courses taught in the first three years of primary school. Ensuring children get to know their environment and gain correct information related to their problems by making them investigate their natural and socio-cultural environment as well as providing them with necessary information, skills and behaviors for environmental adaptation are among the main purposes of Life Sciences course. The concepts to be instilled in students in line with these purposes are important. Since concepts are mostly intellectual and non-physical, they can only exist tangibly through examples. This study aims to assess Primary School Students’ Level of Understanding the Concepts of 2nd Grade Life Sciences Course Based on Different Variables. 17 concepts included in the 2nd Grade Life Sciences course within the subject of School Excitement were addressed within the study, and students were requested to define and exemplify these concepts. A total of 102 students from five different primary schools of upper-middle and lower socioeconomic classes located in Manisa and Istanbul were included in the study in line with the intentional maximum diversity sample selection. The answers given by students for each concept were categorized and analyzed in terms of liking or disliking home, school, technology and the course of Life Sciences.

Academic and Nonacademic Validating Agents on Latinas Mathematics and Science Self Concept A Quantitative Study Utilizing the High School Longitudinal Study of 2009

Science.gov (United States)

Garza, Jennifer M.

The purpose of this study is to inform and further the discussion of academic (i.e. teachers and school counselors) and non-academic (i.e. parents, family, friends, etc.) validating agents on Latina students' mathematics and science self-concepts. This study found a relationship between Latina students' interactions with academic and non-academic validating agents and their math and science self-concept at the K-12 level. Through the review of the literature the researcher addresses identifiable factors and strategies that inform the field of education in the areas of validation theory, family characteristics, and access to STEM fields for Latina students. The researcher used an established instrument designed, administered, and validated through the National Center for Education Statistics (NCES). For purposes of this study, a categorical subset of participants who self-identified as being a Latina student was used. As a result, the total subset number in this study was N=1,882. To determine if academic and non-academic validating agents had an observable statistically significant relationship with Latina students' math and science self-concept, a series of one-way ANOVAs were calculated to compare differences in students' math and science self-concept based on academic and non-academic validating agents for the weighted sample of Latinas for the HLS:09 survey. A path analysis was also employed to assess the factors involved in Latina students' math and science self-concepts. The findings are consistent with previous research involving the influence that academic and non-academic validating agents have on the math and science self-concept of Latina students. The results indicated that students who had teachers that believed in the students, regardless of family background, social economic status or home environment influences had higher math and science self concepts than those who did not. Similarly, it was found that students who had counselors that set high

Exploring Europa's Habitability: Science achieved from the Europa Orbiter and Clipper Mission Concepts

Science.gov (United States)

Senske, D. A.; Prockter, L. M.; Pappalardo, R. T.; Patterson, G. W.; Vance, S.

2012-12-01

Europa is a prime candidate in the search for present-day habitable environments in our solar system. Europa is unique among the large icy satellites because it probably has a saltwater ocean today beneath an ice shell that is geodynamically active. The combination of irradiation of its surface and tidal heating of its interior could make Europa a rich source of chemical energy for life. Perhaps most importantly, Europa's ocean is believed to be in direct contact with its rocky mantle, where conditions could be similar to those on Earth's biologically rich sea floor. Hydrothermal zones on Earth's seafloor are known to be rich with life, powered by energy and nutrients that result from reactions between the seawater and the warm rocky ocean floor. Life as we know it depends on three principal "ingredients": 1) a sustained liquid water environment; 2) essential chemical elements that are critical for building life; and 3) a source of energy that could be utilized by life. Europa's habitability requires understanding whether it possesses these three ingredients. NASA has enlisted a study team to consider Europa mission options feasible over the next decade, compatible with NASA's projected planetary science budget and addressing Planetary Decadal Survey priorities. Two Europa mission concepts (Orbiter and multiple flyby—call the "Clipper") are undergoing continued study with the goal to "Explore Europa to investigate its habitability." Each mission would address this goal in complementary ways, with high science value of its own. The Orbiter and Clipper architectures lend themselves to specific types of scientific measurements. The Orbiter concept is tailored to the unique geophysical science that requires being in orbit at Europa. This includes confirming the existence of an ocean and characterizing that ocean through geophysical measurements of Europa's gravitational tides and magnetic induction response. It also includes mapping of the global morphology and

Conceptions of the Nature of Science--Are They General or Context Specific?

Science.gov (United States)

Urhahne, Detlef; Kremer, Kerstin; Mayer, Juergen

2011-01-01

The study investigates the relationship between general and context-specific conceptions of the nature of science (NOS). The categorization scheme by Osborne et al. (J Res Sci Teach 40:692-720, "2003") served as the theoretical framework of the study. In the category "nature of scientific knowledge", the certainty, development, simplicity,…

Documenting Matured Science: The BACC-Type Assessment Reports

Science.gov (United States)

Reckermann, M.; Omstedt, A. T.

2016-12-01

The BACC-type reports (BALTEX and Baltic Earth Assessment of Climate Change for the Baltic Sea region, BACC 2008 and BACC II 2015) represent an approach to assessing and making available current knowledge on regional climate change and its regional impacts on the physical, biogeochemical and biological environment (ecosystems, socio-economic sphere). The BACC assessments have originated in the BALTEX scientific research community (now Baltic Earth) and are coordinated by the International Baltic Earth Secretariat. The assessments are produced by teams of scientists from the region, led by lead authors who recruit experts from relevant topics to contribute. The report of 2015 was compiled by a different group of authors as 2008 to warrant independence of personal opinions and bias. The process is not externally funded and completely based on published scientific evidence, and not biased by political or economic interest groups. The BACC-type reports aim to bring together consolidated knowledge that has broad consensus in the scientific community, but also acknowledging issues for which contradicting opinions are found in the literature, so that no consensus can be reached ("consensus on dissensus"). An international steering committee is responsible for overlooking the process, and all manuscripts are anonymously peer-reviewed by independent international experts. Outreach to stakeholders and the public is an inherent aspect of this approach to document mature science. For the Baltic Sea, there is a close collaboration with HELCOM, the intergovernmental Baltic Marine Environment Protection Commission and the major regional science-policy interface in the Baltic Sea region. A summary for non-scientists was produced for the first BACC report and is in preparation for the second. Other BACC-type reports published are the climate report for the greater Hamburg area (published in 2011), and the NOSCCA report (North Sea Climate Change Assessment), published in 2016.

Complexity and document: the hybridization of mediations in areas undergoing rupture - DOI: 10.3395/reciis.v3i3.274en

Directory of Open Access Journals (Sweden)

Viviane Couzinet

2009-09-01

Full Text Available To complete communication between researchers studies and science popularization studies a new way in scientific communication is open by the author, the one between professionals and researchers. In this exchange area, often considered like a breakdown area, the information science research group of Toulouse University (Franceanalyse the hybridations in the mediations building. This posture allows to analyse numerous phenomenons and to reinvestigate the concept of document as a social construction.

Validating concepts of mental disorder: precedents from the history of science.

Science.gov (United States)

Miller, Robert

2014-10-01

A fundamental issue in any branch of the natural sciences is validating the basic concepts for use in that branch. In psychiatry, this issue has not yet been resolved, and indeed, the proper nature of the problem has scarcely been recognised. As a result, psychiatry (or at least those parts of the discipline which aspire to scientific status) still cannot claim to be a part of scientific medicine, or to be incorporated within the common language of the natural sciences. While this creates difficulties within the discipline, and its standing in relation to other branches of medicine, it makes it an exciting place for "frontiersmen" (and women). This is one of the key growing points in the natural science tradition. In this essay, which moves from the early history of that tradition to today's debates in scientific psychiatry, I give my views about how these fundamental issues can move towards resolution.

Strategic Approaches to Trading Science Objectives Against Measurements and Mission Design: Mission Architecture and Concept Maturation at the Jet Propulsion Laboratory

Science.gov (United States)

Case, K. E.; Nash, A. E., III

2017-12-01

Earth Science missions are increasingly challenged to improve our state of the art through more sophisticated hypotheses and inclusion of advanced technologies. However, science return needs to be constrained to the cost environment. Selectable mission concepts are the result of an overlapping Venn diagram of compelling science, feasible engineering solutions, and programmatic acceptable costs, regardless of whether the science investigation is Earth Venture or Decadal class. Since the last Earth Science and Applications Decadal Survey released in 2007, many new advanced technologies have emerged, in instrument, SmallSat flight systems, and launch service capabilities, enabling new mission architectures. These mission architectures may result in new thinking about how we achieve and collect science measurements, e.g., how to improve time-series measurements. We will describe how the JPL Formulation Office is structured to integrate methods, tools, and subject matter experts to span the mission concept development lifecycle, and assist Principal Investigators in maturing their mission ideas into realizable concepts.

Student understanding development in chemistry concepts through constructivist-informed laboratory and science camp process in secondary school

Science.gov (United States)

Pathommapas, Nookorn

2018-01-01

Science Camp for Chemistry Concepts was the project which designed to provide local students with opportunities to apply chemistry concepts and thereby developing their 21st century skills. The three study purposes were 1) to construct and develop chemistry stations for encouraging students' understandings in chemistry concepts based on constructivist-informed laboratory, 2) to compare students' understandings in chemistry concepts before and after using chemistry learning stations, and 3) to study students' satisfactions of using their 21st century skills in science camp activities. The research samples were 67 students who attended the 1-day science camp. They were levels 10 to 11 students in SumsaoPittayakarn School, UdonThani Province, Thailand. Four constructivist-informed laboratory stations of chemistry concepts were designed for each group. Each station consisted of a chemistry scenario, a question, answers in tier 1 and supporting reasons in tier 2, and 4 sets of experimental instruments. Four to five-member subgroups of four student groups parallel participated in laboratory station for an hour in each station. Student activities in each station concluded of individual pretest, group prediction, experimental design, testing out and collection data, interpreting the results, group conclusion, and individual post-test. Data collection was done by station mentors using two-tier multiple choice questions, students' written work and interviews. Data triangulation was used for interpreting and confirming students' understandings of chemistry concepts which divided into five levels, Sound Understanding (SU), Partial Understanding (PU), Specific Misconception (SM), No Understanding (NU) and No Response (NR), before and after collaborating at each station. The study results found the following: 1) four constructivist-laboratory stations were successfully designed and used to investigate student' understandings in chemistry concepts via collaborative workshop of

Effects of different forms of physiology instruction on the development of students' conceptions of and approaches to science learning.

Science.gov (United States)

Lin, Yi-Hui; Liang, Jyh-Chong; Tsai, Chin-Chung

2012-03-01

The purpose of this study was to investigate students' conceptions of and approaches to learning science in two different forms: internet-assisted instruction and traditional (face-to-face only) instruction. The participants who took part in the study were 79 college students enrolled in a physiology class in north Taiwan. In all, 46 of the participants were from one class and 33 were from another class. Using a quasi-experimental research approach, the class of 46 students was assigned to be the "internet-assisted instruction group," whereas the class of 33 students was assigned to be the "traditional instruction group." The treatment consisted of a series of online inquiry activities. To explore the effects of different forms of instruction on students' conceptions of and approaches to learning science, two questionnaires were administered before and after the instruction: the Conceptions of Learning Science Questionnaire and the Approaches to Learning Science Questionnaire. Analysis of covariance results revealed that the students in the internet-assisted instruction group showed less agreement than the traditional instruction group in the less advanced conceptions of learning science (such as learning as memorizing and testing). In addition, the internet-assisted instruction group displayed significantly more agreement than the traditional instruction group in more sophisticated conceptions (such as learning as seeing in a new way). Moreover, the internet-assisted instruction group expressed more orientation toward the approaches of deep motive and deep strategy than the traditional instruction group. However, the students in the internet-assisted instruction group also showed more surface motive than the traditional instruction group did.

Documentation of Heritage Structures Through Geo-Crowdsourcing and Web-Mapping

Science.gov (United States)

Dhonju, H. K.; Xiao, W.; Shakya, B.; Mills, J. P.; Sarhosis, V.

2017-09-01

Heritage documentation has become increasingly urgent due to both natural impacts and human influences. The documentation of countless heritage sites around the globe is a massive project that requires significant amounts of financial and labour resources. With the concepts of volunteered geographic information (VGI) and citizen science, heritage data such as digital photographs can be collected through online crowd participation. Whilst photographs are not strictly geographic data, they can be geo-tagged by the participants. They can also be automatically geo-referenced into a global coordinate system if collected via mobile phones which are now ubiquitous. With the assistance of web-mapping, an online geo-crowdsourcing platform has been developed to collect and display heritage structure photographs. Details of platform development are presented in this paper. The prototype is demonstrated with several heritage examples. Potential applications and advancements are discussed.

State of the science of maternal-infant bonding: a principle-based concept analysis.

Science.gov (United States)

Bicking Kinsey, Cara; Hupcey, Judith E

2013-12-01

to provide a principle-based analysis of the concept of maternal-infant bonding. principle-based method of concept analysis for which the data set included 44 articles published in the last decade from Pubmed, CINAHL, and PyschINFO/PsychARTICLES. literature inclusion criteria were English language, articles published in the last decade, peer-reviewed journal articles and commentary on published work, and human populations. after a brief review of the history of maternal-infant bonding, a principle-based concept analysis was completed to examine the state of the science with regard to this concept. The concept was critically examined according to the clarity of definition (epistemological principle), applicability of the concept (pragmatic principle), consistency in use and meaning (linguistic principle), and differentiation of the concept from related concepts (logical principle). Analysis of the concept revealed: (1) Maternal-infant bonding describes maternal feelings and emotions towards her infant. Evidence that the concept encompasses behavioural or biological components was limited. (2) The concept is clearly operationalised in the affective domain. (3) Maternal-infant bonding is linguistically confused with attachment, although the boundaries between the concepts are clearly delineated. despite widespread use of the concept, maternal-infant bonding is at times superficially developed and subject to confusion with related concepts. Concept clarification is warranted. A theoretical definition of the concept of maternal-infant bonding was developed to aid in the clarification, but more research is necessary to further clarify and advance the concept. nurse midwives and other practitioners should use the theoretical definition of maternal-infant bonding as a preliminary guide to identification and understanding of the concept in clinical practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

Wide-field time-resolved luminescence imaging and spectroscopy to decipher obliterated documents in forensic science

Science.gov (United States)

Suzuki, Mototsugu; Akiba, Norimitsu; Kurosawa, Kenji; Kuroki, Kenro; Akao, Yoshinori; Higashikawa, Yoshiyasu

2016-01-01

We applied a wide-field time-resolved luminescence (TRL) method with a pulsed laser and a gated intensified charge coupled device (ICCD) for deciphering obliterated documents for use in forensic science. The TRL method can nondestructively measure the dynamics of luminescence, including fluorescence and phosphorescence lifetimes, which prove to be useful parameters for image detection. First, we measured the TRL spectra of four brands of black porous-tip pen inks on paper to estimate their luminescence lifetimes. Next, we acquired the TRL images of 12 obliterated documents at various delay times and gate times of the ICCD. The obliterated contents were revealed in the TRL images because of the difference in the luminescence lifetimes of the inks. This method requires no pretreatment, is nondestructive, and has the advantage of wide-field imaging, which makes it is easy to control the gate timing. This demonstration proves that TRL imaging and spectroscopy are powerful tools for forensic document examination.

Measuring social science concepts in pharmacy education research: From definition to item analysis of self-report instruments.

Science.gov (United States)

Cor, M Ken

Interpreting results from quantitative research can be difficult when measures of concepts are constructed poorly, something that can limit measurement validity. Social science steps for defining concepts, guidelines for limiting construct-irrelevant variance when writing self-report questions, and techniques for conducting basic item analysis are reviewed to inform the design of instruments to measure social science concepts in pharmacy education research. Based on a review of the literature, four main recommendations emerge: These include: (1) employ a systematic process of conceptualization to derive nominal definitions; (2) write exact and detailed operational definitions for each concept, (3) when creating self-report questionnaires, write statements and select scales to avoid introducing construct-irrelevant variance (CIV); and (4) use basic item analysis results to inform instrument revision. Employing recommendations that emerge from this review will strengthen arguments to support measurement validity which in turn will support the defensibility of study finding interpretations. An example from pharmacy education research is used to contextualize the concepts introduced. Copyright © 2017 Elsevier Inc. All rights reserved.

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

Directory of Open Access Journals (Sweden)

Bayu Antrakusuma

2017-12-01

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

On performing concepts during science lectures

Science.gov (United States)

Pozzer-Ardenghi, Lilian; Roth, Wolff-Michael

2007-01-01

When lecturing, teachers make use of both verbal and nonverbal communication. What is called teaching, therefore, involves not only the words and sentences a teacher utters and writes on the board during a lesson, but also all the hands/arms gestures, body movements, and facial expressions a teacher performs in the classroom. All of these communicative modalities constitute resources that are made available to students for making sense of and learning from lectures. Yet in the literature on teaching science, these other means of communication are little investigated and understood - and, correspondingly, they are undertheorized. The purpose of this position paper is to argue for a different view of concepts in lectures: they are performed simultaneously drawing on and producing multiple resources that are different expressions of the same holistic meaning unit. To support our point, we provide examples from a database of 26 lectures in a 12th-grade biology class, where the human body was the main topic of study. We analyze how different types of resources - including verbal and nonverbal discourse and various material artifacts - interact during lectures. We provide evidence for the unified production of these various sense-making resources during teaching to constitute a meaning unit, and we emphasize particularly the use of gestures and body orientations inside this meaning unit. We suggest that proper analyses of meaning units need to take into account not only language and diagrams but also a lecturer's pointing and depicting gestures, body positions, and the relationships between these different modalities. Scientific knowledge (conceptions) exists in the concurrent display of all sense-making resources, which we, following Vygotsky, understand as forming a unit (identity) of nonidentical entities.

NCBI Bookshelf: books and documents in life sciences and health care.

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Hoeppner, Marilu A

2013-01-01

Bookshelf (http://www.ncbi.nlm.nih.gov/books/) is a full-text electronic literature resource of books and documents in life sciences and health care at the National Center for Biotechnology Information (NCBI). Created in 1999 with a single book as an encyclopedic reference for resources such as PubMed and GenBank, it has grown to its current size of >1300 titles. Unlike other NCBI databases, such as GenBank and Gene, which have a strict data structure, books come in all forms; they are diverse in publication types, formats, sizes and authoring models. The Bookshelf data format is XML tagged in the NCBI Book DTD (Document Type Definition), modeled after the National Library of Medicine journal article DTDs. The book DTD has been used for systematically tagging the diverse data formats of books, a move that has set the foundation for the growth of this resource. Books at NCBI followed the route of journal articles in the PubMed Central project, using the PubMed Central architectural framework, workflows and processes. Through integration with other NCBI molecular databases, books at NCBI can be used to provide reference information for biological data and facilitate its discovery. This article describes Bookshelf at NCBI: its growth, data handling and retrieval and integration with molecular databases.

Perceptions of Pre-Service Social Sciences Teachers Regarding the Concept of "Geography" by Mind Mapping Technique

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Ozturk Demirbas, Cagri

2013-01-01

The objective of this study is to present the perceptions of preservice social sciences teachers regarding the concept of geography. In the study, the study group consists of 46 preservice social sciences teachers, who receive education at Ahi Evran University. The data were collected in December, 2010. Mind maps were used as data collection tools…

Gender roles and science beliefs and their relationship to science interest

Science.gov (United States)

Paolucci, Judith Jean

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

Modern Social Science Concepts, Proportionate Reciprocity, Modesty, and Democracy

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Gerasimos T. SOLDATOS

2014-06-01

Full Text Available Proportionate Reciprocity, Modesty, and Democracy, are the key concepts in Aristotle’s economics of exchange. The following correspondence of these concepts with modern social science may be contemplated: (a Ideally, reciprocal justice in bilateral bargaining to minimize expenditure given utility levels results in Pareto-efficient, envy-free, equitable outcomes. (b Practically, bargaining under the threat or actual recontracting may act as a surrogate of reciprocal justice, leading to an N-person contract topology. (c But, recontracting is subject to practical limitations too, in which case near-reciprocal justice/general equilibrium outcomes may be fostered if, as a surrogate of recontracting, modesty in interaction is exhibited in an evolutionarily-stable-strategy fashion. (d That is, incomplete recontracting amounts to asymmetric agent-type information, which in turn lays the ground for injustices; the same lack of information prevents rectificatory justice from being efficient and hence, modesty can be efficient only if it operates as a social norm and hence, only in a modest polity, which can be no other than democracy.

Storing XML Documents in Databases

NARCIS (Netherlands)

A.R. Schmidt; S. Manegold (Stefan); M.L. Kersten (Martin); L.C. Rivero; J.H. Doorn; V.E. Ferraggine

2005-01-01

textabstractThe authors introduce concepts for loading large amounts of XML documents into databases where the documents are stored and maintained. The goal is to make XML databases as unobtrusive in multi-tier systems as possible and at the same time provide as many services defined by the XML

Functional requirements document for NASA/MSFC Earth Science and Applications Division: Data and information system (ESAD-DIS). Interoperability, 1992

Science.gov (United States)

Stephens, J. Briscoe; Grider, Gary W.

1992-01-01

These Earth Science and Applications Division-Data and Information System (ESAD-DIS) interoperability requirements are designed to quantify the Earth Science and Application Division's hardware and software requirements in terms of communications between personal and visualization workstation, and mainframe computers. The electronic mail requirements and local area network (LAN) requirements are addressed. These interoperability requirements are top-level requirements framed around defining the existing ESAD-DIS interoperability and projecting known near-term requirements for both operational support and for management planning. Detailed requirements will be submitted on a case-by-case basis. This document is also intended as an overview of ESAD-DIs interoperability for new-comers and management not familiar with these activities. It is intended as background documentation to support requests for resources and support requirements.

Knowledge representation and communication with concept maps in teacher training of science and technology

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Pontes Pedrajas, Alfonso

2012-01-01

Full Text Available This paper shows the development of an educational innovation that we have made in the context of initial teacher training for secondary education of science and technology. In this educational experience computing resources and concept maps are used to develop teaching skills related to knowledge representation, oral communication, teamwork and practical use of ICT in the classroom. Initial results indicate that future teachers value positively the use of concept maps and computer resources as useful tools for teacher training.

Seeking Missing Pieces in Science Concept Assessments: Reevaluating the Brief Electricity and Magnetism Assessment through Rasch Analysis

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Ding, Lin

2014-01-01

Discipline-based science concept assessments are powerful tools to measure learners' disciplinary core ideas. Among many such assessments, the Brief Electricity and Magnetism Assessment (BEMA) has been broadly used to gauge student conceptions of key electricity and magnetism (E&M) topics in college-level introductory physics courses.…

Einstein's creative thinking and the general theory of relativity: a documented report.

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Rothenberg, A

1979-01-01

A document written by Albert Einstein has recently come to light in which the eminent scientist described the actual sequence of his thoughts leading to the development of the general theory of relativity. The key creative thought was an instance of a type of creative cognition the author has previously designated "Janusian thinking," Janusian thinking consists of actively conceiving two or more opposite or antithetical concepts, ideas, or images simultaneously. This form of high-level secondary process cognition has been found to operate widely in art, science, and other fields.

Determining Science Student Teachers' Cognitive Structure on the Concept of "Food Chain"

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Çinar, Derya

2015-01-01

The current study aims to determine science student teachers' cognitive structure on the concept of food chain. Qualitative research method was applied in this study. Fallacies detected in the pre-service teachers' conceptual structures are believed to result in students' developing misconceptions in their future classes and will adversely affect…

Earth Science Literacy: Building Community Consensus

Science.gov (United States)

Wysession, M.; Ladue, N.; Budd, D.; Campbell, K.; Conklin, M.; Lewis, G.; Raynolds, R.; Ridky, R.; Ross, R.; Taber, J.; Tewksbury, B.; Tuddenham, P.

