WorldWideScience

Sample records for science content science

  1. Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

    Science.gov (United States)

    Nowicki, Barbara L.; Sullivan-Watts, Barbara; Shim, Minsuk K.; Young, Betty; Pockalny, Robert

    2013-06-01

    Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This study examined 81 in-classroom inquiry science lessons for preservice education majors and their cooperating teachers to determine the accuracy of the science content delivered in elementary classrooms. Our results showed that 74 % of experienced teachers and 50 % of student teachers presented science lessons with greater than 90 % accuracy. Eleven of the 81 lessons (9 preservice, 2 cooperating teachers) failed to deliver accurate science content to the class. Science content accuracy was highly correlated with the use of kit-based resources supported with professional development, a preference for teaching science, and grade level. There was no correlation between the accuracy of science content and some common measures of teacher content knowledge (i.e., number of college science courses, science grades, or scores on a general science content test). Our study concluded that when provided with high quality curricular materials and targeted professional development, elementary teachers learn needed science content and present it accurately to their students.

  2. Valid and Reliable Science Content Assessments for Science Teachers

    Science.gov (United States)

    Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

    2013-01-01

    Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper…

  3. Elementary student teachers' science content representations

    Science.gov (United States)

    Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

    2002-08-01

    This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject-specific considerations for teaching and learning.

  4. Trends of Science Education Research: An Automatic Content Analysis

    Science.gov (United States)

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

    2010-01-01

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

  5. science

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

    David Spurgeon

    Give us the tools: science and technology for development. Ottawa, ...... altered technical rela- tionships among the factors used in the process of production, and the en- .... to ourselves only the rights of audit and periodic substantive review." If a ...... and destroying scarce water reserves, recreational areas and a generally.

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

    Science.gov (United States)

    Ma, Yongjun; Wan, Yanlan

    2017-01-01

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

  7. Earth Systems Science in an Integrated Science Content and Methods Course for Elementary Education Majors

    Science.gov (United States)

    Madsen, J. A.; Allen, D. E.; Donham, R. S.; Fifield, S. J.; Shipman, H. L.; Ford, D. J.; Dagher, Z. R.

    2004-12-01

    With funding from the National Science Foundation, we have designed an integrated science content and methods course for sophomore-level elementary teacher education (ETE) majors. This course, the Science Semester, is a 15-credit sequence that consists of three science content courses (Earth, Life, and Physical Science) and a science teaching methods course. The goal of this integrated science and education methods curriculum is to foster holistic understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in teaching science in their classrooms. During the Science Semester, traditional subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based elementary science. Exemplary approaches that support both learning science and learning how to teach science are used. In the science courses, students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. In the methods course, students critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. An earth system science approach is ideally adapted for the integrated, inquiry-based learning that takes place during the Science Semester. The PBL investigations that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in the PBL investigation that focuses on energy, the carbon cycle is examined as it relates to fossil fuels. In another PBL investigation centered on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. In a PBL investigation that has students learning about the Delaware Bay ecosystem through the story of the horseshoe crab and the biome

  8. Interaction between Science Teaching Orientation and Pedagogical Content Knowledge Components

    Science.gov (United States)

    Demirdögen, Betül

    2016-01-01

    The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the…

  9. Comfort and Content: Considerations for Informal Science Professional Development

    Science.gov (United States)

    Holliday, Gary M.; Lederman, Norman G.; Lederman, Judith S.

    2014-01-01

    This study looked at a life science course that was offered at and taught by education staff of a large informal science institution (ISI) located in the Midwest. The curriculum, materials, and agendas for the course were developed by education staff and complemented a permanent life science exhibition. The researcher developed a content test…

  10. Marrying Content and Process in Computer Science Education

    Science.gov (United States)

    Zendler, A.; Spannagel, C.; Klaudt, D.

    2011-01-01

    Constructivist approaches to computer science education emphasize that as well as knowledge, thinking skills and processes are involved in active knowledge construction. K-12 computer science curricula must not be based on fashions and trends, but on contents and processes that are observable in various domains of computer science, that can be…

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

    Science.gov (United States)

    Menon, Deepika; Sadler, Troy D.

    2016-10-01

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

  12. Preparing Science Teachers: Strong Emphasis on Science Content Course Work in a Master's Program in Education

    Science.gov (United States)

    Ajhar, Edward A.; Blackwell, E.; Quesada, D.

    2010-05-01

    In South Florida, science teacher preparation is often weak as a shortage of science teachers often prompts administrators to assign teachers to science classes just to cover the classroom needs. This results is poor preparation of students for college science course work, which, in turn, causes the next generation of science teachers to be even weaker than the first. This cycle must be broken in order to prepare better students in the sciences. At St. Thomas University in Miami Gardens, Florida, our School of Science has teamed with our Institute for Education to create a program to alleviate this problem: A Master of Science in Education with a Concentration in Earth/Space Science. The Master's program consists of 36 total credits. Half the curriculum consists of traditional educational foundation and instructional leadership courses while the other half is focused on Earth and Space Science content courses. The content area of 18 credits also provides a separate certificate program. Although traditional high school science education places a heavy emphasis on Earth Science, this program expands that emphasis to include the broader context of astronomy, astrophysics, astrobiology, planetary science, and the practice and philosophy of science. From this contextual basis the teacher is better prepared to educate and motivate middle and high school students in all areas of the physical sciences. Because hands-on experience is especially valuable to educators, our program uses materials and equipment including small optical telescopes (Galileoscopes), several 8-in and 14-in Celestron and Meade reflectors, and a Small Radio Telescope installed on site. (Partial funding provided by the US Department of Education through Minority Science and Engineering Improvement Program grant P120A050062.)