2008-12-01

During 2008, the Earth Sciences Literacy Initiative (ESLI) constructed a framework of earth science "Big Ideas" and "Supporting Concepts". Following the examples of recent literacy efforts in the ocean, atmosphere and climate research communities, ESLI has distilled the fundamental understandings of the earth science community into a document that all members of the community will be able to refer to when working with educators, policy-makers, the press and members of the general public. This document is currently in draft form for review and will be published for public distribution in 2009. ESLI began with the construction of an organizing committee of a dozen people who represent a wide array of earth science backgrounds. This group then organized and ran two workshops in 2008: a 2-week online content workshop and a 3-day intensive writing workshop. For both workshops, participants were chosen so as to cover the full breadth of earth science related to the solid earth, surficial processes, and fresh-water hydrology. The asynchronous online workshop included 350 scientists and educators participating from around the world and was a powerful way to gather ideas and information while retaining a written record of all interactions. The writing workshop included 35 scientists, educators and agency representatives to codify the extensive input of the online workshop. Since September, 2008, drafts of the ESLI literacy framework have been circulated through many different channels to make sure that the document accurately reflects the current understandings of earth scientists and to ensure that it is widely accepted and adopted by the earth science communities.

The Impact of Online Bibliographic Databases on Teaching and Research in Political Science.

Science.gov (United States)

Reichel, Mary

The availability of online bibliographic databases greatly facilitates literature searching in political science. The advantages to searching databases online include combination of concepts, comprehensiveness, multiple database searching, free-text searching, currency, current awareness services, document delivery service, and convenience.…

Are PDF Documents Accessible?

Directory of Open Access Journals (Sweden)

Mireia Ribera Turró

2008-09-01

Full Text Available Adobe PDF is one of the most widely used formats in scientific communications and in administrative documents. In its latest versions it has incorporated structural tags and improvements that increase its level of accessibility. This article reviews the concept of accessibility in the reading of digital documents and evaluates the accessibility of PDF according to the most widely established standards.

Analyzing the Use of Concept Maps in Computer Science: A Systematic Mapping Study

Science.gov (United States)

dos Santos, Vinicius; de Souza, Érica F.; Felizardo, Katia R; Vijaykumar, Nandamudi L.

2017-01-01

Context: concept Maps (CMs) enable the creation of a schematic representation of a domain knowledge. For this reason, CMs have been applied in different research areas, including Computer Science. Objective: the objective of this paper is to present the results of a systematic mapping study conducted to collect and evaluate existing research on…

Social Situation of Development: Parents Perspectives on Infants-Toddlers' Concept Formation in Science

Science.gov (United States)

Sikder, Shukla

2015-01-01

The social situation of development (SSD) specific to each age determines regularly the whole picture of the child's life. Therefore, we need to learn about the whole context surrounding children relevant to their development. The focus of the study is to understand parent's views on infant-toddler's science concept formation in the family…

Assessing the Genetics Content in the Next Generation Science Standards.

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Lontok, Katherine S; Zhang, Hubert; Dougherty, Michael J

2015-01-01

Science standards have a long history in the United States and currently form the backbone of efforts to improve primary and secondary education in science, technology, engineering, and math (STEM). Although there has been much political controversy over the influence of standards on teacher autonomy and student performance, little light has been shed on how well standards cover science content. We assessed the coverage of genetics content in the Next Generation Science Standards (NGSS) using a consensus list of American Society of Human Genetics (ASHG) core concepts. We also compared the NGSS against state science standards. Our goals were to assess the potential of the new standards to support genetic literacy and to determine if they improve the coverage of genetics concepts relative to state standards. We found that expert reviewers cannot identify ASHG core concepts within the new standards with high reliability, suggesting that the scope of content addressed by the standards may be inconsistently interpreted. Given results that indicate that the disciplinary core ideas (DCIs) included in the NGSS documents produced by Achieve, Inc. clarify the content covered by the standards statements themselves, we recommend that the NGSS standards statements always be viewed alongside their supporting disciplinary core ideas. In addition, gaps exist in the coverage of essential genetics concepts, most worryingly concepts dealing with patterns of inheritance, both Mendelian and complex. Finally, state standards vary widely in their coverage of genetics concepts when compared with the NGSS. On average, however, the NGSS support genetic literacy better than extant state standards.

Assessing the Genetics Content in the Next Generation Science Standards.

Directory of Open Access Journals (Sweden)

Katherine S Lontok

Full Text Available Science standards have a long history in the United States and currently form the backbone of efforts to improve primary and secondary education in science, technology, engineering, and math (STEM. Although there has been much political controversy over the influence of standards on teacher autonomy and student performance, little light has been shed on how well standards cover science content. We assessed the coverage of genetics content in the Next Generation Science Standards (NGSS using a consensus list of American Society of Human Genetics (ASHG core concepts. We also compared the NGSS against state science standards. Our goals were to assess the potential of the new standards to support genetic literacy and to determine if they improve the coverage of genetics concepts relative to state standards. We found that expert reviewers cannot identify ASHG core concepts within the new standards with high reliability, suggesting that the scope of content addressed by the standards may be inconsistently interpreted. Given results that indicate that the disciplinary core ideas (DCIs included in the NGSS documents produced by Achieve, Inc. clarify the content covered by the standards statements themselves, we recommend that the NGSS standards statements always be viewed alongside their supporting disciplinary core ideas. In addition, gaps exist in the coverage of essential genetics concepts, most worryingly concepts dealing with patterns of inheritance, both Mendelian and complex. Finally, state standards vary widely in their coverage of genetics concepts when compared with the NGSS. On average, however, the NGSS support genetic literacy better than extant state standards.

The Sociology and Social Science of ‘Evil’: Is the Conception of Pedophilia ‘Evil’?

OpenAIRE

Javaid, A

2015-01-01

This paper approaches 'evil' from sociological and social science perspectives, using them to increase our insight into the concept of 'evil' since they have long neglected direct analyses of 'evil'. For example, sociology has focused on questions of the good, treating its other as an absence or a residual category. Durkheim suggested to avoid using common sense categorisations, without exploring their social construction as social fact. Therefore, because 'evil' is a common sense conception,...

Teaching Map Concepts in Social Science Education; an Evaluation with Undergraduate Students

Science.gov (United States)

Bugdayci, Ilkay; Zahit Selvi, H.

2017-12-01

One of the most important aim of the geography and social science courses is to gain the ability of reading, analysing and understanding maps. There are a lot of themes related with maps and map concepts in social studies education. Geographical location is one of the most important theme. Geographical location is specified by geographical coordinates called latitude and longitude. The geographical coordinate system is the primary spatial reference system of the earth. It is always used in cartography, in geography, in basic location calculations such as navigation and surveying. It’s important to support teacher candidates, to teach maps and related concepts. Cartographers also have important missions and responsibilities in this context. The purpose of this study is to evaluate the knowledge of undergraduate students, about the geographical location. For this purpose, a research has been carried out on questions and activities related to geographical location and related concepts. The details and results of the research conducted by the students in the study are explained.

How Role Play Addresses the Difficulties Students Perceive when Writing Reflectively about the Concepts They are Learning in Science

Science.gov (United States)

Millar, Susan

A fundamental problem which confronts Science teachers is the difficulty many students experience in the construction, understanding and remembering of concepts. This is more likely to occur when teachers adhere to a Transmission model of teaching and learning, and fail to provide students with opportunities to construct their own learning. Social construction, followed by individual reflective writing, enables students to construct their own understanding of concepts and effectively promotes deep learning. This method of constructing knowledge in the classroom is often overlooked by teachers as they either have no knowledge of it, or do not know how to appropriate it for successful teaching in Science. This study identifies the difficulties which students often experience when writing reflectively and offers solutions which are likely to reduce these difficulties. These solutions, and the use of reflective writing itself, challenge the ideology of the Sydney Genre School, which forms the basis of the attempt to deal with literacy in the NSW Science Syllabus. The findings of this investigation support the concept of literacy as the ability to use oral and written language, reading and listening to construct meaning. The investigation demonstrates how structured discussion, role play and reflective writing can be used to this end. While the Sydney Genre School methodology focuses on the structure of genre as a prerequisite for understanding concepts in Science, the findings of this study demonstrate that students can use their own words to discuss and write reflectively as they construct scientific concepts for themselves. Social construction and reflective writing can contribute to the construction of concepts and the development of metacognition in Science. However, students often experience difficulties when writing reflectively about scientific concepts they are learning. In this investigation, students identified these difficulties as an inability to understand

The Number of Scholarly Documents on the Public Web

Science.gov (United States)

Khabsa, Madian; Giles, C. Lee

2014-01-01

The number of scholarly documents available on the web is estimated using capture/recapture methods by studying the coverage of two major academic search engines: Google Scholar and Microsoft Academic Search. Our estimates show that at least 114 million English-language scholarly documents are accessible on the web, of which Google Scholar has nearly 100 million. Of these, we estimate that at least 27 million (24%) are freely available since they do not require a subscription or payment of any kind. In addition, at a finer scale, we also estimate the number of scholarly documents on the web for fifteen fields: Agricultural Science, Arts and Humanities, Biology, Chemistry, Computer Science, Economics and Business, Engineering, Environmental Sciences, Geosciences, Material Science, Mathematics, Medicine, Physics, Social Sciences, and Multidisciplinary, as defined by Microsoft Academic Search. In addition, we show that among these fields the percentage of documents defined as freely available varies significantly, i.e., from 12 to 50%. PMID:24817403

The number of scholarly documents on the public web.

Directory of Open Access Journals (Sweden)

Madian Khabsa

Full Text Available The number of scholarly documents available on the web is estimated using capture/recapture methods by studying the coverage of two major academic search engines: Google Scholar and Microsoft Academic Search. Our estimates show that at least 114 million English-language scholarly documents are accessible on the web, of which Google Scholar has nearly 100 million. Of these, we estimate that at least 27 million (24% are freely available since they do not require a subscription or payment of any kind. In addition, at a finer scale, we also estimate the number of scholarly documents on the web for fifteen fields: Agricultural Science, Arts and Humanities, Biology, Chemistry, Computer Science, Economics and Business, Engineering, Environmental Sciences, Geosciences, Material Science, Mathematics, Medicine, Physics, Social Sciences, and Multidisciplinary, as defined by Microsoft Academic Search. In addition, we show that among these fields the percentage of documents defined as freely available varies significantly, i.e., from 12 to 50%.

The number of scholarly documents on the public web.

Science.gov (United States)

Khabsa, Madian; Giles, C Lee

2014-01-01

The number of scholarly documents available on the web is estimated using capture/recapture methods by studying the coverage of two major academic search engines: Google Scholar and Microsoft Academic Search. Our estimates show that at least 114 million English-language scholarly documents are accessible on the web, of which Google Scholar has nearly 100 million. Of these, we estimate that at least 27 million (24%) are freely available since they do not require a subscription or payment of any kind. In addition, at a finer scale, we also estimate the number of scholarly documents on the web for fifteen fields: Agricultural Science, Arts and Humanities, Biology, Chemistry, Computer Science, Economics and Business, Engineering, Environmental Sciences, Geosciences, Material Science, Mathematics, Medicine, Physics, Social Sciences, and Multidisciplinary, as defined by Microsoft Academic Search. In addition, we show that among these fields the percentage of documents defined as freely available varies significantly, i.e., from 12 to 50%.

Document Organization Using Kohonen's Algorithm.

Science.gov (United States)

Guerrero Bote, Vicente P.; Moya Anegon, Felix de; Herrero Solana, Victor

2002-01-01

Discussion of the classification of documents from bibliographic databases focuses on a method of vectorizing reference documents from LISA (Library and Information Science Abstracts) which permits their topological organization using Kohonen's algorithm. Analyzes possibilities of this type of neural network with respect to the development of…

Use of Technology-Assisted Techniques of Mind Mapping and Concept Mapping in Science Education: A Constructivist Study

Science.gov (United States)

Balim, Ali Günay

2013-01-01

The study aims to investigate the effects of using mind maps and concept maps on students' learning of concepts in science courses. A total of 51 students participated in this study which used a quasi-experimental research design with pre-test/post-test control groups. The constructivist-inspired study was carried out in the sixth-grade science…

Inquiry Science Learning and Teaching: a Comparison Between the Conceptions and Attitudes of Pre-service Elementary Teachers in Hong Kong and the United States

Science.gov (United States)

Lee, Yeung Chung; Lee, Carole Kwan-Ping; Lam, Irene Chung-Man; Kwok, Ping Wai; So, Winnie Wing-Mui

2018-01-01

International studies of science education, such as the Trends in Mathematics and Science Study (TIMSS), have revealed considerable national disparities in students' achievements in science education. The results have prompted many nations to compare their science education systems and practices to those of others, to gain insights for improvement. Teacher training and professional development are key educational components that have not attracted as much attention as they deserve in international comparative studies. This study compares the conceptions and attitudes of pre-service elementary teachers (PSETs) in Hong Kong and the United States with respect to inquiry science learning and teaching at the beginning of the semester before the start of the science methods course. PSETs' conceptions and attitudes in the two countries were compared by means of a questionnaire with both Likert-type and open-ended questions. Quantitative data were analyzed using exploratory factor analysis and inferential statistics, while qualitative data were analyzed through the systematic categorization of PSETs' responses into broad themes and subthemes to reflect patterns in their conceptions of and attitudes toward inquiry science learning and teaching. The results revealed a complex interplay between PSETs' conceptions of and attitudes toward inquiry science learning and teaching. The results shed light on the effects of sociocultural contexts and have important implications for the design of science methods courses.

Implementation of green infrastructure concept in Citarum Watershed

Science.gov (United States)

Maryati, Sri; Humaira, An Nisaa'Siti

2017-03-01

Green infrastructure has several benefits compared to grey infrastructure in term of environmental services and sustainability, such as reducing energy consumption, improving air quality, providing carbon sequestration, and increasing property values. Nevertheless in practice, the implementation of the concept in Indonesia is still limited. Implementation of the certain concept has to be guided in planning document. In this paper, green infrastructure concept in the current spatial plan and other planning documents is assessed. The purpose of this research is to figure out how far the green infrastructure concept is integrated into planning system, based on the analysis of planning documents in Citarum Watershed and expert interviews with local stakeholders. Content analysis method is used to analyze the documents and result of interview. The result shows that green infrastructure concept has not been accommodated in spatial plan or other planning documents widely. There are some challenges in implementing the concept including reward and punishment system (incentive and disincentive), coordination, and lack of human resources.

Using the History of Research on Sickle Cell Anemia to Affect Preservice Teachers' Conceptions of the Nature of Science.

Science.gov (United States)

Howe, Eric M.

This paper examines how using a series of lessons developed from the history of research on sickle cell anemia affects preservice teacher conceptions of the nature of science (NOS). The importance of a pedagogy that has students do science through an integral use of the history of science is effective at enriching students' NOS views is presented.…

Grade six students' understanding of the nature of science

Science.gov (United States)

Cochrane, Donald Brian

The goal of scientific literacy requires that students develop an understanding of the nature of science to assist them in the reasoned acquisition of science concepts and in their future role as citizens in a participatory democracy. The purpose of this study was to investigate and describe the range of positions that grade six students hold with respect to the nature of science and to investigate whether gender or prior science education was related to students' views of the nature of science. Two grade six classes participated in this study. One class was from a school involved in a long-term elementary science curriculum project. The science curriculum at this school involved constructivist epistemology and pedagogy and a realist ontology. The curriculum stressed hands-on, open-ended activities and the development of science process skills. Students were frequently involved in creating and testing explanations for physical phenomena. The second class was from a matched school that had a traditional science program. Results of the study indicated that students hold a wider range of views of the nature of science than previously documented. Student positions ranged from having almost no understanding of the nature of science to those expressing positions regarding the nature of science that were more developed than previous studies had documented. Despite the range of views documented, all subjects held realist views of scientific knowledge. Contrary to the literature, some students were able to evaluate a scientific theory in light of empirical evidence that they had generated. Results also indicated that students from the project school displayed more advanced views of the nature of science than their matched peers. However, not all students benefited equally from their experiences. No gender differences were found with respect to students' understanding of the nature of science.

Investigating alternative conceptions in learning disabled students

Science.gov (United States)

Cole, Terry Stokes

Science teachers have long noticed the fact that their students come to school with their own concepts, produced from daily experiences and interactions with the world around them. Sometimes these ideas are in agreement with accepted scientific theories, but often they are not. These "incorrect" ideas, or "misconceptions" have been the focus of many studies, which can be helpful to teachers when planning their lessons. However, there is a dearth of information that is geared specifically to students with learning disabilities. These students generally have deficits in areas of perception and learning that could conceivably influence the way they formulate concepts. The purpose of this study was to examine the concepts held by students with learning disabilities on the causes of the day/night cycle, the phases of the moon, and the seasons. An interview format was judged to be the best method of ensuring that the students' ideas were clearly documented. The subjects were five, sixth-grade students in a city school, who had been determined to have a learning disability. In examining the results, there did not seem to be any direct link between the type of misconception formed and the learning deficit of the child. It seemed more likely that students formed their concepts the way students usually do, but the various disabilities they exhibited interfered with their learning of more appropriate conceptions. The results of this study will be helpful to science teachers, curriculum planners, or anyone who works with students who have learning disabilities. It is hoped that this will begin to fill a void in the area of learning disabilities research.

Basic Definitions and Concepts of Systems Approach, Mathematical Modeling and Information Technologies in Sports Science

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А. Лопатьєв

2017-09-01

Full Text Available The objective is to systematize and adapt the basic definitions and concepts of the systems approach, mathematical modeling and information technologies to sports science. Materials and methods. The research has studied the availability of appropriate terms in shooting sports, which would meet the requirements of modern sports science. It has examined the compliance of the shooting sports training program for children and youth sports schools, the Olympic reserve specialized children and youth schools, schools of higher sports skills, and sports educational institutions with the modern requirements and principles. Research results. The paper suggests the basic definitions adapted to the requirements of technical sports and sports science. The research has thoroughly analyzed the shooting sports training program for children and youth sports schools, the Olympic reserve specialized children and youth schools, schools of higher sports skills, and sports educational institutions. The paper offers options to improve the training program in accordance with the modern tendencies of training athletes.  Conclusions. The research suggests to systematize and adapt the basic definitions and concepts of the systems approach, mathematical modeling and information technologies using the example of technical sports.

Concepts of modern science: the textbook for undergraduate academic / under total. ed. by S.A. Lebedev. 4th ed. M.: Publisher Yurayt, 2015. 374 pp.

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Nikolai I. Gubanov

2015-11-01

Full Text Available The article review the 4th edition of the well-proven in teaching in local high schools textbook concepts of modern education. The book is written by a group of philosophers and natural scientists of Moscow State University named after M.V. Lomonosov. Lead Author and editor of a textbook made by well-known Russian specialist in the history and philosophy of science Lebedev S.A. Textbook prepared in accordance with the relevant requirements of the Federal state educational standard of higher education. Revealed the following topics: the unity of science and the humanities, the physical picture of the world in its development, the concept of space, time and determinism, the main content of synergy, the concept of modern chemistry, biology, ecology, geography, geology, systematic approach. The content of the textbook is based on an analysis of the dynamics and the current state of natural science and its methodological and philosophical problems. The authors relied on the evaluation and interpretation of the concepts of modern science outstanding foreign and domestic scientists. In the presentation of all the above concepts in the textbook of modern science permeates thought complex, contradictory and historically volatile nature of natural science, the close relationship between the natural sciences to the needs, demands and potential of spiritual and material culture of his time.

Analyzing General Chemistry Texts' Treatment of Rates of Change Concepts in Reaction Kinetics Reveals Missing Conceptual Links

Science.gov (United States)

Seethaler, Sherry; Czworkowski, John; Wynn, Lynda

2018-01-01

Change over time is a crosscutting theme in the sciences that is pivotal to reaction kinetics, an anchoring concept in undergraduate chemistry, and students' struggles with rates of change are well-documented. Informed by the education scholarship in chemistry, physics, and mathematics, a research team with members from complementary disciplinary…

The concepts of nanotechnology as a part of physics education in high school and in interactive science museum

Science.gov (United States)

Kolářová, Lucie; Rálišová, Ema

2017-01-01

The advancements in nanotechnology especially in medicine and in developing new materials offer interesting possibilities for our society. It is not only scientists and engineers who need a better understanding of these new technologies but it is also important to prepare the young people and the general public on impact of nanotechnology on their life. Knowledge from this field likewise provides the opportunities to engage and motivate high school students for the study of science. Although, the concepts of nanoscience and nanotechnology are not a part of Czech high school physics curriculum they can be successfully integrated into regular curriculum in appropriate places. Because it is an interdisciplinary field, it also provides an opportunity for the interdisciplinary connections of physics, chemistry and biology. Many concepts for understanding the nanoworld can be shown by the simple activities and experiments and it is not a problem to demonstrate these experiments in each classroom. This paper presents the proposal for integration of the concepts of nanoscience and nanotechnologies into the high school physics curriculum, and the involvement of some of these concepts into the instructional program for middle and high school students which was realized in interactive science museum Fort Science in Olomouc. As a part of the program there was a quantitative questionnaire and its goal was to determine the effectiveness of the program and how students are satisfied with it.

An Empirical Study of Relationships between Student Self-Concept and Science Achievement in Hong Kong

Science.gov (United States)

Wang, Jianjun; Oliver, Steve; Garcia, Augustine

2004-01-01

Positive self-concept and good understanding of science are important indicators of scientific literacy endorsed by professional organizations. The existing research literature suggests that these two indicators are reciprocally related and mutually reinforcing. Generalization of the reciprocal model demands empirical studies in different…

Life Sciences Implications of Lunar Surface Operations

Science.gov (United States)

Chappell, Steven P.; Norcross, Jason R.; Abercromby, Andrew F.; Gernhardt, Michael L.

2010-01-01

The purpose of this report is to document preliminary, predicted, life sciences implications of expected operational concepts for lunar surface extravehicular activity (EVA). Algorithms developed through simulation and testing in lunar analog environments were used to predict crew metabolic rates and ground reaction forces experienced during lunar EVA. Subsequently, the total metabolic energy consumption, the daily bone load stimulus, total oxygen needed, and other variables were calculated and provided to Human Research Program and Exploration Systems Mission Directorate stakeholders. To provide context to the modeling, the report includes an overview of some scenarios that have been considered. Concise descriptions of the analog testing and development of the algorithms are also provided. This document may be updated to remain current with evolving lunar or other planetary surface operations, assumptions and concepts, and to provide additional data and analyses collected during the ongoing analog research program.

A study of elementary teachers' conceptions of nature of science and their beliefs about the developmental appropriateness and importance of nature of science throughout a professional development program

Science.gov (United States)

Adibelli, Elif

This qualitative study aimed to explore the changes in elementary science teachers' conceptions of nature of science (NOS) and their beliefs about the developmental appropriateness and importance of NOS after participating in an academic, year-long professional development program (PDP) as well as the factors facilitating these changes. The PDP consisted of two phases. In the first phase, the participants received NOS training designed with an explicit-reflective instructional approach. In the second phase, the participants implemented several NOS training activities in their classrooms. Four elementary science teachers who volunteered and completed all components of the PDP (i.e., the NOS training and the NOS teaching) comprised the participants of the present study. A multiple-embedded case study design was employed to explore the changes in the elementary science teachers' conceptions of NOS and their beliefs about the developmental appropriateness and importance of NOS. The study data were collected from multiple sources. The primary data sources included (a) Views of Nature of Science Elementary School Version 2 (VNOS-D2) questionnaire (Lederman & Khishfe, 2002), (b) Ideas about Science for Early Elementary (K-4) Students questionnaire (Sweeney, 2010), and (c) follow-up semi-structured interviews. The secondary data sources included videotaping of meetings with teachers, reflective field notes, and artifacts produced by teachers and their students. Data were analyzed using Yin's (1994, 2003) analytic tactics of pattern matching, explanation building, and cross-case synthesis. The findings of the study revealed that the elementary science teachers showed gradual, but substantial changes in their conceptions, and beliefs about the developmental appropriateness and importance of the NOS aspects over the course of participation in the PDP. Moreover, the participants identified nine components in the PDP that facilitated these changes in their conceptions, and

Spatial Foundations of Science Education: The Illustrative Case of Instruction on Introductory Geological Concepts

Science.gov (United States)

Liben, Lynn S.; Kastens, Kim A.; Christensen, Adam E.

2011-01-01

To study the role of spatial concepts in science learning, 125 college students with high, medium, or low scores on a horizontality (water-level) spatial task were given information about geological strike and dip using existing educational materials. Participants mapped an outcrop's strike and dip, a rod's orientation, pointed to a distant…

Using "Slowmation" to Enable Preservice Primary Teachers to Create Multimodal Representations of Science Concepts

Science.gov (United States)

Hoban, Garry; Nielsen, Wendy

2012-01-01

Research has identified the value of students constructing their own representations of science concepts using modes such as writing, diagrams, 2-D and 3-D models, images or speech to communicate meaning. "Slowmation" (abbreviated from "Slow Animation") is a simplified way for students, such as preservice teachers, to make a narrated animation…

Monitored Geologic Repository Concept of Operations

International Nuclear Information System (INIS)

Curry, P.M.

1999-01-01

This updated document provides the top level guidance for development of the individual systems for the MGR which will be further developed in the System Description Documents. This document will serve as guidance for the development of functional interface and operational requirements. However, the data and engineering values presented in Monitored Geologic Repository Concept of Operations are provided as estimates or summaries of the current design. The original analyses or supporting documents must be utilized if the data or engineering values are used for design inputs. The concepts presented will be utilized as inputs for the development of operational concepts for the individual systems. It is recognized that the references listed may contain existing data or data which are to be verified. However, the data and engineering values presented will not impact the concepts presented in this technical document. As such, the data and engineering values are not being tracked as To Be Verified data. This revision was created to incorporate changes resulting from Enhanced Design Alternative II and Revision 3, DCN 01, of the Monitored Geologic Repository Requirements (YMP 1999)

Exploring the Relationship between Secondary Science Teachers' Subject Matter Knowledge and Knowledge of Student Conceptions While Teaching Evolution by Natural Selection

Science.gov (United States)

Lucero, Margaret M.; Petrosino, Anthony J.; Delgado, Cesar

2017-01-01

The fundamental scientific concept of evolution occurring by natural selection is home to many deeply held alternative conceptions and considered difficult to teach. Science teachers' subject matter knowledge (SMK) and the pedagogical content knowledge (PCK) component of knowledge of students' conceptions (KOSC) can be valuable resources for…

Evaluation of Life Sciences Glovebox (LSG) and Multi-Purpose Crew Restraint Concepts

Science.gov (United States)

Whitmore, Mihriban

2005-01-01

Within the scope of the Multi-purpose Crew Restraints for Long Duration Spaceflights project, funded by Code U, it was proposed to conduct a series of evaluations on the ground and on the KC-135 to investigate the human factors issues concerning confined/unique workstations, such as the design of crew restraints. The usability of multiple crew restraints was evaluated for use with the Life Sciences Glovebox (LSG) and for performing general purpose tasks. The purpose of the KC-135 microgravity evaluation was to: (1) to investigate the usability and effectiveness of the concepts developed, (2) to gather recommendations for further development of the concepts, and (3) to verify the validity of the existing requirements. Some designs had already been tested during a March KC-135 evaluation, and testing revealed the need for modifications/enhancements. This flight was designed to test the new iterations, as well as some new concepts. This flight also involved higher fidelity tasks in the LSG, and the addition of load cells on the gloveports.

The Research as Natural Sciences Teaching Strategy: Pedagogical Conceptions of Secondary Education Teachers at Instituto Pedagógico Nacional

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Dayana Milena Bejarano Muñoz

2017-01-01

Full Text Available This text is a look to the research as a transformation and generation axis of knowledge among middle school students, based on the analysis of teachers’ pedagogical conceptions at Instituto Pedagógico Nacional around natural sciences research and teaching. A qualitative methodology from the interpretive approach was implemented, which allowed, from case study, to establish pedagogical conceptions of secondary education teachers in natural sciences about research. In addition, pedagogical elements are proposed about inclusion of school research in secondary education as natural sciences teaching strategy, which contributes to the construction and transformation of educational experiences. As a conclusion, teachers’ trend of conceptions was towards positivism, which is part of disciplinary and quantitative researches, looking at science from the application of scientific method. Even though, pedagogical interpretive and critical-social current begins to be included, by socializing quantitative findings obtained generating social changes from the intervention with the community. Likewise, teachers recognize the academic, social, interpersonal and working benefits obtained in a research process, such as generating and deepening of knowledge, monitoring of methodical processes in search of information and data collection, interpretation and reasoning about phenomena, and critical development from their daily lives, all leading students to be actors of transformation processes from their own interest.

Science Shops

DEFF Research Database (Denmark)

Jørgensen, Michael Søgaard

1999-01-01

The paper prsents the overall concept of science shops as practised in most of the European science shops and present the concept practised and some experience obtained at the Technical University of Denmark. An outline for the planning of new sceince shops is presented.......The paper prsents the overall concept of science shops as practised in most of the European science shops and present the concept practised and some experience obtained at the Technical University of Denmark. An outline for the planning of new sceince shops is presented....

Data-Intensive Science Meets Inquiry-Driven Pedagogy: Interactive Big Data Exploration, Threshold Concepts, and Liminality

Science.gov (United States)

Ramachandran, R.; Nair, U. S.; Word, A.

2014-12-01

Threshold concepts in any discipline are the core concepts an individual must understand in order to master a discipline. By their very nature, these concepts are troublesome, irreversible, integrative, bounded, discursive, and reconstitutive. Although grasping threshold concepts can be extremely challenging for each learner as s/he moves through stages of cognitive development relative to a given discipline, the learner's grasp of these concepts determines the extent to which s/he is prepared to work competently and creatively within the field itself. The movement of individuals from a state of ignorance of these core concepts to one of mastery occurs not along a linear path but in iterative cycles of knowledge creation and adjustment in liminal spaces - conceptual spaces through which learners move from the vaguest awareness of concepts to mastery, accompanied by understanding of their relevance, connectivity, and usefulness relative to questions and constructs in a given discipline. With the explosive growth of data available in atmospheric science, driven largely by satellite Earth observations and high-resolution numerical simulations, paradigms such as that of data-intensive science have emerged. These paradigm shifts are based on the growing realization that current infrastructure, tools and processes will not allow us to analyze and fully utilize the complex and voluminous data that is being gathered. In this emerging paradigm, the scientific discovery process is driven by knowledge extracted from large volumes of data. In this presentation, we contend that this paradigm naturally lends to inquiry-driven pedagogy where knowledge is discovered through inductive engagement with large volumes of data rather than reached through traditional, deductive, hypothesis-driven analyses. In particular, data-intensive techniques married with an inductive methodology allow for exploration on a scale that is not possible in the traditional classroom with its typical

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

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侯雅齡 Ya-Ling Hou

2013-06-01

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

The Impact of Video Case Content on Preservice Elementary Teachers' Decision-Making and Conceptions of Effective Science Teaching

Science.gov (United States)

Olson, Joanne K.; Bruxvoort, Crystal N.; Vande Haar, Andrea J.

2016-01-01

Little is known about how the content of a video case influences what preservice teachers learn about science teaching. This study was designed to determine the impact of two different video cases on preservice elementary teachers' conceptions of multiple aspects of effective science teaching, with one video selected to focus attention on the role…

Technology in the curriculum: A vehicle for the development of children's understanding of science concepts through problem solving

Science.gov (United States)

Jane, Beverley; Smith, Leanne

1992-12-01

This research was carried out over a period of ten months with children in Grades 2 and 3 (aged 7 and 8) who were participating in a sequence of technology activities. Since the introduction into Victorian primary schools of The Technology Studies Framework P-10 (Crawford, 1988), more teachers are including technology studies in their classrooms and by so doing may assist children's understanding of science concepts. Children are being exposed to science phenomena related to the technology activities and Technology Studies may be a way of providing children with science experiences. ‘Technology Studies’ in this context refers to children carrying out practical problem solving tasks which can be completed without any particular scientific knowledge. Participation in the technology activities may encourage children to become actively involved, thereby facilitating an exploration of the related science concepts. The project identified the importance of challenge in relation to the children's involvement in the technology activities and the conference paper (available from the first author) discusses particular topics in terms of the balance between cognitive/metacognitive and affective influences (Baird et al., 1990)

Metaphoric Perceptions of the Students of the Sports Sciences Faculty Regarding the Concept of Fair-Play

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Çaglayan, Hakan Salim; Gül, Özgür

2017-01-01

The objective of this study is to reveal the perceptions of the students of the sports sciences faculty regarding the concept of "Fair-Play" by means of metaphors. 275 students [male[subscript (n = 173)], female [subscript (n = 102)

Documentation on the interlinked sponsorship programme of the BMFT for basic research in the natural sciences

International Nuclear Information System (INIS)

1993-02-01

The reports from the individual research teams working at various places in Germany show their particular achievements on the one hand, and at the same time illustrate the effectiveness of the interlinked sponsorship concept adopted by the Federal Ministry of Science and Technology (BMFT). There is an annex giving statistical data on the scope and organisation of state sponsorship of basic research bound to large-scale research equipment. (DG) [de

The Effects of Computer-Aided Concept Cartoons and Outdoor Science Activities on Light Pollution

Science.gov (United States)

Aydin, Güliz

2015-01-01

The purpose of this study is to create an awareness of light pollution on seventh grade students via computer aided concept cartoon applications and outdoor science activities and to help them develop solutions; and to determine student opinions on the practices carried out. The study was carried out at a middle school in Mugla province of Aegean…

The Cognitive Science of Learning: Concepts and Strategies for the Educator and Learner.

Science.gov (United States)

Weidman, Joseph; Baker, Keith

2015-12-01

Education is the fundamental process used to develop and maintain the professional skills of physicians. Medical students, residents, and fellows are expected to learn considerable amounts of information as they progress toward board certification. Established practitioners must continue to learn in an effort to remain up-to-date in their clinical realm. Those responsible for educating these populations endeavor to teach in a manner that is effective, efficient, and durable. The study of learning and performance is a subdivision of the field of cognitive science that focuses on how people interpret and process information and how they eventually develop mastery. A deeper understanding of how individuals learn can empower both educators and learners to be more effective in their endeavors. In this article, we review a number of concepts found in the literature on learning and performance. We address both the theoretical principles and the practical applications of each concept. Cognitive load theory, constructivism, and analogical transfer are concepts particularly beneficial to educators. An understanding of goal orientation, metacognition, retrieval, spaced learning, and deliberate practice will primarily benefit the learner. When these concepts are understood and incorporated into education and study, the effectiveness of learning is significantly improved.

`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.

From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding within an Inquiry-Based Science Setting

Science.gov (United States)

Haug, Berit S.; Ødegaard, Marianne

2014-01-01

This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the…

Critical Phenomena in Natural Sciences Chaos, Fractals, Selforganization and Disorder: Concepts and Tools

CERN Document Server

Sornette, Didier

2006-01-01

Concepts, methods and techniques of statistical physics in the study of correlated, as well as uncorrelated, phenomena are being applied ever increasingly in the natural sciences, biology and economics in an attempt to understand and model the large variability and risks of phenomena. This is the first textbook written by a well-known expert that provides a modern up-to-date introduction for workers outside statistical physics. The emphasis of the book is on a clear understanding of concepts and methods, while it also provides the tools that can be of immediate use in applications. Although this book evolved out of a course for graduate students, it will be of great interest to researchers and engineers, as well as to post-docs in geophysics and meteorology.

On the relevance of Gibson's affordance concept for geographical information science (GISc).

Science.gov (United States)

Jonietz, David; Timpf, Sabine

2015-09-01

J. J. Gibson's concept of affordances has provided a theoretical basis for various studies in geographical information science (GISc). This paper sets out to explain its popularity from a GISc perspective. Based on a short review of previous work, it will be argued that its main contributions to GISc are twofold, including an action-centered view of spatial entities and the notion of agent-environment mutuality. Using the practical example of pedestrian behavior simulation, new potentials for using and extending affordances are discussed.

Imaginary Documentary: reflecting upon contemporary documental photography Documentário Imaginário: reflexões sobre a fotografia documental contemporânea

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Kátia Hallak Lombardi

2008-01-01

Full Text Available This article pursues the idea of an Imaginary Documentary – a possible new inflexion on the practices of contemporary documental photography. The text establishes its theoretical foundations through a forthcoming approach of the discussions about documental photography to the concept of imaginary, by Gilbert Durand, and the notion of Imaginary Museum, by André Malraux. Photographers that are part of documental photography history are the elected objects in which we shall confront the potentialities of the Imaginary Documentary. Este artigo tem como propósito buscar a estruturação da idéia de Documentário Imaginário – uma possível inflexão na prática da fotografia documental contemporânea. O texto assenta suas bases teóricas por meio da aproximação de reflexões sobre a fotografia documental ao conceito de imaginário em Gilbert Durand e à noção de Museu Imaginário de André Malraux. Fotógrafos que fazem parte da história da fotografia documental são os objetos eleitos para aferir as potencialidades do Documentário Imaginário.

Comparison of historical documents for writership

Science.gov (United States)

Ball, Gregory R.; Pu, Danjun; Stritmatter, Roger; Srihari, Sargur N.

2010-01-01

Over the last century forensic document science has developed progressively more sophisticated pattern recognition methodologies for ascertaining the authorship of disputed documents. These include advances not only in computer assisted stylometrics, but forensic handwriting analysis. We present a writer verification method and an evaluation of an actual historical document written by an unknown writer. The questioned document is compared against two known handwriting samples of Herman Melville, a 19th century American author who has been hypothesized to be the writer of this document. The comparison led to a high confidence result that the questioned document was written by the same writer as the known documents. Such methodology can be applied to many such questioned documents in historical writing, both in literary and legal fields.

Earth & Space Science in the Next Generation Science Standards: Promise, Challenge, and Future Actions. (Invited)

Science.gov (United States)

Pyle, E. J.

2013-12-01

The Next Generation Science Standards (NGSS) are a step forward in ensuring that future generations of students become scientifically literate. The NGSS document builds from the National Science Education Standards (1996) and the National Assessment of Educational Progress (NAEP) science framework of 2005. Design teams for the Curriculum Framework for K-12 Science Education were to outline the essential content necessary for students' science literacy, considering the foundational knowledge and the structure of each discipline in the context of learning progressions. Once draft standards were developed, two issues emerged from their review: (a) the continual need to prune 'cherished ideas' within the content, such that only essential ideas were represented, and (b) the potential for prior conceptions of Science & Engineering Practices (SEP) and cross-cutting concepts (CCC) to limit overly constrain performance expectations. With the release of the NGSS, several challenges are emerging for geoscience education. First, the traditional emphasis of Earth science in middle school has been augmented by new standards for high school that require major syntheses of concepts. Second, the integration of SEPs into performance expectations places an increased burden on teachers and curriculum developers to organize instruction around the nature of inquiry in the geosciences. Third, work is needed to define CCCs in Earth contexts, such that the unique structure of the geosciences is best represented. To ensure that the Earth & Space Science standards are implemented through grade 12, two supporting structures must be developed. In the past, many curricular materials claimed that they adhered to the NSES, but in some cases this match was a simple word match or checklist that bore only superficial resemblance to the standards. The structure of the performance expectations is of sufficient sophistication to ensure that adherence to the standards more than a casual exercise. Claims

Goethe's Conception of "Experiment as Mediator" and Implications for Practical Work in School Science

Science.gov (United States)

Park, Wonyong; Song, Jinwoong

2018-03-01

There has been growing criticism over the aims, methods, and contents of practical work in school science, particularly concerning their tendency to oversimplify the scientific practice with focus on the hypothesis-testing function of experiments. In this article, we offer a reading of Johann Wolfgang von Goethe's scientific writings—particularly his works on color as an exquisite articulation of his ideas about experimentation—through the lens of practical school science. While avoiding the hasty conclusions made from isolated experiments and observations, Goethe sought in his experiments the interconnection among diverse natural phenomena and rejected the dualistic epistemology about the relation of humans and nature. Based on a close examination of his color theory and its underlying epistemology, we suggest three potential contributions that Goethe's conception of scientific experimentation can make to practical work in school science.

RELIABLE COGNITIVE DIMENSIONAL DOCUMENT RANKING BY WEIGHTED STANDARD CAUCHY DISTRIBUTION

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S Florence Vijila

2017-04-01

Full Text Available Categorization of cognitively uniform and consistent documents such as University question papers are in demand by e-learners. Literature indicates that Standard Cauchy distribution and the derived values are extensively used for checking uniformity and consistency of documents. The paper attempts to apply this technique for categorizing question papers according to four selective cognitive dimensions. For this purpose cognitive dimensional keyword sets of these four categories (also termed as portrayal concepts are assumed and an automatic procedure is developed to quantify these dimensions in question papers. The categorization is relatively accurate when checked with manual methods. Hence simple and well established term frequency / inverse document frequency ‘tf/ IDF’ technique is considered for automating the categorization process. After the documents categorization, standard Cauchy formula is applied to rank order the documents that have the least differences among Cauchy value, (according to Cauchy theorem so as obtain consistent and uniform documents in an order or ranked. For the purpose of experiments and social survey, seven question papers (documents have been designed with various consistencies. To validate this proposed technique social survey is administered on selective samples of e-learners of Tamil Nadu, India. Results are encouraging and conclusions drawn out of the experiments will be useful to researchers of concept mining and categorizing documents according to concepts. Findings have also contributed utility value to e-learning system designers.

NASA's Gravitational - Wave Mission Concept Study

Science.gov (United States)

Stebbins, Robin; Jennrich, Oliver; McNamara, Paul

2012-01-01

With the conclusion of the NASA/ESA partnership on the Laser Interferometer Space Antenna (LISA) Project, NASA initiated a study to explore mission concepts that will accomplish some or all of the LISA science objectives at lower cost. The Gravitational-Wave Mission Concept Study consisted of a public Request for Information (RFI), a Core Team of NASA engineers and scientists, a Community Science Team, a Science Task Force, and an open workshop. The RFI yielded were 12 mission concepts, 3 instrument concepts and 2 technologies. The responses ranged from concepts that eliminated the drag-free test mass of LISA to concepts that replace the test mass with an atom interferometer. The Core Team reviewed the noise budgets and sensitivity curves, the payload and spacecraft designs and requirements, orbits and trajectories and technical readiness and risk. The Science Task Force assessed the science performance by calculating the horizons. the detection rates and the accuracy of astrophysical parameter estimation for massive black hole mergers, stellar-mass compact objects inspiraling into central engines. and close compact binary systems. Three mission concepts have been studied by Team-X, JPL's concurrent design facility. to define a conceptual design evaluate kt,y performance parameters. assess risk and estimate cost and schedule. The Study results are summarized.

Database Concepts in a Domain Ontology

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Gorskis Henrihs

2017-12-01

Full Text Available There are multiple approaches for mapping from a domain ontology to a database in the task of ontology-based data access. For that purpose, external mapping documents are most commonly used. These documents describe how the data necessary for the description of ontology individuals and other values, are to be obtained from the database. The present paper investigates the use of special database concepts. These concepts are not separated from the domain ontology; they are mixed with domain concepts to form a combined application ontology. By creating natural relationships between database concepts and domain concepts, mapping can be implemented more easily and with a specific purpose. The paper also investigates how the use of such database concepts in addition to domain concepts impacts ontology building and data retrieval.

Students' Conceptions of the Nature of Science: Perspectives from Canadian and Korean Middle School Students

Science.gov (United States)

Park, Hyeran; Nielsen, Wendy; Woodruff, Earl

2014-01-01

This study examined and compared students' understanding of nature of science (NOS) with 521 Grade 8 Canadian and Korean students using a mixed methods approach. The concepts of NOS were measured using a survey that had both quantitative and qualitative elements. Descriptive statistics and one-way multivariate analysis of variances examined the…

EUDISED: European Documentation and Information System for Education. Volume II, National Reports.

Science.gov (United States)

Council of Europe, Strasbourg (France). Documentation Center for Education in Europe.

This study briefly describes the documentation and information projects of seven nations, stressing their use in the field of education. The sections are: (1) automated documentation and the human sciences in France, (2) documentation for education and the social sciences in the Federal Republic of Germany, (3) mechanized projects in library work…

How many scientific papers are mentioned in policy-related documents? An empirical investigation using Web of Science and Altmetric data.

Science.gov (United States)

Haunschild, Robin; Bornmann, Lutz

2017-01-01

In this short communication, we provide an overview of a relatively newly provided source of altmetrics data which could possibly be used for societal impact measurements in scientometrics. Recently, Altmetric-a start-up providing publication level metrics-started to make data for publications available which have been mentioned in policy-related documents. Using data from Altmetric, we study how many papers indexed in the Web of Science (WoS) are mentioned in policy-related documents. We find that less than 0.5% of the papers published in different subject categories are mentioned at least once in policy-related documents. Based on our results, we recommend that the analysis of (WoS) publications with at least one policy-related mention is repeated regularly (annually) in order to check the usefulness of the data. Mentions in policy-related documents should not be used for impact measurement until new policy-related sites are tracked.

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

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J. Siswanto

2016-01-01

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

Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study.

Science.gov (United States)

Nuhfer, Edward B; Cogan, Christopher B; Kloock, Carl; Wood, Gregory G; Goodman, Anya; Delgado, Natalie Zayas; Wheeler, Christopher W

2016-03-01

After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science's way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions' higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders.

The Development and Use of a Concept Mapping Assessment Tool with Young Children on Family Visits to a Live Butterfly Exhibit

Science.gov (United States)

Mesa, Jennifer Cheryl

2010-01-01

Although young children are major audiences of science museums, limited evidence exists documenting changes in children's knowledge in these settings due in part to the limited number of valid and reliable assessment tools available for use with this population. The purposes of this study were to develop and validate a concept mapping assessment…

Early Science Education: Exploring Familiar Contexts To Improve the Understanding of Some Basic Scientific Concepts.

Science.gov (United States)

Martins, Isabel P.; Veiga, Luisa

2001-01-01

Argues that science education is a fundamental tool for global education and that it must be introduced in early years as a first step to a scientific culture for all. Describes testing validity of a didactic strategy for developing the learning of concepts, which was based upon an experimental work approach using everyday life contexts. (Author)

Reading for Integration, Identifying Complementary Threshold Concepts: The ACRL Framework in Conversation with Naming What We Know: Threshold Concepts of Writing Studies

Directory of Open Access Journals (Sweden)

Brittney Johnson

2016-12-01

Full Text Available In 2015, threshold concepts formed the foundation of two disciplinary documents: the ACRL Framework for Information Literacy (2015 and Naming What We Know: Threshold Concepts of Writing Studies (2015. While there is no consensus in the fields about the value of threshold concepts in teaching, reading the six Frames in the ACRL document alongside the threshold concepts of writing studies illuminates overlapping elements that may empower faculty in both fields to advocate collectively against skills-focused writing and research instruction through cross-disciplinary integrations. To facilitate cross-disciplinary conversations around the documents, the authors propose an order for reading the Frames, identify the associated writing concepts, and explain how the shared concepts reveal an internal complexity which may have implications for teaching the ACRL Framework.