  13. Science as Content, Science as Context: Working in the Science Department

    Science.gov (United States)

    Wildy, Helen; Wallace, John

    2004-01-01

    In this study we explored how the science department shaped the relationship between a science department head, Mr Greg, and a teacher, Ms Horton, as they grappled with their expectations of, and responsibilities for, teaching and leadership in the daily life in the department. We found that, from their life histories and their positions in the…

  14. Examining the Nexus of Science Communication and Science Education: A Content Analysis of Genetics News Articles

    Science.gov (United States)

    Shea, Nicole A.

    2015-01-01

    Access to science information via communications in the media is rapidly becoming a central means for the public to gain knowledge about scientific advancements. However, little is known about what content knowledge is essential for understanding issues presented in news media. Very few empirical studies attempt to bridge science communication and…

  15. Content analysis of science material in junior school-based inquiry and science process skills

    Science.gov (United States)

    Patonah, S.; Nuvitalia, D.; Saptaningrum, E.

    2018-03-01

    The purpose of this research is to obtain the characteristic map of science material content in Junior School which can be optimized using inquiry learning model to tone the science process skill. The research method used in the form of qualitative research on SMP science curriculum document in Indonesia. Documents are reviewed on the basis of the basic competencies of each level as well as their potential to trace the skills of the science process using inquiry learning models. The review was conducted by the research team. The results obtained, science process skills in grade 7 have the potential to be trained using the model of inquiry learning by 74%, 8th grade by 83%, and grade 9 by 75%. For the dominant process skills in each chapter and each level is the observing skill. Follow-up research is used to develop instructional inquiry tools to trace the skills of the science process.

  16. Trends of Science Education Research: An Automatic Content Analysis

    Science.gov (United States)

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

    2010-08-01

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

  17. The impact of a curriculum course on pre-service primary teachers' science content knowledge and attitudes towards teaching science

    OpenAIRE

    Murphy, Clíona; Smith, Greg

    2012-01-01

    Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students' conceptual and pedagogical knowledge of science and on their attitudes towards teaching science in the primary classroom. A questionnaire, containing closed ...

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

    Science.gov (United States)

    Klinkenborg, Ann Maria

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

  19. 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.

  20. Assessing the Genetics Content in the Next Generation Science Standards.

    Science.gov (United States)

    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.

  1. The Impact of a Curriculum Course on Pre-Service Primary Teachers' Science Content Knowledge and Attitudes towards Teaching Science

    Science.gov (United States)

    Murphy, Cliona; Smith, Greg

    2012-01-01

    Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students'…

  2. Science Teachers’ Pedagogical Content Knowledge and Integrated Approach

    Science.gov (United States)

    Adi Putra, M. J.; Widodo, A.; Sopandi, W.

    2017-09-01

    The integrated approach refers to the stages of pupils’ psychological development. Unfortunately, the competences which are designed into the curriculum is not appropriate with the child development. This Manuscript presents PCK (pedagogical content knowledge) of teachers who teach science content utilizing an integrated approach. The data has been collected by using CoRe, PaP-eR, and interviews from six elementary teachers who teach science. The paper informs that high and stable teacher PCKs have an impact on how teachers present integrated teaching. Because it is influenced by the selection of important content that must be submitted to the students, the depth of the content, the reasons for choosing the teaching procedures and some other things. So for teachers to be able to integrate teaching, they should have a balanced PCK.

  3. Content Based Image Matching for Planetary Science

    Science.gov (United States)

    Deans, M. C.; Meyer, C.

    2006-12-01

    Planetary missions generate large volumes of data. With the MER rovers still functioning on Mars, PDS contains over 7200 released images from the Microscopic Imagers alone. These data products are only searchable by keys such as the Sol, spacecraft clock, or rover motion counter index, with little connection to the semantic content of the images. We have developed a method for matching images based on the visual textures in images. For every image in a database, a series of filters compute the image response to localized frequencies and orientations. Filter responses are turned into a low dimensional descriptor vector, generating a 37 dimensional fingerprint. For images such as the MER MI, this represents a compression ratio of 99.9965% (the fingerprint is approximately 0.0035% the size of the original image). At query time, fingerprints are quickly matched to find images with similar appearance. Image databases containing several thousand images are preprocessed offline in a matter of hours. Image matches from the database are found in a matter of seconds. We have demonstrated this image matching technique using three sources of data. The first database consists of 7200 images from the MER Microscopic Imager. The second database consists of 3500 images from the Narrow Angle Mars Orbital Camera (MOC-NA), which were cropped into 1024×1024 sub-images for consistency. The third database consists of 7500 scanned archival photos from the Apollo Metric Camera. Example query results from all three data sources are shown. We have also carried out user tests to evaluate matching performance by hand labeling results. User tests verify approximately 20% false positive rate for the top 14 results for MOC NA and MER MI data. This means typically 10 to 12 results out of 14 match the query image sufficiently. This represents a powerful search tool for databases of thousands of images where the a priori match probability for an image might be less than 1%. Qualitatively, correct

  4. Effects of a Science Content Course on Elementary Preservice Teachers' Self-Efficacy of Teaching Science

    Science.gov (United States)

    Bergman, Daniel J.; Morphew, Jason

    2015-01-01

    The preparation of elementary teachers to successfully teach science in their classrooms is a central issue in science education. The teacher preparation program at a large Midwestern university was modified to include a new science content course aimed at this need. A pre-/postassessment research model involved participants (N = 154) completing a…

  5. Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers

    Science.gov (United States)

    Pringle, Rose M.; Dawson, Kara; Ritzhaupt, Albert D.

    2015-01-01

    In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this…

  6. 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…

  7. Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses

    Science.gov (United States)

    Menon, Deepika; Sadler, Troy D.