New reactor concepts

International Nuclear Information System (INIS)

Meskens, G.; Govaerts, P.; Baugnet, J.-M.; Delbrassine, A.

1998-11-01

The document gives a summary of new nuclear reactor concepts from a technological point of view. Belgium supports the development of the European Pressurized-Water Reactor, which is an evolutionary concept based on the European experience in Pressurized-Water Reactors. A reorientation of the Belgian choice for this evolutionary concept may be required in case that a decision is taken to burn plutonium, when the need for flexible nuclear power plants arises or when new reactor concepts can demonstrate proved benefits in terms of safety and cost

FacetGist: Collective Extraction of Document Facets in Large Technical Corpora.

Science.gov (United States)

Siddiqui, Tarique; Ren, Xiang; Parameswaran, Aditya; Han, Jiawei

2016-10-01

Given the large volume of technical documents available, it is crucial to automatically organize and categorize these documents to be able to understand and extract value from them. Towards this end, we introduce a new research problem called Facet Extraction. Given a collection of technical documents, the goal of Facet Extraction is to automatically label each document with a set of concepts for the key facets ( e.g. , application, technique, evaluation metrics, and dataset) that people may be interested in. Facet Extraction has numerous applications, including document summarization, literature search, patent search and business intelligence. The major challenge in performing Facet Extraction arises from multiple sources: concept extraction, concept to facet matching, and facet disambiguation. To tackle these challenges, we develop FacetGist, a framework for facet extraction. Facet Extraction involves constructing a graph-based heterogeneous network to capture information available across multiple local sentence-level features, as well as global context features. We then formulate a joint optimization problem, and propose an efficient algorithm for graph-based label propagation to estimate the facet of each concept mention. Experimental results on technical corpora from two domains demonstrate that Facet Extraction can lead to an improvement of over 25% in both precision and recall over competing schemes.

Seeking missing pieces in science concept assessments: Reevaluating the Brief Electricity and Magnetism Assessment through Rasch analysis

Directory of Open Access Journals (Sweden)

Lin Ding

2014-02-01

Full Text Available Discipline-based science concept assessments are powerful tools to measure learners’ disciplinary core ideas. Among many such assessments, the Brief Electricity and Magnetism Assessment (BEMA has been broadly used to gauge student conceptions of key electricity and magnetism (E&M topics in college-level introductory physics courses. Differing from typical concept inventories that focus only on one topic of a subject area, BEMA covers a broad range of topics in the electromagnetism domain. In spite of this fact, prior studies exclusively used a single aggregate score to represent individual students’ overall understanding of E&M without explicating the construct of this assessment. Additionally, BEMA has been used to compare traditional physics courses with a reformed course entitled Matter and Interactions (M&I. While prior findings were in favor of M&I, no empirical evidence was sought to rule out possible differential functioning of BEMA that may have inadvertently advantaged M&I students. In this study, we used Rasch analysis to seek two missing pieces regarding the construct and differential functioning of BEMA. Results suggest that although BEMA items generally can function together to measure the same construct of application and analysis of E&M concepts, several items may need further revision. Additionally, items that demonstrate differential functioning for the two courses are detected. Issues such as item contextual features and student familiarity with question settings may underlie these findings. This study highlights often overlooked threats in science concept assessments and provides an exemplar for using evidence-based reasoning to make valid inferences and arguments.

Seeking missing pieces in science concept assessments: Reevaluating the Brief Electricity and Magnetism Assessment through Rasch analysis

Science.gov (United States)

Ding, Lin

2014-02-01

Discipline-based science concept assessments are powerful tools to measure learners' disciplinary core ideas. Among many such assessments, the Brief Electricity and Magnetism Assessment (BEMA) has been broadly used to gauge student conceptions of key electricity and magnetism (E&M) topics in college-level introductory physics courses. Differing from typical concept inventories that focus only on one topic of a subject area, BEMA covers a broad range of topics in the electromagnetism domain. In spite of this fact, prior studies exclusively used a single aggregate score to represent individual students' overall understanding of E&M without explicating the construct of this assessment. Additionally, BEMA has been used to compare traditional physics courses with a reformed course entitled Matter and Interactions (M&I). While prior findings were in favor of M&I, no empirical evidence was sought to rule out possible differential functioning of BEMA that may have inadvertently advantaged M&I students. In this study, we used Rasch analysis to seek two missing pieces regarding the construct and differential functioning of BEMA. Results suggest that although BEMA items generally can function together to measure the same construct of application and analysis of E&M concepts, several items may need further revision. Additionally, items that demonstrate differential functioning for the two courses are detected. Issues such as item contextual features and student familiarity with question settings may underlie these findings. This study highlights often overlooked threats in science concept assessments and provides an exemplar for using evidence-based reasoning to make valid inferences and arguments.

Science Literacy: Concepts, Contexts, and Consequences

Science.gov (United States)

Snow, Catherine E., Ed.; Dibner, Kenne A., Ed.

2016-01-01

Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science--whether using knowledge or creating it--necessitates some level of familiarity with the enterprise and…

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

Science.gov (United States)

Meredith, Barry D.

2000-01-01

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

Learning Outcomes as a Key Concept in Policy Documents throughout Policy Changes

Science.gov (United States)

Prøitz, Tine Sophie

2015-01-01

Learning outcomes can be considered to be a key concept in a changing education policy landscape, enhancing aspects such as benchmarking and competition. Issues relating to concepts of performance have a long history of debate within the field of education. Today, the concept of learning outcomes has become central in education policy development,…

Integrated learning of mathematics, science and technology concepts through LEGO/Logo projects

Science.gov (United States)

Wu, Lina

This dissertation examined integrated learning in the domains of mathematics, science and technology based on Piaget's constructivism, Papert's constructionism, and project-based approach to education. Ten fifth grade students were involved in a two-month long after school program where they designed and built their own computer-controlled LEGO/Logo projects that required the use of gears, ratios and motion concepts. The design of this study centered on three notions of integrated learning: (1) integration in terms of what educational materials/settings provide, (2) integration in terms of students' use of those materials, and (3) integration in the psychological sense. In terms of the first notion, the results generally showed that the LEGO/Logo environment supported the integrated learning of math, science and technology concepts. Regarding the second notion, the students all completed impressive projects of their own design. They successfully combined gears, motors, and LEGO parts together to create motion and writing control commands to manipulate the motion. But contrary to my initial expectations, their successful designs did not require numerical reasoning about ratios in designing effective gear systems. When they did reason about gear relationships, they worked with "qualitative" ratios, e.g., "a larger driver gear with a smaller driven gear increases the speed." In terms of the third notion of integrated learning, there was evidence in all four case study students of the psychological processes involved in linking mathematical, scientific, and/or technological concepts together to achieve new conceptual units. The students not only made connections between ideas and experiences, but also recognized decisive patterns and relationships in their project work. The students with stronger overall project performances showed more evidence of synthesis than the students with relatively weaker performances did. The findings support the conclusion that all three

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

Science.gov (United States)

McComas, William F.; Nouri, Noushin

2016-08-01

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

Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study

Directory of Open Access Journals (Sweden)

Edward B. Nuhfer

2015-12-01

Full Text Available After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs, we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI. In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science’s way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions’ higher mean SAT and ACT scores. Socioeconomic factors of a first-generation student, b English as a native language, and c interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders.

Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study†

Science.gov (United States)

Nuhfer, Edward B.; Cogan, Christopher B.; Kloock, Carl; Wood, Gregory G.; Goodman, Anya; Delgado, Natalie Zayas; Wheeler, Christopher W.

2016-01-01

After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science’s way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions’ higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders. PMID:27047612

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

Science.gov (United States)

Harvey, Robert Christopher

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

Science Fiction and Science Education.

Science.gov (United States)

Cavanaugh, Terence

2002-01-01

Uses science fiction films such as "Jurassic Park" or "Anaconda" to teach science concepts while fostering student interest. Advocates science fiction as a teaching tool to improve learning and motivation. Describes how to use science fiction in the classroom with the sample activity Twister. (YDS)

Interdisciplinary Approaches at Institutions of Higher Education: Teaching Information Systems Concepts to Students of Non-Computer Science Programs

Directory of Open Access Journals (Sweden)

Roland Schwald

2011-07-01

Full Text Available The aim of this paper is to present a curriculum development concept for teaching information systems content to students enrolled in non-computer science programs by presenting examples from the Business Administration programs at Albstadt-Sigmaringen University, a state university located in Southern Germany. The main focus of this paper therefore is to describe this curriculum development concept. Since this concept involves two disciplines, i.e. business administration and computer science, the author argues that it is necessary to define the roles of one discipline for the other and gives an example on how this could be done. The paper acknowledges that the starting point for the development of a curriculum such as one for a business administration program will be the requirements of the potential employers of the graduates. The paper continues to recommend the assignment of categorized skills and qualifications, such as knowledge, social, methodological, and decision making skills to the different parts of the curricula in question for the development of such a curriculum concept. After the mapping of skills and courses the paper describes how specific information systems can be used in courses, especially those with a specific focus on methodological skills. Two examples from Albstadt-Sigma-ringen University are being given. At the end of the paper the author explains the implications and limitations of such a concept, especially for programs that build on each other, as is the case for some Bachelor and Master programs. The paper concludes that though some elements of this concept are transferable, it is still necessary that every institution of higher education has to take into consideration its own situation to develop curricula concepts. It provides recommendations what issues every institution should solve for itself.

Using pattern structures to support information retrieval with Formal Concept Analysis

OpenAIRE

Codocedo , Victor; Lykourentzou , Ioanna; Astudillo , Hernan; Napoli , Amedeo

2013-01-01

International audience; In this paper we introduce a novel approach to information retrieval (IR) based on Formal Concept Analysis (FCA). The use of concept lattices to support the task of document retrieval in IR has proven effective since they allow querying in the space of terms modelled by concept intents and navigation in the space of documents modelled by concept extents. However, current approaches use binary representations to illustrate the relations between documents and terms (''do...

The IAEA library and documentation services

International Nuclear Information System (INIS)

1963-01-01

The library was established in 1958 and has since acquired a large and steadily increasing collection of nuclear science literature. The collection can be divided into three broad categories: (a) books, (b) periodicals, and (c) technical reports and official documents. There are at present approximately 19000 books in the library. The books cover all aspects of nuclear science and technology as well as some relevant branches of economics, law and other subjects. In addition, there are numerous reference books, both on science and on other subjects related to the work of the Agency. The library receives 7 00 periodicals, mostly of a scientific or technical nature. Sixty-three per cent of the periodicals are obtained by subscription and some 30 per cent as presentation copies. The rest of the periodicals are received under an exchange of publications. Of particular interest to research workers is a comprehensive collection of abstracting journals. The technical reports and documents are usually obtained from Member Governments and other international organizations, including the United Nations and the specialized agencies. There are nearly 50 000 reports, some 30 000 of which are on microcards. As international organizations and Member States supply the library with their documents and other publications on atomic energy on a routine basis, the collection in the library now represents much of the world's unclassified material on different branches of nuclear science and technology. The library also possesses about 5000 reprints and translations of technical reports

Clinical caring science as a scientific discipline.

Science.gov (United States)

Rehnsfeldt, Arne; Arman, Maria; Lindström, Unni Å

2017-09-01

Clinical caring science will be described from a theory of science perspective. The aim of this theoretical article to give a comprehensive overview of clinical caring science as a human science-based discipline grounded in a theory of science argumentation. Clinical caring science seeks idiographic or specific variations of the ontology, concepts and theories, formulated by caring science. The rationale is the insight that the research questions do not change when they are addressed in different contexts. The academic subject contains a concept order with ethos concepts, core and basic concepts and practice concepts that unites systematic caring science with clinical caring science. In accordance with a hermeneutic tradition, the idea of the caring act is based on the degree to which the theory base is hermeneutically appropriated by the caregiver. The better the ethos, essential concepts and theories are understood, the better the caring act can be understood. In order to understand the concept order related to clinical caring science, an example is given from an ongoing project in a disaster context. The concept order is an appropriate way of making sense of the essence of clinical caring science. The idea of the concept order is that concepts on all levels need to be united with each other. A research project in clinical caring science can start anywhere on the concept order, either in ethos, core concepts, basic concepts, practice concepts or in concrete clinical phenomena, as long as no parts are locked out of the concept order as an entity. If, for example, research on patient participation as a phenomenon is not related to core and basic concepts, there is a risqué that the research becomes meaningless. © 2016 Nordic College of Caring Science.

Sound Science

Science.gov (United States)

Sickel, Aaron J.; Lee, Michele H.; Pareja, Enrique M.

2010-01-01

How can a teacher simultaneously teach science concepts through inquiry while helping students learn about the nature of science? After pondering this question in their own teaching, the authors developed a 5E learning cycle lesson (Bybee et al. 2006) that concurrently embeds opportunities for fourth-grade students to (a) learn a science concept,…

The beneficial effect of Tai Chi on self-concept in adolescents.

Science.gov (United States)

Bao, Xueming; Jin, Kaimin

2015-03-01

Previous research has documented the beneficial effect of Tai Chi, but most of the studies focused on elders and patients with specific health conditions. The aim of the study was to test whether Tai Chi can help to improve self-concept in adolescents with a longitudinal study. The sample comprised 160 students from a Chinese middle school; half of students formed the experimental group and the rest formed the control group. A 1-year Tai Chi intervention was delivered in 60-minute sessions, five times a week. Both groups were instructed to complete the measure of self-concept at the beginning and end of the intervention. Statistical analysis shows the significant reduction of good behaviour, intellectual and school status, popularity and anxiety in the experimental group compared with the control group. The results suggest that the Tai Chi intervention could improve self-concept in adolescents. © 2014 International Union of Psychological Science.

The ACRL framework for information literacy in higher education: implications for health sciences librarianship.

Science.gov (United States)

Knapp, Maureen; Brower, Stewart

2014-01-01

The Association of College and Research Libraries is developing a new framework of information literacy concepts that will revise and replace the previously adopted standards. This framework consists of six threshold concepts that are more flexible than the original standards, and that work to identify both the function and the feelings behind information literacy education practices. This column outlines the new tentative framework with an eye toward its implications for health sciences libraries, and suggests ways the medical library community might work with this new document.

Neo-Liberal Individualism and a New Essentialism: A Comparison of Two Australian Curriculum Documents

Science.gov (United States)

Smith, Dorothy V.

2011-01-01

This article explores a significant shift in the science curriculum in Victoria, Australia, in the mid-1990s by using the idea of essentialism to compare two science curriculum documents that span the shift. The accounts given in these documents of desirable approaches to teaching science, science itself and the proper scope of curriculum, are…

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.

Rancang Bangun Perpustakaan Digital Berbasis Document Management System pada Fakultas Ilmu Komputer UNSIKA

Directory of Open Access Journals (Sweden)

Yayan Gustiana

2018-05-01

Full Text Available A book is a reading tool for everyone, it is very important for an institution to keep knowledge going and generate new knowledge. In the library of the Faculty of Computer Science Unsika, one of the obstacles that is the library space where the books are less adequate and difficult to find the title of research for final students because the title should not be the same. Development of a library with Document Management System based is a method in solving the problem, it is expected to provide solutions in achieving a document management. Can accommodate all books uploaded by users, given permissions and speed in the deployment to all users. Development of this modeling tool using the method. Which is in accordance with the wishes of customers. Database storage using MySQL, Object Oriented Programming (OOP programming language using the Code Igniter (CI framework. Based on the results of simple random sampling of 35 respondents 86.80% say agree to the digital library. the concept of document management system required large storage media, server and good local connectivity. This function can also be a stepping stone to do research.

Repositioning Information Science.

OpenAIRE

Ibekwe-Sanjuan , Fidelia; Buckland , Michael; Latham , Kiersten

2010-01-01

International audience; During the twentieth century there was a strong desire for information studies to become scientific, to move from librarianship, bibliography, and documentation to an information science. In 1968 the American Documentation Institute was renamed American Society for Information Science. By the twenty-first century, however, departments of (library and) information science had turned instead towards the social sciences, but have not been successful in providing a coheren...

Integrating international relations and environmental science course concepts through an interactive world politics simulation

Science.gov (United States)

Straub, K. H.; Kesgin, B.

2012-12-01

During the fall 2012 semester, students in two introductory courses at Susquehanna University - EENV:101 Environmental Science and POLI:131 World Affairs - will participate together in an online international relations simulation called Statecraft (www.statecraftsim.com). In this strategy game, students are divided into teams representing independent countries, and choose their government type (democracy, constitutional monarchy, communist totalitarian, or military dictatorship) and two country attributes (industrial, green, militaristic, pacifist, or scientific), which determine a set of rules by which that country must abide. Countries interact over issues such as resource distribution, war, pollution, immigration, and global climate change, and must also keep domestic political unrest to a minimum in order to succeed in the game. This simulation has typically been run in political science courses, as the goal is to allow students to experience the balancing act necessary to maintain control of global and domestic issues in a dynamic, diverse world. This semester, environmental science students will be integrated into the simulation, both as environmental advisers to each country and as independent actors representing groups such as Greenpeace, ExxonMobil, and UNEP. The goal in integrating the two courses in the simulation is for the students in each course to gain both 1) content knowledge of certain fundamental material in the other course, and 2) a more thorough, applied understanding of the integrated nature of the two subjects. Students will gain an appreciation for the multiple tradeoffs that decision-makers must face in the real world (economy, resources, pollution, health, defense, etc.). Environmental science students will link these concepts to the traditional course material through a "systems thinking" approach to sustainability. Political science students will face the challenges of global climate change and gain an understanding of the nature of

3. THE NATIONAL ACADEMIC UNCONSCIOUS IN QUESTION. HISTORY OF CONCEPTS, HISTORICAL SEMANTICS, CRITICAL SOCIOLOGY OF LEXICAL USAGE WITHIN THE SOCIAL SCIENCES

Directory of Open Access Journals (Sweden)

Olivier Christin

2013-08-01

Full Text Available A few years ago, together with Franz Schultheis, of the University of Saint-Gallen and coordinator of the social sciences network ESSE, we chose to study the international circulation of the categories and concepts that are in use in European social sciences. With the publication of the Dictionnaire des concepts  nomades (“Dictionary of nomadic concepts”, that includes only a small number of quite lengthy entries, what we tried to propose were not ready-made solutions, or vademecums for the comparative academic, but a series of questions, or rather the means to ask crucial questions for anyone who practises history, political science, history of economic ideas, or comparative sociology. We did so with two considerations in mind: one political, and the other academic, both of which I will evoke in turn in this paper.

The use of CD-ROMs for storage and document delivery at the British Library Document Supply Centre

International Nuclear Information System (INIS)

Bradbury, D.

1990-05-01

The British Library Document Supply Centre (BLDSC) has been in the forefront of international document delivery for 20 years. During the last 5 years it has been very actively involved in the ADONIS Project, through which the full text of some 200 journals in the life sciences have been stored, accessed, and delivered through the medium of CD-ROM. The BLDSC's involvement in this project is described and indications of the lessons learned and of the implications for international document delivery systems in the future are given. (author)

The use of CD-ROMs for storage and document delivery at the British Library Document Supply Centre

Energy Technology Data Exchange (ETDEWEB)

Bradbury, D [British Library Document Supply Centre, Boston SPA (United Kingdom)

1990-05-01

The British Library Document Supply Centre (BLDSC) has been in the forefront of international document delivery for 20 years. During the last 5 years it has been very actively involved in the ADONIS Project, through which the full text of some 200 journals in the life sciences have been stored, accessed, and delivered through the medium of CD-ROM. The BLDSC`s involvement in this project is described and indications of the lessons learned and of the implications for international document delivery systems in the future are given. (author).

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

Science.gov (United States)

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

2018-05-01

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

A Citizen-Science Study Documents Environmental Exposures and Asthma Prevalence in Two Communities

Directory of Open Access Journals (Sweden)

Samantha Eiffert

2016-01-01

Full Text Available A citizen-science study was conducted in two low-income, flood-prone communities in Atlanta, Georgia, in order to document environmental exposures and the prevalence of occupant asthma. Teams consisting of a public-health graduate student and a resident from one of the two communities administered a questionnaire, inspected residences for mold growth, and collected a dust sample for quantifying mold contamination. The dust samples were analyzed for the 36 molds that make up the Environmental Relative Moldiness Index (ERMI. Most residents (76% were renters. The median duration of residence was 2.5 years. Although only 12% of occupants reported a history of flooding, 46% reported at least one water leak. Homes with visible mold (35% had significantly (P<0.05 higher mean ERMI values compared to homes without (14.0 versus 9.6. The prevalence of self-reported, current asthma among participants was 14%. In logistic regression models controlling for indoor smoking, among participants residing at their current residence for two years or less, a positive association was observed between asthma and the homes’ ERMI values (adjusted odds ratio per unit increase in ERMI = 1.12, 95% confidence intervals (CI: 1.01–1.25; two-tailed P=0.04. Documentation of the exposures and asthma prevalence has been presented to the communities and public officials. Community-based organizations have taken responsibility for planning and implementing activities in response to the study findings.

A methodology for semiautomatic taxonomy of concepts extraction from nuclear scientific documents using text mining techniques; Metodologia para extracao semiautomatica de uma taxonomia de conceitos a partir da producao cientifica da area nuclear utilizando tecnicas de mineracao de textos

Energy Technology Data Exchange (ETDEWEB)

Braga, Fabiane dos Reis

2013-07-01

This thesis presents a text mining method for semi-automatic extraction of taxonomy of concepts, from a textual corpus composed of scientific papers related to nuclear area. The text classification is a natural human practice and a crucial task for work with large repositories. The document clustering technique provides a logical and understandable framework that facilitates the organization, browsing and searching. Most clustering algorithms using the bag of words model to represent the content of a document. This model generates a high dimensionality of the data, ignores the fact that different words can have the same meaning and does not consider the relationship between them, assuming that words are independent of each other. The methodology presents a combination of a model for document representation by concepts with a hierarchical document clustering method using frequency of co-occurrence concepts and a technique for clusters labeling more representatives, with the objective of producing a taxonomy of concepts which may reflect a structure of the knowledge domain. It is hoped that this work will contribute to the conceptual mapping of scientific production of nuclear area and thus support the management of research activities in this area. (author)

Workshop Summary Proceedings Document: G7 Alliance on Resource Efficiency: U.S.-hosted Workshop on the Use of Life Cycle Concepts in Supply Chain Management to Achieve Resource Efficiency

Science.gov (United States)

This proceedings document summarizes prepared remarks, presentations and discussions from the G7 Alliance on Resource Efficiency: U.S.-hosted Workshop on the Use of Life Cycle Concepts in Supply Chain Management to Achieve Resource Efficiency.