    2018-01-01

    Self-efficacy beliefs play a major role in determining teachers' science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers' science teaching self-efficacy beliefs in a physical science content…

  8. Teaching the content and context of science: The effect of using historical narratives to teach the nature of science and science content in an undergraduate introductory geology course

    Science.gov (United States)

    Vanderlinden, David Winston

    This study reports the use of historically accurate narratives (short stories) to simultaneously teach geology content and the nature of science in an introductory, undergraduate geology course. The stories describe key events involved in the development of geologists' ideas about continental drift/plate tectonics and deep time/the age of the Earth. The design of the stories provides a highly contextualized setting which is designed to promote NOS and geology understanding by explicitly attending students to fundamental concepts and requiring students to reflect on the short story content. Evidence is reported to support the conclusion that students using these short stories constructed a better understanding of (1) the variety of processes involved in the construction of scientific knowledge, (2) the subjective nature of data that allows it to be interpreted differently by different scientists, and (3) the roles that culture and society play in determining the way in which scientific work is conducted and scientific ideas are constructed, while maintaining equal levels of understanding of geology content when compared to students who did not use the short stories. In some cases, students' preconceptions about objectivity in science, the degree to which scientific ideas can be considered as "proven" or "true," and the role of discovery in science appear to have adversely affected their ability to interpret the short story content in the ways intended. In addition, students' misconceptions about differences in how oceanic and continental plates were formed and geologists' use of relative and absolute dating techniques, especially the appropriate uses of radio-isotopic dating, are described. This study has implications for science instructors as they make efforts to efficiently use class time and curriculum resources to teach about the both the content and context of science and for geology instructors as they consider students' misconceptions about plate tectonics

  9. Gaps in Science Content Knowledge Encountered during Teaching Practice: A Study of Early-Career Middle-School Science Teachers

    Science.gov (United States)

    Kinghorn, Brian Edward

    2013-01-01

    Subject-specific content knowledge is crucial for effective science teaching, yet many teachers are entering the field not fully equipped with all the science content knowledge they need to effectively teach the subject. Learning from practice is one approach to bridging the gap between what practicing teachers know and what they need to know.…

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

    Science.gov (United States)

    Ma, Yongjun; Wan, Yanlan

    2017-08-01

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

  11. Self-Directed Learning to Improve Science Content Knowledge for Teachers

    Science.gov (United States)

    van Garderen, Delinda; Hanuscin, Deborah; Thomas, Cathy Newman; Stormont, Melissa; Lee, Eun J.

    2017-01-01

    Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are…

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

    Science.gov (United States)

    Brooks, Kristine M.

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

  13. Rethinking the Elementary Science Methods Course: A Case for Content, Pedagogy, and Informal Science Education.

    Science.gov (United States)

    Kelly, Janet

    2000-01-01

    Indicates the importance of preparing prospective teachers who will be elementary science teachers with different methods. Presents the theoretical and practical rationale for developing a constructivist-based elementary science methods course. Discusses the impact student knowledge and understanding of science and student attitudes has on…

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

    Science.gov (United States)

    Novak, Elena; Wisdom, Sonya

    2018-05-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    NARCIS (Netherlands)

    Kerkhoven, A.H.; Rodrigues, Dos Santos Russo P.M.; Land, A.M.; Saxena, A.; Rodenburg, F.J.

    2016-01-01

    More men are studying and working in science fields than women. This could be an effect of the prevalence of gender stereotypes (e.g., science is for men, not for women). Aside from the media and people’s social lives, such stereotypes can also occur in education. Ways in which stereotypes are

  17. Learning the 'grammar of science': The influence of a physical science content course on teachers' understanding of the nature of science

    Science.gov (United States)

    Hanuscin, Deborah L.

    This research examined the development of practicing K--8 teachers' views of the nature of science (NOS) within a physical science content course. Reforms in science education have called for the teaching of science as inquiry. In order to achieve the vision of the reforms, teachers must understand science, both a body of knowledge and as a process, but also the very nature of science itself-or the values and assumptions inherent in the construction of scientific knowledge. NOS has been deemed a critical component of scientific literacy, with implications for making informed decisions about scientific claims. Research has indicated that despite the emphasis of reforms, teachers generally do not possess accurate views of NOS. Recent work in science education has led to the recommendation that efforts undertaken within teacher education programs to improve teachers' understanding of NOS can be enhanced through relevant coursework in other academic areas, including the sciences. The purpose of this dissertation was to provide an empirical basis for this recommendation, by examining the development of teachers' views of NOS within a physical science content course. To this end, the researcher employed qualitative methodology including participant observation, interview, document analysis, and questionnaire to assess teacher participants' views of the nature of science and the impact of their experience in the content course on these views. As a result of this research, implications for both the course design and science teacher education have been described. In addition, various aspects of the community of practice that characterizes the classroom that inhibit the development of understandings about the nature of science are identified. It is argued that instruction in NOS should be approached from the perspective that builds bridges between the communities of practice of learners and of scientists.

  18. Science Programs

    Science.gov (United States)

    Laboratory Delivering science and technology to protect our nation and promote world stability Science & ; Innovation Collaboration Careers Community Environment Science & Innovation Facilities Science Pillars Research Library Science Briefs Science News Science Highlights Lab Organizations Science Programs Applied

  19. The Poetry of Dandelions: Merging Content-Area Literacy and Science Content Knowledge in a Fourth-Grade Science Classroom

    Science.gov (United States)

    Madden, Lauren; Peel, Anne; Watson, Heather

    2014-01-01

    As teachers begin to implement the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), they are challenged to focus on informational texts across the disciplines and engage children in critical thinking about complex scientific ideas. In this article, we present an integrated science-language arts lesson that explores…

  20. A content-oriented model for science exhibit engineering

    DEFF Research Database (Denmark)

    Achiam, Marianne

    2013-01-01

    Recently, science museums have begun to review their educational purposes and redesign their pedagogies. At the most basic level, this entails accounting for the performance of individual exhibits, and indeed, in some cases, research indicates shortcomings in exhibit design: While often successful......: as a means to operationalize the link between exhibit features and visitor activities; and as a template to transform scientists’ practices in the research context into visitors’ activities in the exhibit context. The resulting model of science exhibit engineering is presented and exemplified, and its...... implications for science exhibit design are discussed at three levels: the design product, the design process, and the design methodology....