Advanced Air Transportation Technologies Project, Final Document Collection

Science.gov (United States)

Mogford, Richard H.; Wold, Sheryl (Editor)

2008-01-01

This CD ROM contains a compilation of the final documents of the Advanced Air Transportation Technologies (AAIT) project, which was an eight-year (1996 to 2004), $400M project managed by the Airspace Systems Program office, which was part of the Aeronautics Research Mission Directorate at NASA Headquarters. AAIT focused on developing advanced automation tools and air traffic management concepts that would help improve the efficiency of the National Airspace System, while maintaining or enhancing safety. The documents contained in the CD are final reports on AAIT tasks that serve to document the project's accomplishments over its eight-year term. Documents include information on: Advanced Air Transportation Technologies, Autonomous Operations Planner, Collaborative Arrival Planner, Distributed Air/Ground Traffic Management Concept Elements 5, 6, & 11, Direct-To, Direct-To Technology Transfer, Expedite Departure Path, En Route Data Exchange, Final Approach Spacing Tool - (Active and Passive), Multi-Center Traffic Management Advisor, Multi Center Traffic Management Advisor Technology Transfer, Surface Movement Advisor, Surface Management System, Surface Management System Technology Transfer and Traffic Flow Management Research & Development.

Concept-Cartoons as a Tool to Evoke and Analyze Pupils Judgments in Social Science Education

Directory of Open Access Journals (Sweden)

Felix Fenske

2011-10-01

Full Text Available The following contribution makes an effort to place the concept-cartoon-method into the context of social science education. Concept-cartoons (CCs enable teachers to use the everyday life experiences and individual thoughts of the pupils as a positive enrichment tool within the learning processes. In this context, CCs are very suitable to function as a method to gain information about both the existing mental conceptions and the individual political judgment strategies. Through this, it is possible to put everyday life concepts and scientific knowledge in a constructive relationship, which finally enhances new learning objectives. First the article highlights the relevance of pupils’ and teachers` concepts for judgment processes. On this basis the method of CCs is introduced and evaluated.Der folgende Artikel beschäftigt sich mit den Möglichkeiten des methodischen Einsatzes von Concept-Cartoons im Rahmen sozialwissenschaftlichen Unterrichts. Als Instrumentarium zur Diagnose von Schülervorstellungen und individuellen Urteilsstrategien, bieten Comic-Cartoons den Lehrkräften die Möglichkeit, den Unterricht entlang dieser lernrelevanten Perspektiven zu gestalten. Durch die konstruktive Verknüpfung von Alltagskonzepten und Fachkonzepten können auf diese Weise neue Chancen für nachhaltige Lehr- und Lernprozesse erschlossen werden. Innerhalb dieses Beitrags wird zunächst die Bedeutung von Schülervorstellungen und vorfachlichen Urteilsstrategien für wirksamen sozialwissenschaftlichen Unterricht geklärt. Im Anschluss erfolgt eine Einführung in die Methode „Concept-Cartoons“. Abschließend werden exemplarisch drei von den Autoren gestaltete Cartoons vorgestellt.

Critical Phenomena in Natural Sciences: Chaos, Fractals, Selforganization and Disorder: Concepts and Tools

International Nuclear Information System (INIS)

Franz, S

2004-01-01

Since the discovery of the renormalization group theory in statistical physics, the realm of applications of the concepts of scale invariance and criticality has pervaded several fields of natural and social sciences. This is the leitmotiv of Didier Sornette's book, who in Critical Phenomena in Natural Sciences reviews three decades of developments and applications of the concepts of criticality, scale invariance and power law behaviour from statistical physics, to earthquake prediction, ruptures, plate tectonics, modelling biological and economic systems and so on. This strongly interdisciplinary book addresses students and researchers in disciplines where concepts of criticality and scale invariance are appropriate: mainly geology from which most of the examples are taken, but also engineering, biology, medicine, economics, etc. A good preparation in quantitative science is assumed but the presentation of statistical physics principles, tools and models is self-contained, so that little background in this field is needed. The book is written in a simple informal style encouraging intuitive comprehension rather than stressing formal derivations. Together with the discussion of the main conceptual results of the discipline, great effort is devoted to providing applied scientists with the tools of data analysis and modelling necessary to analyse, understand, make predictions and simulate systems undergoing complex collective behaviour. The book starts from a purely descriptive approach, explaining basic probabilistic and geometrical tools to characterize power law behaviour and scale invariant sets. Probability theory is introduced by a detailed discussion of interpretative issues warning the reader on the use and misuse of probabilistic concepts when the emphasis is on prediction of low probability rare - and often catastrophic - events. Then, concepts that have proved useful in risk evaluation, extreme value statistics, large limit theorems for sums of independent

The Chicago Consensus on Sustainable Food Systems Science.

Science.gov (United States)

Drewnowski, Adam

2017-01-01

As participants at the Ecosystem Inception Meeting convened by the Global Dairy Platform and held in Chicago in June 2016, we have identified some concepts as central to the study of food systems science. Following the definition developed by the Food and Agriculture Organization for sustainable diets, the food supply needs to provide foods that are healthy and safe, affordable, culturally acceptable, and with low impact on the environment. Therefore, the four main domains of sustainable food systems science can be described as health, economics, society, and the environment. Food systems science needs to embrace and engage with all relevant allied disciplines that may include environmental health sciences, epidemiology, geography, history, sociology, anthropology, business, and political science. Research and training in food systems science, both domestic and international, would benefit from a set of competencies, from more extensive research networks, and from more public-private engagement. This document builds on major advances in the area of food system research, training, and practice, already achieved by individuals, institutions, foundations, and local and national governments.

The Chicago Consensus on Sustainable Food Systems Science

Directory of Open Access Journals (Sweden)

Adam Drewnowski

2018-04-01

Full Text Available As participants at the Ecosystem Inception Meeting convened by the Global Dairy Platform and held in Chicago in June 2016, we have identified some concepts as central to the study of food systems science. Following the definition developed by the Food and Agriculture Organization for sustainable diets, the food supply needs to provide foods that are healthy and safe, affordable, culturally acceptable, and with low impact on the environment. Therefore, the four main domains of sustainable food systems science can be described as health, economics, society, and the environment. Food systems science needs to embrace and engage with all relevant allied disciplines that may include environmental health sciences, epidemiology, geography, history, sociology, anthropology, business, and political science. Research and training in food systems science, both domestic and international, would benefit from a set of competencies, from more extensive research networks, and from more public–private engagement. This document builds on major advances in the area of food system research, training, and practice, already achieved by individuals, institutions, foundations, and local and national governments.

Charting a Course to Earth System Science Literacy

Science.gov (United States)

Karsten, J. L.; Koch, L.; Ridky, R.; Wei, M.; Ladue, N.

2008-12-01

Public literacy of fundamental ideas in Earth System Science (ESS) is immensely important, both because of its relevance to the daily lives of individual citizens and the role played by informed policy decisions related to water, energy, climate change, and hazards in securing our Nation's well-being and prosperity. The National Science Education Standards (NRC, 1996) argued that topics which comprise ESS also have tremendous value in providing context and meaning for the teaching of Biology, Chemistry, and Physics concepts and their applications, thereby serving the goals of the America COMPETES Act. Yet, as documented in the 2006 Program for International Student Assessment (PISA) results, the U.S. continues to lag significantly behind other developed nations in science literacy. A major obstacle to improving public ESS literacy, specifically, and strengthening science literacy, in general, is the fact that fewer than 30% of students in U.S. high schools take any courses related to ESS. Often, these courses are taught by teachers with limited preparation in this content area. A new grass-roots movement within the geoscience research and education communities, fueled by interagency collaboration, is seeking to overcome these obstacles and steer a new course for ESS education in the Nation. The Earth System Science Literacy Initiative (ESSLI) builds on recent efforts within portions of the geosciences community to reach consensus on what defines scientific literacy within their fields. Individual literacy frameworks now exist for the ocean, atmospheric science, Earth science, and climate topic areas, and others are under development. The essential principles and fundamental concepts articulated in these frameworks provide consistent core messages that can be delivered and reinforced not only through formal education channels, but also through informal education activities and the media, thereby avoiding the inherent obstacles of the formal education setting

Tannery and Duhem on the concept of a system in the history of philosophy and history of science

DEFF Research Database (Denmark)

Catana, Leo

2011-01-01

historical disciplines, creating the impression that they were mutually independent. Modern commentators have tended to take these declarations at face value. This article argues that Tannery and Duhem, some of the first historians of science, transferred historiographical concepts from history of philosophy...

Quality improvement in clinical documentation: does clinical governance work?

Directory of Open Access Journals (Sweden)

Dehghan M

2013-12-01

Full Text Available Mahlegha Dehghan,1 Dorsa Dehghan,2 Akbar Sheikhrabori,3 Masoume Sadeghi,4 Mehrdad Jalalian5 1Department of Medical Surgical Nursing, School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, 2Department of Pediatric Nursing, School of Nursing and Midwifery, Islamic Azad University Kerman Branch, Kerman, 3Department of Medical Surgical Nursing, School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, 4Research Center for Modeling in Health, Institute of Futures Studies in Health, Kerman University of Medical Sciences, Kerman, 5Electronic Physician Journal, Mashhad, Iran Introduction: The quality of nursing documentation is still a challenge in the nursing profession and, thus, in the health care industry. One major quality improvement program is clinical governance, whose mission is to continuously improve the quality of patient care and overcome service quality problems. The aim of this study was to identify whether clinical governance improves the quality of nursing documentation. Methods: A quasi-experimental method was used to show nursing documentation quality improvement after a 2-year clinical governance implementation. Two hundred twenty random nursing documents were assessed structurally and by content using a valid and reliable researcher made checklist. Results: There were no differences between a nurse's demographic data before and after 2 years (P>0.05 and the nursing documentation score did not improve after a 2-year clinical governance program. Conclusion: Although some efforts were made to improve nursing documentation through clinical governance, these were not sufficient and more attempts are needed. Keywords: nursing documentation, clinical governance, quality improvement, nursing record

Examining the Big-Fish-Little-Pond Effect on Students' Self-Concept of Learning Science in Taiwan Based on the TIMSS Databases

Science.gov (United States)

Liou, Pey-Yan

2014-01-01

The purpose of this study is to examine the relationship between student self-concept and achievement in science in Taiwan based on the big-fish-little-pond effect (BFLPE) model using the Trends in International Mathematics and Science Study (TIMSS) 2003 and 2007 databases. Hierarchical linear modeling was used to examine the effects of the…

Engagement as a Threshold Concept for Science Education and Science Communication

Science.gov (United States)

McKinnon, Merryn; Vos, Judith

2015-01-01

Science communication and science education have the same overarching aim--to engage their audiences in science--and both disciplines face similar challenges in achieving this aim. Knowing how to effectively engage their "audiences" is fundamental to the success of both. Both disciplines have well-developed research fields identifying…

The Materials science and it application in the study of historical documents

International Nuclear Information System (INIS)

Rodriguez L, V.; Arenas A, J.; Sotelo S, L.E.; Mendoza A, D.

2005-01-01

Antique manuscripts wrote before and after of conquest of Mexico have enormous values, for they constitute, in many cases, the only source of important events before and after of the New Spain conquest. Therefore the studies and conservation by adequate methods are very important to guarantee their existence for a long time. The Material Science has attained an increasingly important role in historical manuscripts analysis and preservation, since thanks to this have been incorporated analytic techniques more sensitive and less more destructive of documents. As example, in this work we present a study on some historical manuscripts (Grolier and Techialoyan codices and books of XVI and XIX centuries) using techniques as Low Vacuum Scanning Electron Microscopy (LV-Sem), Energy Dispersive X-ray Spectroscopy (EDS), Fourier Transformed Infrared Spectroscopy (Ftir), tensile stress probes and the use of gamma irradiation as sterilization method. A discussion about suffered detriment due to not controlled microorganism growth and environmental exposition since they were created and the cautions taken in this study are presented. (Author)

A Study of the Relationship Between Nurses’ Professional Self-Concept and Professional Ethics in Hospitals Affiliated to Jahrom University of Medical Sciences, Iran

Science.gov (United States)

Parandavar, Nehleh; Rahmanian, Afifeh; Jahromi, Zohreh Badiyepeymaie

2016-01-01

Background: Commitment to ethics usually results in nurses’ better professional performance and advancement. Professional self-concept of nurses refers to their information and beliefs about their roles, values, and behaviors. The objective of this study is to analyze the relationship between nurses’ professional self-concept and professional ethics in hospitals affiliated to Jahrom University of Medical Sciences. Methods: This cross sectional-analytical study was conducted in 2014. The 270 participants were practicing nurses and head-nurses at the teaching hospitals of Peimanieh and Motahari in Jahrom University of Medical Science. Sampling was based on sencus method. Data was collected using Cowin's Nurses’ self-concept questionnaire (NSCQ) and the researcher-made questionnaire of professional ethics. Results: The average of the sample's professional self-concept score was 6.48±0.03 out of 8. The average of the sample's commitment to professional ethics score was 4.08±0.08 out of 5. Based on Pearson's correlation test, there is a significant relationship between professional ethics and professional self-concept (P=0.01, r=0.16). Conclusion: In view of the correlation between professional self-concept and professional ethics, it is recommended that nurses’ self-concept, which can boost their commitment to ethics, be given more consideration. PMID:26573035

A Study of the Relationship Between Nurses' Professional Self-Concept and Professional Ethics in Hospitals Affiliated to Jahrom University of Medical Sciences, Iran.

Science.gov (United States)

Parandavar, Nehleh; Rahmanian, Afifeh; Badiyepeymaie Jahromi, Zohreh

2015-07-31

Commitment to ethics usually results in nurses' better professional performance and advancement. Professional self-concept of nurses refers to their information and beliefs about their roles, values, and behaviors. The objective of this study is to analyze the relationship between nurses' professional self-concept and professional ethics in hospitals affiliated to Jahrom University of Medical Sciences. This cross sectional-analytical study was conducted in 2014. The 270 participants were practicing nurses and head-nurses at the teaching hospitals of Peimanieh and Motahari in Jahrom University of Medical Science. Sampling was based on sencus method. Data was collected using Cowin's Nurses' self-concept questionnaire (NSCQ) and the researcher-made questionnaire of professional ethics. The average of the sample's professional self-concept score was 6.48±0.03 out of 8. The average of the sample's commitment to professional ethics score was 4.08±0.08 out of 5. Based on Pearson's correlation test, there is a significant relationship between professional ethics and professional self-concept (P=0.01, r=0.16). In view of the correlation between professional self-concept and professional ethics, it is recommended that nurses' self-concept, which can boost their commitment to ethics, be given more consideration.

A Comparative Study of the Professional and Curricular Conceptions of the Secondary Education Science Teacher in Spain

Science.gov (United States)

del Pozo, Martin R.; Martinez-Aznar, M.; Rodrigo, M.; Varela, P.

2004-01-01

This article presents a comparison between the professional and curricular conceptions of two samples of secondary education science teachers in Spain, who differed in their years of teaching experience and in whether or not they had participated in a long-duration scientific-pedagogical refresher course. Using the data from their responses to a…

‘Sometimes They Are Fun and Sometimes They Are Not’: Concept Mapping with English Language Acquisition (ELA and Gifted/Talented (GT Elementary Students Learning Science and Sustainability

Directory of Open Access Journals (Sweden)

Katrina Marzetta

2018-01-01

Full Text Available This study presents an ‘education for sustainability’ curricular model which promotes science learning in an elementary classroom through equity pedagogy. A total of 25 fourth-grade students from an urban, public school in Denver, Colorado participated in this mixed-methods study where concept maps were used as a tool for describing and assessing students’ understanding of ecosystem interactions. Concept maps provide a more holistic, systems-based assessment of science learning in a sustainability curriculum. The concept maps were scored and analyzed using SPSS to investigate potential differences in learning gains of English Language Acquisition (ELA and Gifted/Talented (GT students. Interviews were conducted after the concept maps were administered, then transcribed and inductively coded to generate themes related to science learning. Interviews also encouraged students to explain their drawings and provided a more accurate interpretation of the concept maps. Findings revealed the difference between pre- and post-concept map scores for ELA and GT learners were not statistically significant. Students also demonstrated an increased knowledge of ecosystem interactions during interviews. Concept maps, as part of an education for sustainability curriculum, can promote equity by providing diverse learners with different—yet equally valid—outlets to express their scientific knowledge.

Small Aircraft Transportation System Higher Volume Operations Concept

Science.gov (United States)

Abbott, Terence S.; Consiglio, Maria C.; Baxley, Brian T.; Williams, Daniel M.; Jones, Kenneth M.; Adams, Catherine A.

2006-01-01

This document defines the Small Aircraft Transportation System (SATS) Higher Volume Operations concept. The general philosophy underlying this concept is the establishment of a newly defined area of flight operations called a Self-Controlled Area (SCA). Within the SCA, pilots would take responsibility for separation assurance between their aircraft and other similarly equipped aircraft. This document also provides details for a number of off-nominal and emergency procedures which address situations that could be expected to occur in a future SCA. The details for this operational concept along with a description of candidate aircraft systems to support this concept are provided.

Document Models

Directory of Open Access Journals (Sweden)

A.A. Malykh

2017-08-01

Full Text Available In this paper, the concept of locally simple models is considered. Locally simple models are arbitrarily complex models built from relatively simple components. A lot of practically important domains of discourse can be described as locally simple models, for example, business models of enterprises and companies. Up to now, research in human reasoning automation has been mainly concentrated around the most intellectually intensive activities, such as automated theorem proving. On the other hand, the retailer business model is formed from ”jobs”, and each ”job” can be modelled and automated more or less easily. At the same time, the whole retailer model as an integrated system is extremely complex. In this paper, we offer a variant of the mathematical definition of a locally simple model. This definition is intended for modelling a wide range of domains. Therefore, we also must take into account the perceptual and psychological issues. Logic is elitist, and if we want to attract to our models as many people as possible, we need to hide this elitism behind some metaphor, to which ’ordinary’ people are accustomed. As such a metaphor, we use the concept of a document, so our locally simple models are called document models. Document models are built in the paradigm of semantic programming. This allows us to achieve another important goal - to make the documentary models executable. Executable models are models that can act as practical information systems in the described domain of discourse. Thus, if our model is executable, then programming becomes redundant. The direct use of a model, instead of its programming coding, brings important advantages, for example, a drastic cost reduction for development and maintenance. Moreover, since the model is well and sound, and not dissolved within programming modules, we can directly apply AI tools, in particular, machine learning. This significantly expands the possibilities for automation and

Digitization of medical documents: an X-Windows application for fast scanning.

Science.gov (United States)

Muñoz, A; Salvador, C H; Gonzalez, M A; Dueñas, A

1992-01-01

This paper deals with digitization, using a commercial scanner, of medical documents as still images for introduction into a computer-based Information System. Document management involves storing, editing and transmission. This task has usually been approached from the perspective of the difficulties posed by radiologic images because of their indisputable qualitative and quantitative significance. However, healthcare activities require the management of many other types of documents and involve the requirements of numerous users. One key to document management will be the availability of a digitizer to deal with the greatest possible number of different types of documents. This paper describes the relevant aspects of documents and the technical specifications that digitizers must fulfill. The concept of document type is introduced as the ideal set of digitizing parameters for a given document. The use of document type parameters can drastically reduce the time the user spends in scanning sessions. Presentation is made of an application based on Unix, X-Windows and OSF/Motif, with a GPIB interface, implemented around the document type concept. Finally, the results of the evaluation of the application are presented, focusing on the user interface, as well as on the viewing of color images in an X-Windows environment and the use of lossy algorithms in the compression of medical images.

The Learning of Science Basic Concept by Using Scientifiq Inquiry to Improve Student’s Thinking, Working, and Scientific Attitude Abilities

Directory of Open Access Journals (Sweden)

Wachidatul Linda Yuhanna

2016-03-01

Full Text Available This research was a classroom action research which was conducted intwo cycles, each cycle consists of planning, implementing, observing, and reflecting. The data used was quantitative data on student observation sheet instruments. The Results of the study which were obtained from the first cycle showed about the students’ thinking skills and scientific works. They were categorized as excellent 18.18%, good 22.73%, enough 52.27%, and sufficiently less 6.82%. As for the scientific attitude with a very active category of 11.36%, 43.18% and less active 45.45%. It has not reached indicators of success, so it was necessary to cycle II. Cycle II demonstrated the excellent category 38.63%, 36.36% good, good enough18.18% and less 6.81%. While the scientific attitude in the cycle II was an active attitude 29.54%, active 54.54%, inactive 15.91%. These results show an increase from the cycle I to cycle II. The conclusion of this study were: 1 learning the basic concepts of science with scientific inquiry in students can be conducible applied.2 Learning the basic concepts of science with scientific inquiry can improve thinking ability and scientific work and students’ scientific attitude. 3 Learning the basic concepts of science with scientific inquiry be able to explore and develop student creativity in designing simple experiments which can be applied in primary schools.

The MPO system for automatic workflow documentation

Energy Technology Data Exchange (ETDEWEB)

Abla, G.; Coviello, E.N.; Flanagan, S.M. [General Atomics, P.O. Box 85608, San Diego, CA 92186-5608 (United States); Greenwald, M. [Massachusetts Institute of Technology, Cambridge, MA 02139 (United States); Lee, X. [General Atomics, P.O. Box 85608, San Diego, CA 92186-5608 (United States); Romosan, A. [Lawrence Berkeley National Laboratory, Berkeley, CA 94720 (United States); Schissel, D.P., E-mail: schissel@fusion.gat.com [General Atomics, P.O. Box 85608, San Diego, CA 92186-5608 (United States); Shoshani, A. [Lawrence Berkeley National Laboratory, Berkeley, CA 94720 (United States); Stillerman, J.; Wright, J. [Massachusetts Institute of Technology, Cambridge, MA 02139 (United States); Wu, K.J. [Lawrence Berkeley National Laboratory, Berkeley, CA 94720 (United States)

2016-11-15

Highlights: • Data model, infrastructure, and tools for data tracking, cataloging, and integration. • Automatically document workflow and data provenance in the widest sense. • Fusion Science as test bed but the system’s framework and data model is quite general. - Abstract: Data from large-scale experiments and extreme-scale computing is expensive to produce and may be used for critical applications. However, it is not the mere existence of data that is important, but our ability to make use of it. Experience has shown that when metadata is better organized and more complete, the underlying data becomes more useful. Traditionally, capturing the steps of scientific workflows and metadata was the role of the lab notebook, but the digital era has resulted instead in the fragmentation of data, processing, and annotation. This paper presents the Metadata, Provenance, and Ontology (MPO) System, the software that can automate the documentation of scientific workflows and associated information. Based on recorded metadata, it provides explicit information about the relationships among the elements of workflows in notebook form augmented with directed acyclic graphs. A set of web-based graphical navigation tools and Application Programming Interface (API) have been created for searching and browsing, as well as programmatically accessing the workflows and data. We describe the MPO concepts and its software architecture. We also report the current status of the software as well as the initial deployment experience.

The MPO system for automatic workflow documentation

International Nuclear Information System (INIS)

Abla, G.; Coviello, E.N.; Flanagan, S.M.; Greenwald, M.; Lee, X.; Romosan, A.; Schissel, D.P.; Shoshani, A.; Stillerman, J.; Wright, J.; Wu, K.J.

2016-01-01

Highlights: • Data model, infrastructure, and tools for data tracking, cataloging, and integration. • Automatically document workflow and data provenance in the widest sense. • Fusion Science as test bed but the system’s framework and data model is quite general. - Abstract: Data from large-scale experiments and extreme-scale computing is expensive to produce and may be used for critical applications. However, it is not the mere existence of data that is important, but our ability to make use of it. Experience has shown that when metadata is better organized and more complete, the underlying data becomes more useful. Traditionally, capturing the steps of scientific workflows and metadata was the role of the lab notebook, but the digital era has resulted instead in the fragmentation of data, processing, and annotation. This paper presents the Metadata, Provenance, and Ontology (MPO) System, the software that can automate the documentation of scientific workflows and associated information. Based on recorded metadata, it provides explicit information about the relationships among the elements of workflows in notebook form augmented with directed acyclic graphs. A set of web-based graphical navigation tools and Application Programming Interface (API) have been created for searching and browsing, as well as programmatically accessing the workflows and data. We describe the MPO concepts and its software architecture. We also report the current status of the software as well as the initial deployment experience.