  1. Information Content in Radio Waves: Student Investigations in Radio Science

    Science.gov (United States)

    Jacobs, K.; Scaduto, T.

    2013-12-01

    We describe an inquiry-based instructional unit on information content in radio waves, created in the summer of 2013 as part of a MIT Haystack Observatory (Westford, MA) NSF Research Experiences for Teachers (RET) program. This topic is current and highly relevant, addressing science and technical aspects from radio astronomy, geodesy, and atmospheric research areas as well as Next Generation Science Standards (NGSS). Projects and activities range from simple classroom demonstrations and group investigations, to long term research projects incorporating data acquisition from both student-built instrumentation as well as online databases. Each of the core lessons is applied to one of the primary research centers at Haystack through an inquiry project that builds on previously developed units through the MIT Haystack RET program. In radio astronomy, students investigate the application of a simple and inexpensive software defined radio chip (RTL-SDR) for use in systems implementing a small and very small radio telescope (SRT and VSRT). Both of these systems allow students to explore fundamental principles of radio waves and interferometry as applied to radio astronomy. In ionospheric research, students track solar storms from the initial coronal mass ejection (using Solar Dynamics Observatory images) to the resulting variability in total electron density concentrations using data from the community standard Madrigal distributed database system maintained by MIT Haystack. Finally, students get to explore very long-baseline interferometry as it is used in geodetic studies by measuring crustal plate displacements over time. Alignment to NextGen standards is provided for each lesson and activity with emphasis on HS-PS4 'Waves and Their Applications in Technologies for Information Transfer'.

  2. Developing pre-service science teachers' pedagogical content knowledge by using training program

    Science.gov (United States)

    Udomkan, Watinee; Suwannoi, Paisan

    2018-01-01

    A training program was developed for enhancing pre-service science teachers' pedagogical content knowledge (PCK). The pre-service science teachers are able to: understand science curriculum, knowledge of assessment in science, knowledge of students' understanding of science, instructional strategies and orientations towards science teaching, which is conceptualized as PCK [5]. This study examined the preservice science teachers' understandings and their practices which include five pre-service science teachers' PCK. In this study, the participants demonstrated their PCK through the process of the training program by writing content representations (CoRes), preparing the lesson plans, micro-teaching, and actual teaching respectively. All pre-service science teachers' performs were collected by classroom observations. Then, they were interviewed. The results showed that the pre-service science teachers progressively developed knowledge components of PCK. Micro-teaching is the key activities for developing PCK. However, they had some difficulties in their classroom teaching. They required of sufficient ability to design appropriate instructional strategies and assessment activities for teaching. Blending content and pedagogy is also a matter of great concern. The implication of this study was that science educators can enhance pre-service science teachers' PCK by fostering their better understandings of the instructional strategies, assessment activities and blending between content and pedagogy in their classroom.

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

    Science.gov (United States)

    Kanter, David E.

    2010-01-01

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

  4. Science and Science Fiction

    Science.gov (United States)

    Oravetz, David

    2005-01-01

    This article is for teachers looking for new ways to motivate students, increase science comprehension, and understanding without using the old standard expository science textbook. This author suggests reading a science fiction novel in the science classroom as a way to engage students in learning. Using science fiction literature and language…

  5. The transformation of science and mathematics content knowledge into teaching content by university faculty

    Science.gov (United States)

    Flynn, Natalie P.

    This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their

  6. Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers

    Science.gov (United States)

    Cite, Suleyman; Lee, Eun; Menon, Deepika; Hanuscin, Deborah L.

    2017-01-01

    While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching…

  7. Impact of Secondary Students' Content Knowledge on Their Communication Skills in Science

    Science.gov (United States)

    Kulgemeyer, Christoph

    2018-01-01

    The "expert blind spot" (EBS) hypothesis implies that even some experts with a high content knowledge might have problems in science communication because they are using the structure of the content rather than their addressee's prerequisites as an orientation. But is that also true for students? Explaining science to peers is a crucial…

  8. Cartography and Geographic Information Science in Current Contents

    Directory of Open Access Journals (Sweden)

    Nedjeljko Frančula

    2009-12-01

    Full Text Available The Cartography and Geographic Information Science (CaGIS journal was published as The American Cartographer from 1974 to 1989, after that as Cartography and Geographic Information System, and since then has been published with its current name. It is published by the Cartography and Geographic Information Society, a member of the American Congress on Surveying and Mapping.

  9. How Augmented Reality Enables Conceptual Understanding of Challenging Science Content

    Science.gov (United States)

    Yoon, Susan; Anderson, Emma; Lin, Joyce; Elinich, Karen

    2017-01-01

    Research on learning about science has revealed that students often hold robust misconceptions about a number of scientific ideas. Digital simulation and dynamic visualization tools have helped to ameliorate these learning challenges by providing scaffolding to understand various aspects of the phenomenon. In this study we hypothesize that…

  10. The Ways to Promote Pre-service Science Teachers’ Pedagogical Content Knowledge for Inquiry in Learning Management in Science Course

    Directory of Open Access Journals (Sweden)

    Siriphan Satthaphon

    2017-09-01

    Full Text Available This classroom action research aimed to study the ways to promote pre-service science teachers’ pedagogical content knowledge for inquiry (PCK for inquiry. The participants were 37 students who enrolled in Learning Management in Science course in academic year 2014. Multiple data sources including students’ lesson plans, reflective journals, teacher’s logs, and worksheets were collected. The inductive approach was used to analyze data. The findings revealed the ways to promote pre-service science teachers’ PCK for inquiry consisted of being teacher’s explicit role model ; providing students to reflect their practices that link between their knowledge and understandings ; reflection from video case ; collaboration between students and teacher in learning activities planning, and allowing students to practice in actual situation could be better influence students not only reflect their understandings but also design, and teach science through inquiry.