Concept theory

DEFF Research Database (Denmark)

Hjørland, Birger

2009-01-01

  Concept theory is an extremely broad, interdisciplinary and complex field of research related to many deep fields with very long historical traditions without much consensus. However, information science and knowledge organization cannot avoid relating to theories of concepts. Knowledge...... organizing systems (e.g. classification systems, thesauri and ontologies) should be understood as systems basically organizing concepts and their semantic relations. The same is the case with information retrieval systems. Different theories of concepts have different implications for how to construe......, evaluate and use such systems. Based on "a post-Kuhnian view" of paradigms this paper put forward arguments that the best understanding and classification of theories of concepts is to view and classify them in accordance with epistemological theories (empiricism, rationalism, historicism and pragmatism...

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...

STANDARDIZATION OF MEDICAL DOCUMENT FLOW: PRINCIPLES AND FEATURES

Directory of Open Access Journals (Sweden)

Melentev Vladimir Anatolevich

2013-04-01

Full Text Available In presented article the questions connected with the general concepts and bases of functioning of document flow in borders of any economic object (the enterprise, establishment, the organization are considered. Gostirovanny definition of document flow, classification of types of documentary streams is given. The basic principles of creation of document flow, following which are considered allows to create optimum structure документопотока and nature of movement of documents; interrelation of external and internal influences. Further basic elements of medical document flow are considered; the main problems of medical document flow being, besides, major factors, distinguishing medical document flow from document flow of manufacturing enterprises or other economic objects are specified. From consideration of these problems the conclusion about an initial stage of their decision - standardization of the medical document flow, being, besides, is drawn by the first stage of creation of a common information space of medical branch.

Improving learning with science and social studies text using computer-based concept maps for students with disabilities.

Science.gov (United States)

Ciullo, Stephen; Falcomata, Terry S; Pfannenstiel, Kathleen; Billingsley, Glenna

2015-01-01

Concept maps have been used to help students with learning disabilities (LD) improve literacy skills and content learning, predominantly in secondary school. However, despite increased access to classroom technology, no previous studies have examined the efficacy of computer-based concept maps to improve learning from informational text for students with LD in elementary school. In this study, we used a concurrent delayed multiple probe design to evaluate the interactive use of computer-based concept maps on content acquisition with science and social studies texts for Hispanic students with LD in Grades 4 and 5. Findings from this study suggest that students improved content knowledge during intervention relative to a traditional instruction baseline condition. Learning outcomes and social validity information are considered to inform recommendations for future research and the feasibility of classroom implementation. © The Author(s) 2014.

The Content Analysis, Material Presentation, and Readability of Curriculum 2013 Science Textbook for 1st Semester of Junior High School 7th Grade

Directory of Open Access Journals (Sweden)

Endik Deni Nugroho

2017-07-01

Full Text Available Based on the early observation by researchers of the two Science textbooks 7thGrade about biological material, 1stand 2ndsemester of curriculum 2013, there were errors in the material presentation and legibility. This study aimed to compare and find the contents suitability of the book based on standard of competence and basic competences, readability, materials presentation and supporting material in the science textbook VII grade, 1st and 2nd semester and measured student legibility. This study used a qualitative descriptive approach by using document analysis. The data resources were obtained by using purposive, the data collection was triangulation, data analysis was inductive/qualitative and the results emphasized the meaning. This research results showed that the Integrated Sciences and Sciences textbook 1st and 2nd semester meet the standards of the core competencies and basic competence on the syllabus curriculum 2013 and also meet the books standart. The results of the analysis conducted in misstatement concept and principles and material llustration in the Integrated Science textbook 1st semester were found 5 misstatement concept, for the presentation of the principles and material illustration was found no error. In the book Integrated Sciences there was no delivery errors concept, principle, and material illustration. Science textbook 1st semester found 8 concepts misstatements and 8 illustration material misstatements. In general, Integrated Sciences and Sciences textbooks 1st and 2nd semester are illegibility so not appropriate for students.

Materials science

International Nuclear Information System (INIS)

2002-01-01

the document is a collection of papers on different aspects of materials science. It discusses many items such as semiconductors, surface properties and interfaces, construction and civil engineering, metallic materials, polymers and composites, biology and biomaterials, metallurgy etc.. - 1 - Document1 Document1

Global warming potentials; Part 7 of 7 supporting documents

International Nuclear Information System (INIS)

1994-01-01

This document provides methods to account for the different effects of different gases on the atmosphere. It discusses the rationale and uses for simplified measures to represent human-related effects on climate and provides a brief introduction to a major index, the global warming potential (GWP) index. Appendix 7.A analyzes the science underlying the development of indices for concerns about climate, which is still evolving, evaluates the usefulness of currently available indices, and presents the state of the art for numerical indices and their uncertainties. For concerns about climate, the Intergovernmental Panel on Climate Change (IPCC) has been instrumental in examining relative indices for comparing the radiative influences of greenhouse gases. The IPCC developed the concept of GWPs to provide a simple representation of the relative effects on climate resulting from a unit mass emission of a greenhouse gas. Alternative measures and variations on the definition of GWPs have also been considered and reported

Planetary Science Education - Workshop Concepts for Classrooms and Internships

Science.gov (United States)

Musiol, S.; Rosenberg, H.; Rohwer, G.; Balthasar, H.; van Gasselt, S.

2014-12-01

the Martian surface and presented their results in the end. Extensive handouts and high-quality print material supplemented face-to-face exercises. For the future we plan to expand our workshop concepts, to give students the possibility of conducting a week-long internship with our Planetary Sciences research group.

Lessons learnt from recent citizen science initiatives to document floods in France, Argentina and New Zealand

Directory of Open Access Journals (Sweden)

Le Coz Jérôme

2016-01-01

Full Text Available New communication and digital image technologies have enabled the public to produce and share large quantities of flood observations. Valuable hydraulic data such as water levels, flow rates, inundated areas, etc., can be extracted from photos and movies taken by citizens and help improve the analysis and modelling of flood hazard. We introduce recent citizen science initiatives which have been launched independently by research organisations to document floods in some catchments and urban areas of France, Argentina and New Zealand. Key drivers for success appear to be: a clear and simple procedure, suitable tools for data collecting and processing, an efficient communication plan, the support of local stakeholders, and the public awareness of natural hazards.

Information science and its core concepts

DEFF Research Database (Denmark)

Hjørland, Birger

2013-01-01

One often encounters disagreements in information science (IS) (or library and information science, LIS), even disagreements about what might seem rather trivial questions. Such disagreements range from the designation of the field to questions such as whether IS is an academic discipline or not...... terminological hygiene” may account for some of the disagreements, but basically the problem is seen as a lack of sufficient strong centripetal tendencies keeping the field together....

Documenting success of energy management cost reduction initiatives

International Nuclear Information System (INIS)

Stewart, A.

1993-01-01

The scope of this paper is to offer methods to document energy saving projects. The examples used are based on actual industrial facilities. I will define concepts to be used in the analysis of the industrial work place energy consumption. With the concepts defined we can begin to apply the documentation strategy for some specific examples. Why should we be interested in auditing the results of energy projects? Nearly every industrial facility has embarked on the road to energy efficiency. As one of my plant engineer associates relates open-quotes If all our energy saving programs were working as stated the power company would be paying us.close quotes The underlying principles in this statement are true. Does it mean we as technicians, engineers and managers of energy projects have failed? No, we have however failed to finish the job and document there results. My experience has shown there is good support and enthusiasm for those energy projects we begin. It is also my experience that a well documented successful project provides many levels of satisfaction. Large energy management projects involve a major financial commitment. Documenting the results provides all those who supported the project from finance, management and the technical staff the positive reinforcement to support your future projects. We should begin by defining what an energy audit is and what is the expected result of an audit

Transportation System Concept of Operations

Energy Technology Data Exchange (ETDEWEB)

N. Slater-Thompson

2006-08-16

The Nuclear Waste Policy Act of 1982 (NWPA), as amended, authorized the DOE to develop and manage a Federal system for the disposal of SNF and HLW. OCRWM was created to manage acceptance and disposal of SNF and HLW in a manner that protects public health, safety, and the environment; enhances national and energy security; and merits public confidence. This responsibility includes managing the transportation of SNF and HLW from origin sites to the Repository for disposal. The Transportation System Concept of Operations is the core high-level OCRWM document written to describe the Transportation System integrated design and present the vision, mission, and goals for Transportation System operations. By defining the functions, processes, and critical interfaces of this system early in the system development phase, programmatic risks are minimized, system costs are contained, and system operations are better managed, safer, and more secure. This document also facilitates discussions and understanding among parties responsible for the design, development, and operation of the Transportation System. Such understanding is important for the timely development of system requirements and identification of system interfaces. Information provided in the Transportation System Concept of Operations includes: the functions and key components of the Transportation System; system component interactions; flows of information within the system; the general operating sequences; and the internal and external factors affecting transportation operations. The Transportation System Concept of Operations reflects OCRWM's overall waste management system policies and mission objectives, and as such provides a description of the preferred state of system operation. The description of general Transportation System operating functions in the Transportation System Concept of Operations is the first step in the OCRWM systems engineering process, establishing the starting point for the lower

Effectiveness of fully documented fisheries to estimate discards in a participatory research scheme

DEFF Research Database (Denmark)

Mortensen, Lars O.; Ulrich, Clara; Olesen, Hans Jakob

2017-01-01

A key challenge for fisheries science and management is the access to reliable and verifiable catch data. In science, the challenge is to collect reliable, precise and traceable data to provide sound advice. In management, the challenge is that catch documentation is necessary to enforce regulati......A key challenge for fisheries science and management is the access to reliable and verifiable catch data. In science, the challenge is to collect reliable, precise and traceable data to provide sound advice. In management, the challenge is that catch documentation is necessary to enforce...

The Synthetic Aperture Radar Science Data Processing Foundry Concept for Earth Science

Science.gov (United States)

Rosen, P. A.; Hua, H.; Norton, C. D.; Little, M. M.

2015-12-01

Since 2008, NASA's Earth Science Technology Office and the Advanced Information Systems Technology Program have invested in two technology evolutions to meet the needs of the community of scientists exploiting the rapidly growing database of international synthetic aperture radar (SAR) data. JPL, working with the science community, has developed the InSAR Scientific Computing Environment (ISCE), a next-generation interferometric SAR processing system that is designed to be flexible and extensible. ISCE currently supports many international space borne data sets but has been primarily focused on geodetic science and applications. A second evolutionary path, the Advanced Rapid Imaging and Analysis (ARIA) science data system, uses ISCE as its core science data processing engine and produces automated science and response products, quality assessments and metadata. The success of this two-front effort has been demonstrated in NASA's ability to respond to recent events with useful disaster support. JPL has enabled high-volume and low latency data production by the re-use of the hybrid cloud computing science data system (HySDS) that runs ARIA, leveraging on-premise cloud computing assets that are able to burst onto the Amazon Web Services (AWS) services as needed. Beyond geodetic applications, needs have emerged to process large volumes of time-series SAR data collected for estimation of biomass and its change, in such campaigns as the upcoming AfriSAR field campaign. ESTO is funding JPL to extend the ISCE-ARIA model to a "SAR Science Data Processing Foundry" to on-ramp new data sources and to produce new science data products to meet the needs of science teams and, in general, science community members. An extension of the ISCE-ARIA model to support on-demand processing will permit PIs to leverage this Foundry to produce data products from accepted data sources when they need them. This paper will describe each of the elements of the SAR SDP Foundry and describe their

Selective Document Retrieval from Encrypted Database

NARCIS (Netherlands)

Bösch, C.T.; Tang, Qiang; Hartel, Pieter H.; Jonker, Willem

We propose the concept of selective document retrieval (SDR) from an encrypted database which allows a client to store encrypted data on a third-party server and perform efficient search remotely. We propose a new SDR scheme based on the recent advances in fully homomorphic encryption schemes. The

OFFICIAL DOCUMENTS RELATING TO PORTUGUESE LANGUAGE TEACHING, INTERCULTURALITY AND LITERACY POLICY

Directory of Open Access Journals (Sweden)

Cloris Porto Torquato

2016-06-01

Full Text Available The present article analyzes two documents Parâmetros Curriculares Nacionais – Língua Portuguesa (BRASIL, 1998 and Parâmetros Curriculares Nacionais – Temas Transversais – Pluralidade Cultural (BRASIL, 1998b, conceiving these documents as constituents of language policies (RICENTO, 2006; SHOHAMY, 2006 and literacy policies, and it focuses the intercultural dialogues/conflicts that these documents promote when guiding that the teaching of the language should have as main object the text and indicating which genres should be privileged. Thereby, the text deals with language policies, more specifically focusing in literacy policies (bringing to bear the concept of literacy formulated by the New Literacy Studies (STREET, 1984, 1993, 2003; BARTON; HAMILTON, 1998; SIGNORINI, 2001 and interculturality (JANZEN, 2005. The analysis of the documents is undertaken to the light of the bakhtinian conception of language and it mobilizes the following concepts of the Circle of Bakhtin: dialogism, utterance and genres of speech. Furthermore, this text is based methodologically on the orientations of the authors of this Circle for the study of the language (BAKHTIN/ VOLOSHINOV, 1986; BAKHTIN, 2003. The analysis indicates that the official documents, when promoting literacy policies, also promote intercultural conflicts, because they privilege the dominant literacies, silencing other literacy practices. We understood that this silencing and invalidating local literacy practices has implications for the constitutions of the students’ identities and local language policies.

Semantic querying of data guided by Formal Concept Analysis

OpenAIRE

Codocedo , Victor; Lykourentzou , Ioanna; Napoli , Amedeo

2012-01-01

International audience; In this paper we present a novel approach to handle querying over a concept lattice of documents and annotations. We focus on the problem of "non-matching documents", which are those that, despite being semantically relevant to the user query, do not contain the query's elements and hence cannot be retrieved by typical string matching approaches. In order to find these documents, we modify the initial user query using the concept lattice as a guide. We achieve this by ...

Distributing learning over time: the spacing effect in children's acquisition and generalization of science concepts.

Science.gov (United States)

Vlach, Haley A; Sandhofer, Catherine M

2012-01-01

The spacing effect describes the robust finding that long-term learning is promoted when learning events are spaced out in time rather than presented in immediate succession. Studies of the spacing effect have focused on memory processes rather than for other types of learning, such as the acquisition and generalization of new concepts. In this study, early elementary school children (5- to 7-year-olds; N = 36) were presented with science lessons on 1 of 3 schedules: massed, clumped, and spaced. The results revealed that spacing lessons out in time resulted in higher generalization performance for both simple and complex concepts. Spaced learning schedules promote several types of learning, strengthening the implications of the spacing effect for educational practices and curriculum. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Using Art to Enhance the Learning of Math and Science: Developing an Educational Art-Science Kit about Fractal Patterns in Nature

Science.gov (United States)

Rao, Deepa

This study documents the development of an educational art-science kit about natural fractals, whose aim is to unite artistic and scientific inquiry in the informal learning of science and math. Throughout this research, I argue that having an arts-integrated approach can enhance the learner of science and math concepts. A guiding metaphor in this thesis is the Enlightenment-era cabinet of curiosities that represents a time when art and science were unified in the process of inquiry about the natural world. Over time, increased specialization in the practice of arts and science led to a growing divergence between the disciplines in the educational system. Recently, initiatives like STEAM are underway at the national level to integrate "Arts and Design" into the Science, Technology, Engineering, and Math (STEM) formal education agenda. Learning artifacts like science kits present an opportunity to unite artistic and scientific inquiry in informal settings. Although science kits have been introduced to promote informal learning, presently, many science kits have a gap in their design, whereby the activities consist of recipe-like instructions that do not encourage further inquiry-based learning. In the spirit of the cabinet of curiosities, this study seeks to unify visual arts and science in the process of inquiry. Drawing from educational theories of Dewey, Piaget, and Papert, I developed a novel, prototype "art-science kit" that promotes experiential, hands-on, and active learning, and encourages inquiry, exploration, creativity, and reflection through a series of art-based activities to help users learn science and math concepts. In this study, I provide an overview of the design and development process of the arts-based educational activities. Furthermore, I present the results of a pilot usability study (n=10) conducted to receive user feedback on the designed materials for use in improving future iterations of the art-science fractal kit. The fractal kit

KEY CONCEPTS OF AGROECOLOGY SCIENCE. A SYSTEMATIC REVIEW

Directory of Open Access Journals (Sweden)

Luis Fernando Gómez-Echeverri

2016-08-01

Full Text Available A systematic review was conducted with the objective of determining the key concepts that are currently used in theoretical work in agroecology. They were obtained from titles and keywords of theoretical articles and books that included the term agroecology in the title. Fifteen terms with occurrences higher than three were obtained. They show that agroecology revolves around the concept of integral sustainability, and that there is agreement on neither its object of study nor goal. As a result, most key concepts concern the object of study or the goal of agroecology. Other key concepts are food sovereignty, agriculture, ecofeminism, climate change, family farming, and social movements.

Aural mapping of STEM concepts using literature mining

Science.gov (United States)

Bharadwaj, Venkatesh

Recent technological applications have made the life of people too much dependent on Science, Technology, Engineering, and Mathematics (STEM) and its applications. Understanding basic level science is a must in order to use and contribute to this technological revolution. Science education in middle and high school levels however depends heavily on visual representations such as models, diagrams, figures, animations and presentations etc. This leaves visually impaired students with very few options to learn science and secure a career in STEM related areas. Recent experiments have shown that small aural clues called Audemes are helpful in understanding and memorization of science concepts among visually impaired students. Audemes are non-verbal sound translations of a science concept. In order to facilitate science concepts as Audemes, for visually impaired students, this thesis presents an automatic system for audeme generation from STEM textbooks. This thesis describes the systematic application of multiple Natural Language Processing tools and techniques, such as dependency parser, POS tagger, Information Retrieval algorithm, Semantic mapping of aural words, machine learning etc., to transform the science concept into a combination of atomic-sounds, thus forming an audeme. We present a rule based classification method for all STEM related concepts. This work also presents a novel way of mapping and extracting most related sounds for the words being used in textbook. Additionally, machine learning methods are used in the system to guarantee the customization of output according to a user's perception. The system being presented is robust, scalable, fully automatic and dynamically adaptable for audeme generation.

Science and religion: implications for science educators

Science.gov (United States)

Reiss, Michael J.

2010-03-01

A religious perspective on life shapes how and what those with such a perspective learn in science; for some students a religious perspective can hinder learning in science. For such reasons Staver's article is to be welcomed as it proposes a new way of resolving the widely perceived discord between science and religion. Staver notes that Western thinking has traditionally postulated the existence and comprehensibility of a world that is external to and independent of human consciousness. This has led to a conception of truth, truth as correspondence, in which our knowledge corresponds to the facts in this external world. Staver rejects such a conception, preferring the conception of truth as coherence in which the links are between and among independent knowledge claims themselves rather than between a knowledge claim and reality. Staver then proposes constructivism as a vehicle potentially capable of resolving the tension between religion and science. My contention is that the resolution between science and religion that Staver proposes comes at too great a cost—both to science and to religion. Instead I defend a different version of constructivism where humans are seen as capable of generating models of reality that do provide richer and more meaningful understandings of reality, over time and with respect both to science and to religion. I argue that scientific knowledge is a subset of religious knowledge and explore the implications of this for science education in general and when teaching about evolution in particular.

Caring Science or Science of Caring.

Science.gov (United States)

Turkel, Marian C; Watson, Jean; Giovannoni, Joseph

2018-01-01

The concepts caring science and science of caring have different meanings; however, they are often used interchangeably. The purpose of this paper is to present an overview of the synthesis of the scholarly literature on the definitions of the science of caring and caring science and to affirm the authors' perspective relating to the language of caring science. Caring science advances the epistemology and ontology of caring. Ideas related to caring science inquiry are presented, and the authors acknowledge the future of caring science as unitary caring science.

Distributed and Conditional Documents: Conceptualizing Bibliographical Alterities

Directory of Open Access Journals (Sweden)

Johanna Drucker

2014-11-01

Full Text Available To conceptualize a future history of the book we have to recognize that our understanding of the bibliographical object of the past is challenged by the ontologically unbound, distributed, digital, and networked conditions of the present. As we draw on rich intellectual traditions, we must keep in view the need to let go of the object-centered approach that is at the heart of book history. My argument begins, therefore, with a few assertions. First, that we have much to learn from the scholarship on Old and New World contact that touches on bibliography, document studies, and book history for formulating a non-object centered conception of what a book is. Second, that the insights from these studies can be usefully combined with a theory of the “conditional” document to develop the model of the kinds of distributed artifacts we encounter on a daily basis in the networked conditions of current practices. Finally, I would suggest that this model provides a different conception of artifacts (books, documents, works of textual or graphic art, one in which reception is production and therefore all materiality is subject to performative engagement within varied, and specific, conditions of encounter.

Collaborative Visualization Project: shared-technology learning environments for science learning

Science.gov (United States)

Pea, Roy D.; Gomez, Louis M.

1993-01-01

Project-enhanced science learning (PESL) provides students with opportunities for `cognitive apprenticeships' in authentic scientific inquiry using computers for data-collection and analysis. Student teams work on projects with teacher guidance to develop and apply their understanding of science concepts and skills. We are applying advanced computing and communications technologies to augment and transform PESL at-a-distance (beyond the boundaries of the individual school), which is limited today to asynchronous, text-only networking and unsuitable for collaborative science learning involving shared access to multimedia resources such as data, graphs, tables, pictures, and audio-video communication. Our work creates user technology (a Collaborative Science Workbench providing PESL design support and shared synchronous document views, program, and data access; a Science Learning Resource Directory for easy access to resources including two-way video links to collaborators, mentors, museum exhibits, media-rich resources such as scientific visualization graphics), and refine enabling technologies (audiovisual and shared-data telephony, networking) for this PESL niche. We characterize participation scenarios for using these resources and we discuss national networked access to science education expertise.

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

ONR BAA 06-007 Concept of Operations Document. Version 1.1

National Research Council Canada - National Science Library

Winslow, Sid; Kane, Clayton; Abdelhameid, Adam

2007-01-01

...- Navigation in a GPS Denied Environment phase I project activities. The contents of this document were derived from the original BAA content, FAQs, review of USMC field manuals and design modifications of the current TrakPoint application...

Science literacy and meaningful learning: status of public high school students from Rio de Janeiro face to molecular biology concepts

Directory of Open Access Journals (Sweden)

Daniel Alves Escodino

2013-12-01

Full Text Available In this work we aimed to determine the level of Molecular Biology (MB science literacy of students from two Brazilian public schools which do not consider the rogerian theory for class planning and from another institution, Cap UERJ, which favours this theory. We applied semiclosed questionnaires specific to the different groups of science literacy levels. Besides, we have asked them to perform conceptual maps with MB concepts in order to observe if they have experienced meaningful learning. Finally, we prepared MB classes for students of the three schools, considering their conceptual maps and tried to evaluate, through a second map execution, if the use of alternative didactics material, which consider meaningful learning process, would have any effect over the appropriation of new concepts. We observed that most students are placed at Functional literacy level. Nonetheless, several students from CAp were also settled at the higher Conceptual and Procedural levels. We found that most students have not experienced meaningful learning and that the employment of didactic material and implementation of proposals which consider the cognitive structure of the students had a significant effect on the appropriation of several concepts.