  11. Content Is King: Databases Preserve the Collective Information of Science.

    Science.gov (United States)

    Yates, John R

    2018-04-01

    Databases store sequence information experimentally gathered to create resources that further science. In the last 20 years databases have become critical components of fields like proteomics where they provide the basis for large-scale and high-throughput proteomic informatics. Amos Bairoch, winner of the Association of Biomolecular Resource Facilities Frederick Sanger Award, has created some of the important databases proteomic research depends upon for accurate interpretation of data.

  12. Science and data science.

    Science.gov (United States)

    Blei, David M; Smyth, Padhraic

    2017-08-07

    Data science has attracted a lot of attention, promising to turn vast amounts of data into useful predictions and insights. In this article, we ask why scientists should care about data science. To answer, we discuss data science from three perspectives: statistical, computational, and human. Although each of the three is a critical component of data science, we argue that the effective combination of all three components is the essence of what data science is about.

  13. Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

    Science.gov (United States)

    Thongnoppakun, Warangkana; Yuenyong, Chokchai

    2018-01-01

    Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related

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

    Science.gov (United States)

    Xu, Linjia; Huang, Biaowen; Wu, Guosheng

    2015-11-01

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

  15. Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge

    Science.gov (United States)

    Stephenson, Robert L.

    The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky's social constructivist theory and Bandura's concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students' limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society.

  16. Learning on the Trail: A Content Analysis of a University Arboretum's Exemplary Interpretive Science Signage System

    Science.gov (United States)

    Wandersee, James H.; Clary, Renee M.

    2007-01-01

    This is an in-depth content analysis of an exemplary outdoor science signage system. The authors offer useful criteria for assessing the quality of the "opportunity to learn" within science signage systems in informal educational sites. This research may be helpful in the design or improvement of trailside interpretive signage systems.

  17. Examining science teachers' pedagogical content knowledge in the context of a professional development program

    NARCIS (Netherlands)

    Wongsopawiro, Dirk Soenario

    2012-01-01

    This dissertation reports on the pedagogical content knowledge (PCK) of science teachers during a professional development program. This research intended to help us understand why and how teachers make their classroom decisions as they teach science. The main questions in this study were: What is

  18. Investigating Coherence among Turkish Elementary Science Teachers' Teaching Belief Systems, Pedagogical Content Knowledge and Practice

    Science.gov (United States)

    Bahcivan, Eralp; Cobern, William W.

    2016-01-01

    This study investigated comprehensive science teaching belief systems and their relation to science teachers' pedagogical content knowledge and teaching practices. Rokeach's (1968) belief system was used as a framework for representing the hierarchy among in-service teachers' teaching beliefs. This study employed a multiple case study design with…

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

    Science.gov (United States)

    Yasar, M. Diyaddin

    2017-01-01

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

  20. The Effect of Scaffolded Strategies on Content Learning in a Designed Science Cyberlearning Environment

    Science.gov (United States)

    Kern, Cynthia Lee

    2013-01-01

    Scientific inscriptions--graphs, diagrams, and data--and argumentation are integral to generating and communicating scientific understanding. Scientific inscriptions and argumentation are also important to learning science. However, previous research has indicated that learners struggle to understand and learn science content represented in…

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

    NARCIS (Netherlands)

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

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

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

    Science.gov (United States)

    Schram, Asta B.

    2014-01-01

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

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

    Science.gov (United States)

    Kind, Vanessa

    2016-01-01

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

  4. Science in Science Fiction.

    Science.gov (United States)

    Allday, Jonathan

    2003-01-01

    Offers some suggestions as to how science fiction, especially television science fiction programs such as "Star Trek" and "Star Wars", can be drawn into physics lessons to illuminate some interesting issues. (Author/KHR)

  5. Do Subject Matter Knowledge, and Pedagogical Content Knowledge Constitute the Ideal Gas Law of Science Teaching?

    Science.gov (United States)

    Lederman, Norman G.; Gess-Newsome, Julie

    1992-01-01

    Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

  6. Preschoolers' Recall of Science Content from Educational Videos Presented with and without Songs

    Science.gov (United States)

    Schechter, Rachel L.

    2013-01-01

    This experimental investigation evaluated the impact of educational songs on a child's ability to recall scientific content from an educational television program. Preschoolers' comprehension of the educational content was examined by measuring children's ability to recall the featured science content (the function of a pulley and…

  7. Pre-Service Science Teachers in Xinjiang "Scientific Inquiry" - Pedagogical Content Knowledge Research

    Science.gov (United States)

    Li, Yufeng; Xiong, Jianwen

    2012-01-01

    Scientific inquiry is one of the science curriculum content, "Scientific inquiry" - Pedagogical Content Knowledge is the face of scientific inquiry and teachers - of course pedagogical content knowledge and scientific inquiry a teaching practice with more direct expertise. Pre-service teacher training phase of acquisition of knowledge is…

  8. Making Sense of Principal Leadership in Content Areas: The Case of Secondary Math and Science Instruction

    Science.gov (United States)

    Lochmiller, Chad R.; Acker-Hocevar, Michele

    2016-01-01

    We drew upon sense making and leadership content knowledge to explore how high school administrators' understanding of content areas informed their leadership. We used math and science to illustrate our interpretations, noting that other content areas may pose different challenges. We found that principals' limited understanding of these content…

  9. Integrating Science Content and Pedagogy in the Earth, Life, and Physical Sciences: A K-8 Pre-Service Teacher Preparation Continuum at the University of Delaware

    Science.gov (United States)

    Madsen, J.; Allen, D.; Donham, R.; Fifield, S.; Ford, D.; Shipman, H.; Dagher, Z.