The concept of landscape education at school level with respect to the directions of the science of landscape

Science.gov (United States)

Szczęsna, Joanna

2010-01-01

School education is both a starting point for the development of various scientific disciplines (school educates future researchers) and the result of science. The landscape research is conducted within many scientific disciplines and has a long tradition. Lanscape education, which is the result of a scientific dimension, is implemented in primary school under the nature subject. Primary school education is the only level at which the geographical contents are carried out on landscape. The landscape is of interest to many disciplines: geography, architecture, social sciences and the arts. In recent years, there were many studies which contained an overview of the main strands of the science of landscape, presented the differences in the meaning of the concept and objectives of individual research disciplines. These studies have become the ground for the characterization of the concept of landscape education implemented in Polish school and its evaluation in terms of scientific achievements. A review of educational purposes, the basic content of education and achievements of students, demonstrate the influence of multiple scientific disciplines in school landscape education. The most significant share of the course content are achievements of geography disciplines, particularly: physical geography, environmental protection and landscape ecology. Other scientific fields: literature, art, psychology, sociology, and architecture do not have any impact on the school landscape education or their impact remains marginal.

The Use of History and Philosophy of Science as a Core for a Socioconstructivist Teaching Approach of the Concept of Energy in Primary Education

Science.gov (United States)

Rizaki, Aikaterini; Kokkotas, Panagiotis

2013-01-01

The present study should be thought as a socioconstructivist teaching approach (a teaching model) for the concept of energy in primary education. It contains important and crucial aspects of the History and Philosophy of Natural Sciences, introduces the concept of energy using the macroscopic framework of thermodynamics, takes into consideration…

Concept caring in nursing

Directory of Open Access Journals (Sweden)

Lenka Drahošová

2016-05-01

Full Text Available Aim: The aim of this literature review was to search for qualitative studies focusing on the concept of caring in nursing, to analyse them and to synthesize knowledge that concerns the definition of the concept of caring in nursing from the point of view of nurses and patients. Design: Review. Methods: Qualitative studies were searched for systematically in the electronic databases Academic Search Complete (EBSCO, CINAHL, Medline, Science Direct, and the Wiley Library Online, according to set criteria and defined key words for the period 1970-2015. Seven selected articles were analysed after selection of documents with the aid of a sorting chart. Results: Nurses understand caring in nursing as a relationship with patients which is characterised on the nurses' part by an individual and empathetic approach, attentiveness, experience and sensitivity. Through caring, active communication takes place, providing information which reduces anxiety and leads to the breaking down of barriers. This relationship helps protect patients' autonomy, dignity and comfort. It requires experience on the part of nurses, and it is influenced by the environment. The nurses' personal qualities (what professional knowledge, attitudes and skills they have and their availability, reliability, and emotional and physical support are important to patients. Conclusion: The concept of caring is a content specific interpersonal process which is characterized by the professional knowledge, skills, personal maturity, and interpersonal sensitivity of nurses, which result in the protection, emotional support, and the meeting of bio-psycho-social needs of patients. The results of the overview study could contribute to an explanation and understanding of the nature of caring as a fundamental feature of the discipline of nursing.

New concepts of science and medicine in science and technology studies and their relevance to science education.

Science.gov (United States)

Wang, Hsiu-Yun; Stocker, Joel F; Fu, Daiwie

2012-02-01

Science education often adopts a narrow view of science that assumes the lay public is ignorant, which seemingly justifies a science education limited to a promotional narrative of progress in the form of scientific knowledge void of meaningful social context. We propose that to prepare students as future concerned citizens of a technoscientific society, science education should be informed by science, technology, and society (STS) perspectives. An STS-informed science education, in our view, will include the following curricular elements: science controversy education, gender issues, historical perspective, and a move away from a Eurocentric view by looking into the distinctive patterns of other regional (in this case of Taiwan, East Asian) approaches to science, technology, and medicine. This article outlines the significance of some major STS studies as a means of illustrating the ways in which STS perspectives can, if incorporated into science education, enhance our understanding of science and technology and their relationships with society. Copyright © 2011. Published by Elsevier B.V.

New concepts of science and medicine in science and technology studies and their relevance to science education

Directory of Open Access Journals (Sweden)

Hsiu-Yun Wang

2012-02-01

Full Text Available Science education often adopts a narrow view of science that assumes the lay public is ignorant, which seemingly justifies a science education limited to a promotional narrative of progress in the form of scientific knowledge void of meaningful social context. We propose that to prepare students as future concerned citizens of a technoscientific society, science education should be informed by science, technology, and society (STS perspectives. An STS-informed science education, in our view, will include the following curricular elements: science controversy education, gender issues, historical perspective, and a move away from a Eurocentric view by looking into the distinctive patterns of other regional (in this case of Taiwan, East Asian approaches to science, technology, and medicine. This article outlines the significance of some major STS studies as a means of illustrating the ways in which STS perspectives can, if incorporated into science education, enhance our understanding of science and technology and their relationships with society.

Deep Understanding of Electromagnetism Using Crosscutting Concepts

Science.gov (United States)

De Poorter, John; De Lange, Jan; Devoldere, Lies; Van Landeghem, Jouri; Strubbe, Katrien

2017-01-01

Crosscutting concepts like patterns and models are fundamental parts in both the American framework of science education (from the AAAS) and our proposals for a new science education framework in Flanders. These concepts deepen the insight of both students and teachers. They help students to ask relevant questions during an inquiry and they give…

Ontologies, taxonomies and thesauri in systems science and systematics

CERN Document Server

Currás, Emilia

2010-01-01

The originality of this book, which deals with such a new subject matter, lies in the application of methods and concepts never used before - such as ontologies and taxonomies, as well as thesauri - to the ordering of knowledge based on primary information. Chapters in the book also examine the study of ontologies, taxonomies and thesauri from the perspective of systematics and general systems theory. Ontologies, Taxonomies and Thesauri in Systems Science and Systematics will be extremely useful to those operating within the network of related fields, which includes documentation and informati

Conceptions of the Nature of Science and Technology: a Study with Children and Youths in a Non-Formal Science and Technology Education Setting

Science.gov (United States)

Rocha Fernandes, Geraldo W.; Rodrigues, António M.; Ferreira, Carlos Alberto

2017-05-01

This study investigated some of the aspects that characterise the understanding of the Nature of Science (NOS) and Nature of Technology (NOT) of 20 children and youths from different countries who perform scientific and technological activities in a non-formal teaching and learning setting. Data were collected using a questionnaire and semistructured interviews. A categorical instrument was developed to analyse the participants' conceptions of the following subjects: (1) the role of the scientist, (2) NOS and (3) NOT. The results suggest that the participants had naïve conceptions of NOS that are marked by empirical and technical-instrumental views. They characterised NOT primarily as an instrumental apparatus, an application of knowledge and something important that is part of their lives. They exhibited a stereotypical understanding of the role of the scientist (development of methods, demonstration of facts, relationship with technological devices, etc.).

Assessing Student Knowledge of Chemistry and Climate Science Concepts Associated with Climate Change: Resources to Inform Teaching and Learning

Science.gov (United States)

Versprille, Ashley; Zabih, Adam; Holme, Thomas A.; McKenzie, Lallie; Mahaffy, Peter; Martin, Brian; Towns, Marcy

2017-01-01

Climate change is one of the most critical problems facing citizens today. Chemistry faculty are presented with the problem of making general chemistry content simultaneously relevant and interesting. Using climate science to teach chemistry allows faculty to help students learn chemistry content in a rich context. Concepts related to…

Health Habit: A Concept Analysis.

Science.gov (United States)

Opalinski, Andra S; Weglicki, Linda S; Gropper, Sareen S

2018-01-01

The aim of this article is to provide clarity of the concept of health habit. Using Walker and Avant's (1983; 2010) method for conducting a concept analysis, the authors identify the attributes and characteristics of health habit, its theoretical and practical application to nursing, and sample cases to further illustrate the concept. Empirical and conceptual literature was used to inform this concept analysis. Articles and one book from 1977 to 2014 were reviewed from PsycINFO, Medline, Cumulative Index to Nursing Health Literature (CINAHL), Science Direct, EBSCOhost and Web of Science. Offering a clear definition and conceptual model of health habit provide the foundation to identify/develop appropriate measures of the concept and guide further investigation of understanding the development and sustainability of healthy habits. Additional research is needed to test the conceptual relationships between health habits and outcome variables as they apply to different groups across the age continuum. © 2017 Wiley Periodicals, Inc.

The foundation of the concept of relevance

DEFF Research Database (Denmark)

Hjørland, Birger

2010-01-01

that what was regarded as the most fundamental view by Saracevic in 1975 has not since been considered (with very few exceptions). Other views, which are based on less fruitful assumptions, have dominated the discourse on relevance in information retrieval and information science. Many authors have...... reexamined the concept of relevance in information science, but have neglected the subject knowledge view, hence basic theoretical assumptions seem not to have been properly addressed. It is as urgent now as it was in 1975 seriously to consider “the subject knowledge view” of relevance (which may also...... be termed “the epistemological view”). The concept of relevance, like other basic concepts, is influenced by overall approaches to information science, such as the cognitive view and the domain-analytic view. There is today a trend toward a social paradigm for information science. This paper offers...

Engagement and Empathy Discourses in Corporate Communication: The Case of “The Science of Engagement”

Directory of Open Access Journals (Sweden)

Liz Yeomans

2015-12-01

Full Text Available This paper analyzes engagement and empathy discourse in a corporate document The Science of Engagement published online by a leading UK PR agency. The method used was a critical discourse analysis (CDA of the document, and the findings reveal that the engagement discourse in this document positions the consumer as a passive, compulsive purchaser, while the empathy discourse largely frames the consumer as young and more empathic than previous generations, and thus an easily accessible target for brands to appeal to, using emotional communication on social media. The conclusion of the paper is that in contrast to conceptual understandings of engagement as two-way and empathy as other-oriented, the Agency relies on early understanding of engagement as a cognitive process based on instincts and persuasive communication, and not as a concept of social communication that will be dependent on cultural and social differences, individual approach, and trust. This practice goes against the already acknowledged view of engagement and empathy as more than just cognitive responses by consumers, and presents an outdated understanding of these increasingly debated concepts.

Destroyed documents: uncovering the science that Imperial Tobacco Canada sought to conceal.

Science.gov (United States)

Hammond, David; Chaiton, Michael; Lee, Alex; Collishaw, Neil

2009-11-10

In 1992, British American Tobacco had its Canadian affiliate, Imperial Tobacco Canada, destroy internal research documents that could expose the company to liability or embarrassment. Sixty of these destroyed documents were subsequently uncovered in British American Tobacco's files. Legal counsel for Imperial Tobacco Canada provided a list of 60 destroyed documents to British American Tobacco. Information in this list was used to search for copies of the documents in British American Tobacco files released through court disclosure. We reviewed and summarized this information. Imperial Tobacco destroyed documents that included evidence from scientific reviews prepared by British American Tobacco's researchers, as well as 47 original research studies, 35 of which examined the biological activity and carcinogenicity of tobacco smoke. The documents also describe British American Tobacco research on cigarette modifications and toxic emissions, including the ways in which consumers adapted their smoking behaviour in response to these modifications. The documents also depict a comprehensive research program on the pharmacology of nicotine and the central role of nicotine in smoking behaviour. British American Tobacco scientists noted that ".. the present scale of the tobacco industry is largely dependent on the intensity and nature of the pharmacological action of nicotine," and that "... should nicotine become less attractive to smokers, the future of the tobacco industry would become less secure." The scientific evidence contained in the documents destroyed by Imperial Tobacco demonstrates that British American Tobacco had collected evidence that cigarette smoke was carcinogenic and addictive. The evidence that Imperial Tobacco sought to destroy had important implications for government regulation of tobacco.

Unpacking Docent Practice in Free Choice Science Learning Settings: A Qualitative Study Documenting the What and Whys of Docent Interpretive Practice

Science.gov (United States)

Good, Laura H.

Museum settings including aquariums, zoos and science centers rely heavily on their volunteer docent populations to interact with and communicate science and conservation concepts to the visiting public. The interactions docents have with museum visitors are important to meeting the educational expectations of museums and improving public science literacy as a whole, yet research to date is limited around docent practice, docents' reflections on that practice nor the sources for docents to learn that practice. Thus, we have little understanding of the interpretive practice docents actually undertake whilst interacting with visitors, why they choose to enact particular strategies, and how they came to learn those practices. Using a grounded qualitative approach within a framework of mediated action and cultural historical activity theory, this case study utilized video observations of docent practice at a science center, pre and post observation interviews, and focus groups to 1) document docent practices for engaging visitors, 2) explain those practices from the docents' own perspectives, and 3) examine those practices from the point of view of how they align with teaching and learning theories and interpretive practice. Thematic analysis using constant comparative methods demonstrate four claims about docent practice: 1) docents view teaching in the museum as opportunities to spark interest with these new experiences. Practices are chosen to engage visitors in these experiences. Docents choose to highlight these experiences as they believe they are reasons to be engaged; 2) docents as teachers are perceptive about their audience. They pay attention to patterns and provide information in response to those patterns. Docents utilize a shared repertoire of practice and information in their community developed from understanding visitor patterns of interest; 3) docents care about their setting and the exhibits within it. They also care about the visitor experience as a

Eliminating the “concept” concept

OpenAIRE

Harnad, Stevan

2010-01-01

Machery suggests that the concept of “concept” is too heterogeneous to serve as a “natural kind” for scientific explanation, so cognitive science should do without concepts. I second the suggestion and propose substituting, in place of concepts, inborn and acquired sensorimotor category-detectors and category-names combined into propositions that define and describe further categories.

Science Fiction in the Political Science Classroom: A Comment

Science.gov (United States)

Landers, Clifford E.

1977-01-01

Science fiction can be used for introducing and analyzing political concepts at the undergraduate level for either a specialized theory-oriented course such as Political Science Fiction or an Introduction to Political Science course. (Author/RM)

Kierkegaard's concepts: Hypocrisy

DEFF Research Database (Denmark)

Fauth Hansen, Thomas Martin

2014-01-01

Kierkegaard’s Concepts is a comprehensive, multi-volume survey of the key concepts and categories that inform Kierkegaard’s writings. Each article is a substantial, original piece of scholarship, which discusses the etymology and lexical meaning of the relevant Danish term, traces the development...... of the concept over the course of the authorship, and explains how it functions in the wider context of Kierkegaard’s thought. Concepts have been selected on the basis of their importance for Kierkegaard’s contributions to philosophy, theology, the social sciences, literature and aesthetics, thereby making...... this volume an ideal reference work for students and scholars in a wide range of disciplines....

Research insights and insides:"Science-in-Fiction" as a contribution to the Third Culture Concepts.

Science.gov (United States)

Erren, Thomas C; Falaturi, Puran

2009-05-01

Here we suggest to encourage more "Science-In-Fiction" [SIF], a genre which has been explored by Carl Djerassi since the late 1980s with the intent to convey science in writing beyond traditional publication categories and "to smuggle scientific facts into the consciousness of a scientifically illiterate public". In our view, SIF can serve 3 purposes: (a) inform the public at large about scientific findings, ethics and procedures; (b) infuse lay readers with interest in scientific endeavours; (c) enable the general population to better evaluate and judge scientific conduct, results and implications. While it would be desirable to have more scientists write about their own (like Watson and Maguejo) and others' discoveries (like Voltaire and Perutz), this expectation is not realistic. Indeed, some scientists may not want to share and write about their experiences and others simply should not. As one recipe for informing the lay public and instigating interest in research insights and insides, science-in-fiction such as Dr. Djerassi's novels could be written and read. This may contribute to the The Third Culture Concepts envisaged by Snow in the 1960s and elaborated by Brockman in 1995.

Can citizen science enhance public understanding of science?

Science.gov (United States)

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

2016-01-01

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

When Nature of Science Meets Marxism: Aspects of Nature of Science Taught by Chinese Science Teacher Educators to Prospective Science Teachers

Science.gov (United States)

Wan, Zhi Hong; Wong, Siu Ling; Zhan, Ying

2013-01-01

Nature of science (NOS) is beginning to find its place in the science education in China. In a study which investigated Chinese science teacher educators' conceptions of teaching NOS to prospective science teachers through semi-structured interviews, five key dimensions emerged from the data. This paper focuses on the dimension, "NOS content…

Options Study Documenting the Fast Reactor Fuels Innovative Design Activity

Energy Technology Data Exchange (ETDEWEB)

Jon Carmack; Kemal Pasamehmetoglu

2010-07-01

This document provides presentation and general analysis of innovative design concepts submitted to the FCRD Advanced Fuels Campaign by nine national laboratory teams as part of the Innovative Transmutation Fuels Concepts Call for Proposals issued on October 15, 2009 (Appendix A). Twenty one whitepapers were received and evaluated by an independent technical review committee.

The Effect of Three Levels of Inquiry on the Improvement of Science Concept Understanding of Elementary School Teacher Candidates

Science.gov (United States)

Artayasa, I. Putu; Susilo, Herawati; Lestari, Umie; Indriwati, Sri Endah

2018-01-01

This research aims to compare the effect of the implementation of three levels of inquiry: level 2 (structured inquiry), level 3 (guided inquiry), and level 4 (open inquiry) toward science concept understanding of elementary school teacher candidates. This is a quasi experiment research with pre-test post-test nonequivalent control group design.…

Uexküllian Umwelt as science and as ideology: the light and the dark side of a concept.

Science.gov (United States)

Stella, Marco; Kleisner, Karel

2010-06-01

The concept of Umwelt, in particular the interpretation originally developed by Jakob von Uexküll, played an important role in the development of biological thought of the first half of the twentieth century. The theory of Umwelt (Umweltlehre) was one of the most original ideas that appeared in German biology at that time. It was the first attempt to introduce subjectivity into a science about organisms; it laid down the foundations of behavioural research and inspired the development of ethology. However, the theory of Umwelt has also been used to support more sinister activities and even some dangerous ideologies. The concept of Umwelt is of interest not only to historians: within some intellectual circles, it is still broadly used today. Our aim was to analyse the notion's historic development within the context of biological thought of the first half of the 20th century. In particular, we focus (1) on how the concept was adopted and adapted for various, often widely diverging purposes; (2) on interactions between the Umweltlehre and other contemporary worldviews. We argue that in order to understand the developments that occurred in twentieth century biology, one needs to properly appreciate the role which Umweltlehre played in these. Even more importantly, the Umweltlehre is a worldview that influenced not only science but also politics and social affairs. In this respect it functioned rather like a number of other scientific and ideological frameworks of that time, such as Synthetic Darwinism.

Tokamak concept innovations

International Nuclear Information System (INIS)

1986-04-01

This document contains the results of the IAEA Specialists' Meeting on Tokamak Concept Innovations held 13-17 January 1986 in Vienna. Although it is the most advanced fusion reactor concept the tokamak is not without its problems. Most of these problems should be solved within the ongoing R and D studies for the next generation of tokamaks. Emphasis for this meeting was placed on innovations that would lead to substantial improvements in a tokamak reactor, even if they involved a radical departure from present thinking

Visualization in medicine and life sciences III towards making an impact

CERN Document Server

Hamann, Bernd; Hege, Hans-Christian

2016-01-01

The book discusses novel visualization techniques driven by the needs in medicine and life sciences as well as new application areas and challenges for visualization within these fields. It presents ideas and concepts for visual analysis of data from scientific studies of living organs or to the delivery of healthcare. Target scientific domains include the entire field of biology at all scales - from genes and proteins to organs and populations - as well as interdisciplinary research based on technological advances such as bioinformatics, biomedicine, biochemistry, or biophysics. Moreover, they comprise the field of medicine and the application of science and technology to healthcare problems. This book does not only present basic research pushing the state of the art in the field of visualization, but it also documents the impact in the fields of medicine and life sciences.

Science meeting. Abstracts

International Nuclear Information System (INIS)

2000-01-01

the document is a collection of the science meeting abstracts in the fields of nuclear physics, medical sciences, chemistry, agriculture, environment, engineering, material sciences different aspects of energy and presents research done in 2000 in these fields

BOOK REVIEW: Critical Phenomena in Natural Sciences: Chaos, Fractals, Selforganization and Disorder: Concepts and Tools

Science.gov (United States)

Franz, S.

2004-10-01

Since the discovery of the renormalization group theory in statistical physics, the realm of applications of the concepts of scale invariance and criticality has pervaded several fields of natural and social sciences. This is the leitmotiv of Didier Sornette's book, who in Critical Phenomena in Natural Sciences reviews three decades of developments and applications of the concepts of criticality, scale invariance and power law behaviour from statistical physics, to earthquake prediction, ruptures, plate tectonics, modelling biological and economic systems and so on. This strongly interdisciplinary book addresses students and researchers in disciplines where concepts of criticality and scale invariance are appropriate: mainly geology from which most of the examples are taken, but also engineering, biology, medicine, economics, etc. A good preparation in quantitative science is assumed but the presentation of statistical physics principles, tools and models is self-contained, so that little background in this field is needed. The book is written in a simple informal style encouraging intuitive comprehension rather than stressing formal derivations. Together with the discussion of the main conceptual results of the discipline, great effort is devoted to providing applied scientists with the tools of data analysis and modelling necessary to analyse, understand, make predictions and simulate systems undergoing complex collective behaviour. The book starts from a purely descriptive approach, explaining basic probabilistic and geometrical tools to characterize power law behaviour and scale invariant sets. Probability theory is introduced by a detailed discussion of interpretative issues warning the reader on the use and misuse of probabilistic concepts when the emphasis is on prediction of low probability rare---and often catastrophic---events. Then, concepts that have proved useful in risk evaluation, extreme value statistics, large limit theorems for sums of independent

Conceptual Elements: A Detailed Framework to Support and Assess Student Learning of Biology Core Concepts

Science.gov (United States)

Cary, Tawnya; Branchaw, Janet

2017-01-01

The Vision and Change in Undergraduate Biology Education: Call to Action report has inspired and supported a nationwide movement to restructure undergraduate biology curricula to address overarching disciplinary concepts and competencies. The report outlines the concepts and competencies generally but does not provide a detailed framework to guide the development of the learning outcomes, instructional materials, and assessment instruments needed to create a reformed biology curriculum. In this essay, we present a detailed Vision and Change core concept framework that articulates key components that transcend subdisciplines and scales for each overarching biological concept, the Conceptual Elements (CE) Framework. The CE Framework was developed using a grassroots approach of iterative revision and incorporates feedback from more than 60 biologists and undergraduate biology educators from across the United States. The final validation step resulted in strong national consensus, with greater than 92% of responders agreeing that each core concept list was ready for use by the biological sciences community, as determined by scientific accuracy and completeness. In addition, we describe in detail how educators and departments can use the CE Framework to guide and document reformation of individual courses as well as entire curricula. PMID:28450444

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

Directory of Open Access Journals (Sweden)

Jiyoon Yoon

2017-07-01

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

Survey of stress, anxiety, depression and self-concept of students of Fasa University of medical sciences, 2010

Directory of Open Access Journals (Sweden)

Majid Najafi Kalyani

2013-09-01

Full Text Available Background & Objectives: Studying periods in university is very important for students. Because of the problems, this period is usually accompanied with mental status changes of students. The aim of this study was the assessment of psychological variables (stress, anxiety and depression and self-concept of students. Materials & Methods: In this cross-sectional study, all the students studying at Fasa University of Medical Sciences in the academic year 89-88 were selected through census sampling method. The DASS-21 was used to assess stress, anxiety and depression of students and in order to evaluate the status of their self-concept; the Carl Rogers questionnaire was used. Data analysis was performed with SPSS software using descriptive and inferential statistics (t test, ANOVA, Chi square and Pearson correlation. Results: The results of this study showed that 76% of students had stress, 56.4% anxiety and 53.1% depression, and 69/3% had weak or negative self-concepts. There was a statistically significant correlation between high stress, anxiety and depression with negative self-concept (P<0.001.Conclusion: High stress, anxiety and depression and also a significant correlation between increased stress, anxiety and depression with negative and weak self-concept of students were found. It is necessary to devote more careful attention to mental health issues of students and have appropriate interventions.