    2007-12-01

    University of Delaware faculty in the geological sciences, biological sciences, and the physics and astronomy departments have partnered with faculty and researchers from the school of education to form a continuum for K- 8 pre-service teacher preparation in science. The goal of the continuum is to develop integrated understandings of content and pedagogy so that these future teachers can effectively use inquiry-based approaches in teaching science in their classrooms. Throughout the continuum where earth science content appears an earth system science approach, with emphasis on inquiry-based activities, is employed. The continuum for K-8 pre-service teachers includes a gateway content course in the earth, life, or physical sciences taken during the freshman year followed by integrated science content and methods courses taken during the sophomore year. These integrated courses, called the Science Semester, were designed and implemented with funding from the National Science Foundation. During the Science Semester, traditional content and pedagogy subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based science. Students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. They also critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning during the Science Semester. The PBL activities that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in a PBL investigation that focuses on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. Those students seeking secondary certification in science will enroll, as a bridge toward their student teaching experience, in an

  10. Teaching science content in nursing programs in Australia: a cross-sectional survey of academics.

    Science.gov (United States)

    Birks, Melanie; Ralph, Nicholas; Cant, Robyn; Hillman, Elspeth; Chun Tie, Ylona

    2015-01-01

    Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of

  11. "Wow! Look at That!": Discourse as a Means to Improve Teachers' Science Content Learning in Informal Science Institutions

    Science.gov (United States)

    Holliday, Gary M.; Lederman, Judith S.; Lederman, Norman G.

    2014-12-01

    Currently, it is not clear whether professional development staff at Informal Science Institutions (ISIs) are considering the way exhibits contribute to the social aspects of learning as described by the contextual model of learning (CML) (Falk & Dierking in The museum experience. Whalesback, Washington, 1992; Learning from museums: visitor experiences and the making of meaning. Altamira Press, New York, 2000) and recommended in the reform documents (see Cox-Peterson et al. in Journal of Research in Science Teaching 40:200-218, 2003). In order to move beyond only preparing science teachers for field trips, while necessary, it is also important to understand the role exhibits play in influencing teachers' content-related social interactions while engaged in ISI professional development. This study looked at a life science course that was offered at and taught by education staff of a large science and technology museum located in the Midwest, USA. The course was offered to three sections of teachers throughout the school year and met six times for a full day. The courses met approximately once a month from September through the beginning of June and provided 42 contact hours overall. Elementary and middle school teachers ( n = 94) were audio- and videotaped while participating in the content courses and interacting with the museum's exhibits. When considering the two factors within the sociocultural context of CML: within-group sociocultural mediation and facilitated mediation by others, the use of exhibits during both courses generally did not fully take into account these elements. In this study, it seemed that teachers' talk always had a purpose but it is argued that it did not always have a direction or connection to the desired content or exhibit. When freely exploring the museum, teachers often purely reacted to the display itself or the novelty of it. However, when PD staff made explicit connections between exhibits, content, and activities, participants were

  12. Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

    Science.gov (United States)

    Dietz, Laura

    The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

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

    Science.gov (United States)

    Phillips, Marianne C.

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

  14. Investigation of Technological Pedagogy Content Knowledge of Pre-Service Science and Technology Teachers

    OpenAIRE

    Bayram AKARSU; Esra GÜVEN

    2014-01-01

    The purpose of this study is to investigate Technological Pedagogical Content Knowledge (TPACK) of 3rd and 4th year prospective science teachers, enrollment at the faculty of education, with respect to the technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPC), pedagogical content knowledge (PCK), and information in the technological content (TPC). These knowledge types are intersection of the sub-dimensions to determine whe...

  15. Students’ Digital Photography Behaviors during a Multiday Environmental Science Field Trip and Their Recollections of Photographed Science Content

    Directory of Open Access Journals (Sweden)

    Victor R. Lee

    2014-01-01

    Full Text Available Taking photographs to document the experiences of an educational field trip is becoming a common activity for teachers and students alike. Considering the regular creation of photographic artifacts, our goal in this paper is to explore students’ picture taking behavior and their recollections of science content associated with their photographs. In this study, we partnered with a class of fifth-grade students in the United States and provided each student with a digital camera to document their experiences during an environmental science field trip at a national park. We report the frequency of photography behaviors according to which activities were most often documented by the students and specifically that students tended to document more of their experiences when they were in outdoor, natural spaces rather than inside of visitor centers or museums. Also, through an analysis of students’ comments about the science content captured in their photographs we observe that students’ comments about photographs of the outdoors tended to show greater depth and complexity than those that were taken in indoor, museum-like spaces.

  16. RMOS Contents - RMOS | LSDB Archive [Life Science Database Archive metadata

    Lifescience Database Archive (English)

    Full Text Available search(/contents-en/) != -1 || url.search(/index-e.html/) != -1 ) { document.getElementById(lang).innerHTML=.../) != -1 ) { url = url.replace(-e.html,.html); document.getElementById(lang).innerHTML=[ Japanese |...en/,/jp/); document.getElementById(lang).innerHTML=[ Japanese | English ]; } else if ( url.search(//contents...//) != -1 ) { url = url.replace(/contents/,/contents-en/); document.getElementById(lang).innerHTML=[ Japanes...e(/contents-en/,/contents/); document.getElementById(lang).innerHTML=[ Japanese | English ]; } else if( url.

  17. Teaching Basic Science Content via Real-World Applications: A College-Level Summer Course in Veterinary Anatomy and Physiology

    Science.gov (United States)

    Maza, Paul; Miller, Allison; Carson, Brian; Hermanson, John

    2018-01-01

    Learning and retaining science content may be increased by applying the basic science material to real-world situations. Discussing cases with students during lectures and having them participate in laboratory exercises where they apply the science content to practical situations increases students' interest and enthusiasm. A summer course in…

  18. Information Science: Science or Social Science?

    OpenAIRE

    Sreeramana Aithal; Paul P.K.,; Bhuimali A.

    2017-01-01

    Collection, selection, processing, management, and dissemination of information are the main and ultimate role of Information Science and similar studies such as Information Studies, Information Management, Library Science, and Communication Science and so on. However, Information Science deals with some different characteristics than these subjects. Information Science is most interdisciplinary Science combines with so many knowledge clusters and domains. Information Science is a broad disci...

  19. Examining the Teaching of Science, and Technology and Engineering Content and Practices: An Instrument Modification Study

    Science.gov (United States)

    Love, Tyler S.; Wells, John G.; Parkes, Kelly A.

    2017-01-01

    A modified Reformed Teaching Observation Protocol (RTOP) (Piburn & Sawada, 2000) instrument was used to separately examine eight technology and engineering (T&E) educators' teaching of science, and T&E content and practices, as called for by the "Standards for Technological Literacy: Content for the Study of Technology"…

  20. Understanding primary school science teachers' pedagogical content knowledge: The case of teaching global warming

    Science.gov (United States)

    Chordnork, Boonliang; Yuenyong, Chokchai

    2018-01-01

    This aim of this research was to investigate primary school science teachers understanding and teaching practice as well as the influence on teaching and learning a topic like global warming. The participants were four primary science teachers, who were not graduated in science education. Methodology was the case study method, which was under the qualitative research regarded from interpretive paradigm. Data were collected by openended questionnaire, semi-structure interview, and document colleting. The questionnaire examined teachers' background, teachers' understanding of problems and threats of science teaching, desiring of development their PCK, sharing the teaching approaches, and their ideas of strength and weakness. a semi-structured interview was conducted based on the approach for capturing PCK of Loughran [23] content representation (CoRe). And, the document was collected to clarify what evidence which was invented to effect on students' learning. These document included lesson plan, students' task, and painting about global warming, science projects, the picture of activities of science learning, the exercise and test. Data analysis employed multiple approach of evidence looking an issue from each primary science teachers and used triangulation method to analyze the data with aiming to make meaning of teachers' representation of teaching practice. These included descriptive statistics, CoRe interpretation, and document analysis. The results show that teachers had misunderstanding of science teaching practice and they has articulated the pedagogical content knowledge in terms of assessment, goal of teaching and linking to the context of socio cultural. In contrast, knowledge and belief of curriculum, students' understanding of content global warming, and strategies of teaching were articulated indistinct by non-graduate science teacher. Constructing opportunities for personal development, the curiosity of the student learning center, and linking context

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

    Science.gov (United States)

    Schram, Asta B.

    2014-10-01

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

  2. NASA SMD STEM Activation: Enabling NASA Science Experts and Content into the Learning Environment

    Science.gov (United States)

    Hasan, Hashima; Erickson, Kristen

    2018-01-01

    The NASA Science Mission Directorate (SMD) restructured its efforts to enhance learning in science, technology, engineering, and mathematics (STEM) content areas through a cooperative agreement notice issued in 2015. This effort resulted in the competitive selection of 27 organizations to implement a strategic approach that leverages SMD’s unique assets. Three of these are exclusively directed towards Astrophysics. These unique assets include SMD’s science and engineering content and Science Discipline Subject Matter Experts. Awardees began their work during 2016 and span all areas of Earth and space science and the audiences NASA SMD intends to reach. The goal of the restructured STEM Activation program is to further enable NASA science experts and content into the learning environment more effectively and efficiently with learners of all ages. The objectives are to enable STEM education, improve US scientific literacy, advance national educational goals, and leverage efforts through partnerships. This presentation will provide an overview of the NASA SMD STEM Activation landscape and its commitment to meeting user needs.

  3. Los Alamos National Lab: National Security Science

    Science.gov (United States)

    SKIP TO PAGE CONTENT Los Alamos National Laboratory Delivering science and technology to protect Museum New Hires Publications Research Library Mission Science & Innovation Science & Innovation Facilities Science Pillars Research Library Science Briefs Science News Lab Organizations Science Programs

  4. Science of science.

    Science.gov (United States)

    Fortunato, Santo; Bergstrom, Carl T; Börner, Katy; Evans, James A; Helbing, Dirk; Milojević, Staša; Petersen, Alexander M; Radicchi, Filippo; Sinatra, Roberta; Uzzi, Brian; Vespignani, Alessandro; Waltman, Ludo; Wang, Dashun; Barabási, Albert-László

    2018-03-02

    Identifying fundamental drivers of science and developing predictive models to capture its evolution are instrumental for the design of policies that can improve the scientific enterprise-for example, through enhanced career paths for scientists, better performance evaluation for organizations hosting research, discovery of novel effective funding vehicles, and even identification of promising regions along the scientific frontier. The science of science uses large-scale data on the production of science to search for universal and domain-specific patterns. Here, we review recent developments in this transdisciplinary field. Copyright © 2018 The Authors, some rights reserved; exclusive licensee American Association for the Advancement of Science. No claim to original U.S. Government Works.

  5. Student Opinions on Mobile Augmented Reality Application and Developed Content in Science Class

    Directory of Open Access Journals (Sweden)

    Damla Karagozlu

    2017-11-01

    Full Text Available As one of the most important branches of science, natural science studies have never lost their currency. The purpose of this study is to examine the development process of Augmented Reality contents which were developed using a design-based research method with the purpose of using it in teaching of natural science topics and to look into student evaluations. In the study which employed design-based research model, developed contents were applied, analysed and re-designed with students constantly. The study group of the research consisted of forty 7th grade students at a private college in 2016-2017 fall semester. Augmented reality contents developed for science teaching were evaluated by teachers and students as effective. According to the teacher and student opinions, it was concluded that augmented reality contents of science teaching developed during design-based research process was nice, easily applicable and useful. It can be said that while developing educative materials for students, applying design-based research model and paying attention to material design principles secures the effectiveness of the developed material.