Piloting a Geoscience Literacy Exam for Assessing Students' Understanding of Earth, Climate, Atmospheric and Ocean Science Concepts

Science.gov (United States)

Steer, D. N.; Iverson, E. A.; Manduca, C. A.

2013-12-01

This research seeks to develop valid and reliable questions that faculty can use to assess geoscience literacy across the curriculum. We are particularly interested on effects of curricula developed to teach Earth, Climate, Atmospheric, and Ocean Science concepts in the context of societal issues across the disciplines. This effort is part of the InTeGrate project designed to create a population of college graduates who are poised to use geoscience knowledge in developing solutions to current and future environmental and resource challenges. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The Geoscience Literacy Exam (GLE) under development presently includes 90 questions. Each big idea from each literacy document can be probed using one or more of three independent questions: 1) a single answer, multiple choice question aimed at basic understanding or application of key concepts, 2) a multiple correct answer, multiple choice question targeting the analyzing to analysis levels and 3) a short essay question that tests analysis or evaluation cognitive levels. We anticipate multiple-choice scores and the detail and sophistication of essay responses will increase as students engage with the curriculum. As part of the field testing of InTeGrate curricula, faculty collected student responses from classes that involved over 700 students. These responses included eight pre- and post-test multiple-choice questions that covered various concepts across the four literacies. Discrimination indices calculated from the data suggest that the eight tested questions provide a valid measure of literacy within the scope of the concepts covered. Student normalized gains across an academic term with limited InTeGrate exposure (typically two or fewer weeks of InTeGrate curriculum out of 14 weeks) were found to average 16% gain. A small set of control data (250 students in classes from one institution where no InTeGrate curricula were used) was

The influence of an inquiry professional development program on secondary science teachers' conceptions and use of inquiry teaching

Science.gov (United States)

Lotter, Christine

2005-11-01

This research investigated nine secondary science teachers' conceptions and use of inquiry teaching throughout a year-long professional development program. The professional development program consisted of a two-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Teachers' conceptions of inquiry teaching were established through both qualitative interviews and a quantitative instrument given before and after the summer institute and again at the end of the academic year. Videotapes of all nine teachers presenting inquiry lessons in their own classrooms were evaluated using an observation protocol that measured the teachers' degree of reform teaching. Three of the teachers were chosen for an in-depth case study of their classroom teaching practices. Data collected from each of the case study teachers included videotapes from classroom observations, responses to an inquiry survey, and transcripts from two additional qualitative interviews. Students' responses to their teachers' use of inquiry teaching were also investigated in the case study classrooms. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute-developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that the teachers' knowledge of inquiry was necessary but not sufficient for their implementation of inquiry teaching practices. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education were found to have a direct effect on the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that

Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation

Science.gov (United States)

Bravo, Marco A.; Mosqueda, Eduardo; Solís, Jorge L.; Stoddart, Trish

2014-08-01

In this paper we present findings from a project that documented the development of preservice teachers' beliefs and practices in delivering science instruction that considers issues of language and culture. Teacher candidates in the intervention group ( n = 65) received a science methods course and teaching practicum experience that provided guidance in teaching science in culturally and linguistically responsive ways. Comparisons between a control group of preservice teachers ( n = 45) and those involved in the intervention yielded stronger beliefs about the efficacy in promoting collaboration in science teaching than the intervention group. Observations of these preservice teachers during their teaching practicum revealed differences in favor of the intervention group in: (a) implementing science instruction that addressed the language and literacy involved in science; (b) using questions that elicited higher order thinking and; (c) providing scaffolds (e.g., purposeful feedback, probing student background knowledge) when confronting abstract scientific concepts. Implications for preservice teacher education are addressed.

The Analysis of High School Students' Conceptions of Learning in Different Domains

Science.gov (United States)

Sadi, Özlem

2015-01-01

The purpose of this study is to investigate whether or not conceptions of learning diverge in different science domains by identifying high school students' conceptions of learning in physics, chemistry and biology. The Conceptions of Learning Science (COLS) questionnaire was adapted for physics (Conceptions of Learning Physics, COLP), chemistry…

Nanotechnology Concepts at MSFC: Engineering Directorate

Science.gov (United States)

Bhat, Biliyar; Kaul, Raj; Shah, Sandeep; Smithers, Gweneth; Watson, Michael D.

2000-01-01

Nanotechnology is the art and science of building materials and devices at the ultimate level of finesse: atom by atom. Our nation's space program has needs for miniaturization of components, minimization of weight and maximization of performance, and nanotechnology will help us get there. MSFC - Engineering Directorate (ED) is committed to developing nanotechnology that will enable MSFC missions in space transportation, space science and space optics manufacturing. MSFC-ED has a dedicated group of technologists who are currently developing high pay-off nanotechnology concepts. This poster presentation will outline some of the concepts being developed at this time including, nanophase structural materials, carbon nanotube reinforced metal and polymer matrix composites, nanotube temperature sensors and aerogels. The poster will outline these concepts and discuss associated technical challenges in turning these concepts into real components and systems.

Investigating scientific literacy documents with linguistic network analysis

DEFF Research Database (Denmark)

Bruun, Jesper; Evans, Robert Harry; Dolin, Jens

2009-01-01

International discussions of scientific literacy (SL) are extensive and numerous sizeable documents on SL exist. Thus, comparing different conceptions of SL is methodologically challenging. We developed an analytical tool which couples the theory of complex networks with text analysis in order...

Documenting Collections: Cornerstones for More History of Science in Museums

Science.gov (United States)

Lourenço, Marta C.; Gessner, Samuel

2014-01-01

Historians of science have recently become increasingly involved with collections and scientific instruments. This creates opportunities for a more significant role of history in museums of science, as well as more meaningful and contextualized exhibitions and educational programmes. However, complementing the mainstream focus on universal…

Preparation of plant and system design description documents

International Nuclear Information System (INIS)

1989-01-01

This standard prescribes the purpose, scope, organization, and content of plant design requirements (PDR) documents and system design descriptions (SDDs), to provide a unified approach to their preparation and use by a project as the principal means to establish the plant design requirements and to establish, describe, and control the individual system designs from conception and throughout the lifetime of the plant. The Electric Power Research Institute's Advanced Light Water Reactor (LWR) Requirements Document should be considered for LWR plants

Co-authorship of Iranian Researchers in Science, Social Science, Art and Humanities Citation Indexes in the Web of Science between 2000 and 2006

Directory of Open Access Journals (Sweden)

Farideh Osareh

2010-09-01

Full Text Available The present study determines the co-authorship factor in the Iranian scientific output between 2000 and 2006 as reflected in the science, social science art and humanities citation indexes made available through the Web of Science database. Webometric indicators were used. The data were extracted in plain text from WOS, analyzed using HistCite software and counted in MS Office Excel program. Of the Total of 25320 documents indexed, 24480 documents were in Science Citation Index, 783 in Social Citation Index and 57 in Art and Humanities index. The findings indicated that co-authorship factor in the period studied had been on the rise. The highest participation rate belonged to the documents with two or three authors. General coauthorship factor was 0.59. The year 2006 had the highest coauthorship factor (0.62 while the year 2000 had the least (0.55. Bradford and Lotka laws were applied to the data sets. The Lotka’s Law only held true for the science citation index. The Bradford’s Law, however, held true for all indexes. In all citation indexes, the United States with 1865 documents (7.38 had the highest degree of coauthorship in Iranian scientific output.

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

Making clinical case-based learning in veterinary medicine visible: analysis of collaborative concept-mapping processes and reflections.

Science.gov (United States)

Khosa, Deep K; Volet, Simone E; Bolton, John R

2014-01-01

The value of collaborative concept mapping in assisting students to develop an understanding of complex concepts across a broad range of basic and applied science subjects is well documented. Less is known about students' learning processes that occur during the construction of a concept map, especially in the context of clinical cases in veterinary medicine. This study investigated the unfolding collaborative learning processes that took place in real-time concept mapping of a clinical case by veterinary medical students and explored students' and their teacher's reflections on the value of this activity. This study had two parts. The first part investigated the cognitive and metacognitive learning processes of two groups of students who displayed divergent learning outcomes in a concept mapping task. Meaningful group differences were found in their level of learning engagement in terms of the extent to which they spent time understanding and co-constructing knowledge along with completing the task at hand. The second part explored students' and their teacher's views on the value of concept mapping as a learning and teaching tool. The students' and their teacher's perceptions revealed congruent and contrasting notions about the usefulness of concept mapping. The relevance of concept mapping to clinical case-based learning in veterinary medicine is discussed, along with directions for future research.

Concept of hegemony in contemporary geopolitical science

Directory of Open Access Journals (Sweden)

M. A. Shepyelyev

2017-07-01

Full Text Available The article discusses the main conceptual approaches to understanding the nature and patterns of functioning and development of hegemony in international relations. Analysed the contribution to the development of research hegemony in international relations, which has made the school world-system analysis. According to its founder F. Braudel, the hegemony of the world is a manifestation of inequality, the latter reveals the structural realities that are approved very slowly, very slowly disappear. The concept of a follower of Fernand Braudel, Emmanuel Wallerstein, according to which the hegemony reflects the ability of a particular state to make one part of the international system to its customers, and the second - to drive into a defensive position. The development of the «modern world-system» is defined by Wallerstein changes hegemony. Wallerstein argues that the State has the ability to create a stable geopolitical system of unequal social division of powers, which are part of the normal functioning of the capitalist world-economy. It is also noted that the pattern of ups and downs of world leaders - hegemony - are considered in the research of many scientists, including George Modelski. He develops a theory about hundred-year cycle of global leadership, using the term «selection» to describe the process of competition and the adoption of this role. Among the concepts of hegemony also highlighted the Charles Krauthammer’s conception of monopolarity, on which the present geopolitical structure of the world after the «cold war» - one pole of world power , consisting of the United States as the top of the industrial West. Analyzed the  Piter Taylor’s conception of global hegemony, which distinguishes the competitive and non-competitive era, successive, and the Nail Ferguson’s conception of imperialism. The paper shows that the problem of hegemony in the 70-th years passed from the purely theoretical plane into practical politics

Projective goals - concepts and pragmatic aspects based on the terminology and methodology of safety science

International Nuclear Information System (INIS)

Compes, P.C.

1991-01-01

Protective goals set the line of orientation of tasks and activities in the field of accident prevention. They have to be based on safety-science methods in order to develop from the conceptual idea to the practically feasible solution, while using the scientific methods to take into account the facts and the capabilities of a situation and, proceeding from them, finding an efficient and rational, optimal pragmatic approach by way of various strategies or tactics. In this process, the activities of defining, informing, thinking and developing need the proper terminology. Safety is absence of danger, protection is limitation of danger and prevention of damage. So it is protection what is needed with danger being given, and risks have to be minimized. Riskology is a novel method of safety science, combining risk analysis and risk control into a systematic concept which is practice-oriented. Applying this to the field of nuclear engineering, the hitherto achieved should receive new impulses. (orig.) [de

Realist Ontology and Natural Processes: A Semantic Tool to Analyze the Presentation of the Osmosis Concept in Science Texts

Science.gov (United States)

Spinelli Barria, Michele; Morales, Cecilia; Merino, Cristian; Quiroz, Waldo

2016-01-01

In this work, we developed an ontological tool, based on the scientific realism of Mario Bunge, for the analysis of the presentation of natural processes in science textbooks. This tool was applied to analyze the presentation of the concept of osmosis in 16 chemistry and biology books at different educational levels. The results showed that more…

USI: a fast and accurate approach for conceptual document annotation.

Science.gov (United States)

Fiorini, Nicolas; Ranwez, Sylvie; Montmain, Jacky; Ranwez, Vincent

2015-03-14

Semantic approaches such as concept-based information retrieval rely on a corpus in which resources are indexed by concepts belonging to a domain ontology. In order to keep such applications up-to-date, new entities need to be frequently annotated to enrich the corpus. However, this task is time-consuming and requires a high-level of expertise in both the domain and the related ontology. Different strategies have thus been proposed to ease this indexing process, each one taking advantage from the features of the document. In this paper we present USI (User-oriented Semantic Indexer), a fast and intuitive method for indexing tasks. We introduce a solution to suggest a conceptual annotation for new entities based on related already indexed documents. Our results, compared to those obtained by previous authors using the MeSH thesaurus and a dataset of biomedical papers, show that the method surpasses text-specific methods in terms of both quality and speed. Evaluations are done via usual metrics and semantic similarity. By only relying on neighbor documents, the User-oriented Semantic Indexer does not need a representative learning set. Yet, it provides better results than the other approaches by giving a consistent annotation scored with a global criterion - instead of one score per concept.

A document processing pipeline for annotating chemical entities in scientific documents.

Science.gov (United States)

Campos, David; Matos, Sérgio; Oliveira, José L

2015-01-01

The recognition of drugs and chemical entities in text is a very important task within the field of biomedical information extraction, given the rapid growth in the amount of published texts (scientific papers, patents, patient records) and the relevance of these and other related concepts. If done effectively, this could allow exploiting such textual resources to automatically extract or infer relevant information, such as drug profiles, relations and similarities between drugs, or associations between drugs and potential drug targets. The objective of this work was to develop and validate a document processing and information extraction pipeline for the identification of chemical entity mentions in text. We used the BioCreative IV CHEMDNER task data to train and evaluate a machine-learning based entity recognition system. Using a combination of two conditional random field models, a selected set of features, and a post-processing stage, we achieved F-measure results of 87.48% in the chemical entity mention recognition task and 87.75% in the chemical document indexing task. We present a machine learning-based solution for automatic recognition of chemical and drug names in scientific documents. The proposed approach applies a rich feature set, including linguistic, orthographic, morphological, dictionary matching and local context features. Post-processing modules are also integrated, performing parentheses correction, abbreviation resolution and filtering erroneous mentions using an exclusion list derived from the training data. The developed methods were implemented as a document annotation tool and web service, freely available at http://bioinformatics.ua.pt/becas-chemicals/.

U.S. Department of the Interior South Central Climate Science Center strategic science plan, 2013--18

Science.gov (United States)

Winton, Kim T.; Dalton, Melinda S.; Shipp, Allison A.

2013-01-01

cultural resources. The South Central CSC will provide scientific information, tools, and techniques that managers and other parties interested in land, water, wildlife, and cultural resources can use to anticipate, monitor, and adapt to climate change, actively engaging LCCs and other partners in translating science into management decisions. This document is the first Strategic Science Plan for the South Central CSC (2013-18). Using the January 2011 DOI guidance as a model, this document (1) describes the role and interactions of the South Central CSC among partners and stakeholders including Federal, State, and non-governmental organizations throughout the region; (2) describes a concept of what the center will provide to its partners; (3) defines a context for climate impacts in the south central United States; and (4) establishes the science priorities the center will address through research. Science priorities are currently organized as immediate or future research needs; however, this document is intended to be reevaluated and modified as partner needs change and as scientific work progresses.

Concept, measurement and use of acculturation in health and disease risk studies.

Science.gov (United States)

Chakraborty, Bandana M; Chakraborty, Ranajit

2010-12-01

Acculturation, a concept with its root in social science and cultural anthropology, is a process intimately related to health behavior and health status of minority populations in a multicultural society. This paper provides a brief review of the subject of acculturation as it relates to health research, showing that this concept has a potential to identify risk factors that underlie increased prevalence of chronic diseases, particularly in immigrant populations. A proper understanding of this is helpful in designing intervention programs to reduce the burden of such diseases and to increase the quality of life in such populations. The concept is defined with an outline of its history showing its evolution over time. Criteria for measuring acculturation are described to illustrate the need of accommodating its multidimensional features. Drawing examples from health research in US Hispanics, the role of acculturation on health behavior is discussed to document that the discordant findings are at least partially due to either use of incomplete dimensions of the concept, or not accounting for the dynamic aspect of its process. Finally, with illustration of a finding from a study among overweight Mexican American women of South Texas, a model of acculturation study is proposed that may be used in other immigrant populations undergoing the acculturation process.

Multimodal document management in radiotherapy

International Nuclear Information System (INIS)

Fahrner, H.; Kirrmann, S.; Roehner, F.; Schmucker, M.; Hall, M.; Heinemann, F.

2013-01-01

workflow via continuous processes. Since the completion of the concepts and the implementation in our test environment 15,000 documents were introduced into the departmental workflow following routine approval. Furthermore approximately 5000 appointment letters for patient aftercare per year were automatically generated by the BAS. In addition patient record extracts in the form of PDF files for the medical services of the healthcare insurer can be generated. (orig.)

Can Elementary Students Gather Information from Concept Maps?

Science.gov (United States)

Marulcu, Ismail; Karakuyu, Yunus; Dogan, Mevlut

2013-01-01

In this study, we investigated whether concept maps were used as often and as effectively in elementary science and technology classrooms as recommended by the National Ministry of Education (MEB) in the new curricula in Turkey. In the new elementary science and technology curricula, the MEB provides a general concept map for each unit. We used…

Small Aircraft Transportation System, Higher Volume Operations Concept: Normal Operations

Science.gov (United States)

Abbott, Terence S.; Jones, Kenneth M.; Consiglio, Maria C.; Williams, Daniel M.; Adams, Catherine A.

2004-01-01

This document defines the Small Aircraft Transportation System (SATS), Higher Volume Operations (HVO) concept for normal conditions. In this concept, a block of airspace would be established around designated non-towered, non-radar airports during periods of poor weather. Within this new airspace, pilots would take responsibility for separation assurance between their aircraft and other similarly equipped aircraft. Using onboard equipment and procedures, they would then approach and land at the airport. Departures would be handled in a similar fashion. The details for this operational concept are provided in this document.

The Computable Catchment: An executable document for model-data software sharing, reproducibility and interactive visualization

Science.gov (United States)

Gil, Y.; Duffy, C.

2015-12-01

This paper proposes the concept of a "Computable Catchment" which is used to develop a collaborative platform for watershed modeling and data analysis. The object of the research is a sharable, executable document similar to a pdf, but one that includes documentation of the underlying theoretical concepts, interactive computational/numerical resources, linkage to essential data repositories and the ability for interactive model-data visualization and analysis. The executable document for each catchment is stored in the cloud with automatic provisioning and a unique identifier allowing collaborative model and data enhancements for historical hydroclimatic reconstruction and/or future landuse or climate change scenarios to be easily reconstructed or extended. The Computable Catchment adopts metadata standards for naming all variables in the model and the data. The a-priori or initial data is derived from national data sources for soils, hydrogeology, climate, and land cover available from the www.hydroterre.psu.edu data service (Leonard and Duffy, 2015). The executable document is based on Wolfram CDF or Computable Document Format with an interactive open-source reader accessible by any modern computing platform. The CDF file and contents can be uploaded to a website or simply shared as a normal document maintaining all interactive features of the model and data. The Computable Catchment concept represents one application for Geoscience Papers of the Future representing an extensible document that combines theory, models, data and analysis that are digitally shared, documented and reused among research collaborators, students, educators and decision makers.

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

OpenAIRE

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

2016-01-01

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

Science, evolution, and creationism

National Research Council Canada - National Science Library

Committee on Revising Science and Creationism

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

The Lassen Astrobiology Intern Program - Concept, Implementation and Evaluation

Science.gov (United States)

Des Marais, D. J.; Dueck, S. L.; Davis, H. B.; Parenteau, M. N.; Kubo, M. D.

2014-12-01

The program goal was to provide a hands-on astrobiology learning experience to high school students by introducing astrobiology and providing opportunities to conduct field and lab research with NASA scientists. The program sought to increase interest in interdisciplinary science, technology, engineering, math and related careers. Lassen Volcanic National Park (LVNP), Red Bluff High School and the Ames Team of the NASA Astrobiology Institute led the program. LVNP was selected because it shares aspects of volcanism with Mars and it hosts thermal springs with microbial mat communities. Students documented volcanic deposits, springs and microbial mats. They analyzed waters and sampled rocks, water and microorganisms. They cultured microorganisms and studied chemical reactions between rocks and simulated spring waters. Each student prepared a report to present data and discuss relationships between volcanic rocks and gases, spring waters and microbial mats. At a "graduation" event the students presented their findings to the Red Bluff community. They visited Ames Research Center to tour the facilities and learn about science and technology careers. To evaluate program impact, surveys were given to students after lectures, labs, fieldwork and discussions with Ames scientists. Students' work was scored using rubrics (labs, progress reports, final report, presentation). Students took pre/post tests on core astrobiology concepts. Parents, teachers, rangers, Ames staff and students completed end-of-year surveys on program impact. Several outcomes were documented. Students had a unique and highly valued learning experience with NASA scientists. They understood what scientists do through authentic scientific work, and what scientists are like as individuals. Students became knowledgeable about astrobiology and how it can be pursued in the lab and in the field. The students' interest increased markedly in astrobiology, interdisciplinary studies and science generally.

GN and C Subsystem Concept for Safe Precision Landing of the Proposed Lunar MARE Robotic Science Mission

Science.gov (United States)

Carson, John M., III; Johnson, Andrew E.; Anderson, F. Scott; Condon, Gerald L.; Nguyen, Louis H.; Olansen, Jon B.; Devolites, Jennifer L.; Harris, William J.; Hines, Glenn D.; Lee, David E.;

An Examination of the Documentary Film "Einstein and Eddington" in Terms of Nature of Science Themes, Philosophical Movements, and Concepts

Science.gov (United States)

Kapucu, Munise Seçkin

2016-01-01

This study aims to examine nature of science themes, philosophical movements, and overall concepts covered in the documentary film, "Einstein and Eddington". A qualitative research method was used. In this study, the documentary film "Einstein and Eddington," the viewing time of which is 1 hour and 28 minutes, was used as the…

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…

Transportation Management Center Concepts Of Operation, Implementation Guide

Science.gov (United States)

1999-12-01

THE FOLLOWING DOCUMENT WILL ASSIST AGENCIES IN DEVELOPING A CONCEPT OF OPERATIONS BY PROVIDING INSIGHT INTO EACH OF THE TOPICS A CONCEPT OF OPERATIONS IS LIKELY TO CONTAIN. EXAMPLES OF OPERATIONAL CONSIDERATIONS FROM TMCS IN THE UNITED STATES AND CAN...

Authentication/authorization issues and fulltext document migration for the CERN Document Server

CERN Document Server

Kaplun, Samuele; Farina, Fabio; Šimko, Tibor

2007-01-01

This thesis describes a master degree project, ending studies at Università degli Studi di Milano-Bicocca of Computer Science, Milano. This work has been realized at the European Organization of Nuclear Research (CERN), in Geneva. The aim of the project was to enhance CDS Invenio, a digital library software developed by CERN, in the authentication/authorization area, to develop an automatic migration tool for moving documents from the legacy architecture and to develop an extension to Python in C for solving indexing time issues.