  6. Content and Design Features of Academic Health Sciences Libraries' Home Pages.

    Science.gov (United States)

    McConnaughy, Rozalynd P; Wilson, Steven P

    2018-01-01

    The goal of this content analysis was to identify commonly used content and design features of academic health sciences library home pages. After developing a checklist, data were collected from 135 academic health sciences library home pages. The core components of these library home pages included a contact phone number, a contact email address, an Ask-a-Librarian feature, the physical address listed, a feedback/suggestions link, subject guides, a discovery tool or database-specific search box, multimedia, social media, a site search option, a responsive web design, and a copyright year or update date.

  7. Science Smiles

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Science Smiles. Articles in Resonance – Journal of Science Education. Volume 1 Issue 4 April 1996 pp 4-4 Science Smiles. Chief Editor's column / Science Smiles · R K Laxman · More Details Fulltext PDF. Volume 1 Issue 5 May 1996 pp 3-3 Science Smiles.

  8. contents.htm | nov102005 | currsci | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; currsci; nov102005; contents.htm. 404! error. The page your are looking for can not be found! Please check the link or use the navigation bar at the top. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be ...

  9. contents.htm | currsci | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; currsci; contents.htm. 404! error. The page your are looking for can not be found! Please check the link or use the navigation bar at the top. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held from ...

  10. Science teaching in science education

    Science.gov (United States)

    Callahan, Brendan E.; Dopico, Eduardo

    2016-06-01

    Reading the interesting article Discerning selective traditions in science education by Per Sund , which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching.

  11. Science or Science Fiction?

    DEFF Research Database (Denmark)

    Lefsrud, Lianne M.; Meyer, Renate

    2012-01-01

    This paper examines the framings and identity work associated with professionals’ discursive construction of climate change science, their legitimation of themselves as experts on ‘the truth’, and their attitudes towards regulatory measures. Drawing from survey responses of 1077 professional......, legitimation strategies, and use of emotionality and metaphor. By linking notions of the science or science fiction of climate change to the assessment of the adequacy of global and local policies and of potential organizational responses, we contribute to the understanding of ‘defensive institutional work...

  12. Urban fifth graders' connections-making between formal earth science content and their lived experiences

    Science.gov (United States)

    Brkich, Katie Lynn

    2014-03-01

    Earth science education, as it is traditionally taught, involves presenting concepts such as weathering, erosion, and deposition using relatively well-known examples—the Grand Canyon, beach erosion, and others. However, these examples—which resonate well with middle- and upper-class students—ill-serve students of poverty attending urban schools who may have never traveled farther from home than the corner store. In this paper, I explore the use of a place-based educational framework in teaching earth science concepts to urban fifth graders and explore the connections they make between formal earth science content and their lived experiences using participant-driven photo elicitation techniques. I argue that students are able to gain a sounder understanding of earth science concepts when they are able to make direct observations between the content and their lived experiences and that when such direct observations are impossible they make analogies of appearance, structure, and response to make sense of the content. I discuss additionally the importance of expanding earth science instruction to include man-made materials, as these materials are excluded traditionally from the curriculum yet are most immediately available to urban students for examination.

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

    Science.gov (United States)

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

    2016-01-01

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

  14. Developing Technological Pedagogical Content Knowledge in pre-service science teachers: Support from blended learning

    NARCIS (Netherlands)

    Alayyar, G.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an

  15. Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning

    Science.gov (United States)

    Alayyar, Ghaida M.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The "Technological Pedagogical Content Knowledge" (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school…

  16. Teaching Language and Content: Instructor Strategies in a Bilingual Science Class at a Chinese University

    Science.gov (United States)

    Liang, Xiaoping; Smith, Sara W.

    2012-01-01

    The present research analyzes instructional strategies used to integrate the learning of content and English as a foreign language in a bilingual physics class at a university in Shanghai, China. It examines how the instructor handles meaning and form of new English science vocabulary in concept-focused physics lectures and the strategies he used…

  17. Learning to Teach Computer Science: Qualitative Insights into Secondary Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Hubbard, Aleata Kimberly

    2017-01-01

    In this dissertation, I explored the pedagogical content knowledge of in-service high school educators recently assigned to teach computer science for the first time. Teachers were participating in a professional development program where they co-taught introductory computing classes with tech industry professionals. The study was motivated by…

  18. Developing Technological Pedagogical Content Knowledge in pre-service science teachers : Support from blended learning

    NARCIS (Netherlands)

    Alayyar, G.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an

  19. Shaping Pedagogical Content Knowledge for Experienced Agriculture Teachers in the Plant Sciences: A Grounded Theory

    Science.gov (United States)

    Rice, Amber H.; Kitchel, Tracy

    2017-01-01

    This grounded theory study explored the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The most emergent phenomenon to surface from the data was the influence of beliefs on participants' PCK. This central phenomenon became the cornerstone for the model of what was shaping experienced agriculture…

  20. The Politics of Developing and Maintaining Mathematics and Science Curriculum Content Standards. Research Monograph.

    Science.gov (United States)

    Kirst, Michael W.; Bird, Robin L.

    The movement toward math and science curriculum standards is inextricably linked with high-stakes politics. There are two major types of politics discussed in this paper: the allocation of curriculum content, and the political issues involved in systemic change. Political strategies for gaining assent to national, state, and local content…

  1. Pedagogical Content Knowledge and Educational Cases in Computer Science: an Exploration

    NARCIS (Netherlands)

    Koppelman, Hermannus

    2008-01-01

    The concept of pedagogical content knowledge has been explored in the context of several disciplines, such as mathematics, medicine and chemistry. In this paper the concept is explored and applied to the subject matter of computer science, in particular to the sub domain of building UML class

  2. Learning about the Nature of Science Using Newspaper Articles with Scientific Content

    Science.gov (United States)

    García-Carmona, Antonio; Acevedo Díaz, José Antonio

    2016-01-01

    This article presents a study aiming at assessing the efficacy of reading newspaper articles with scientific content in order to incorporate nature of science (NOS) aspects in initial primary teacher education. To this aim, a short teaching intervention based on newspaper articles was planned and performed under regular class conditions. First,…

  3. Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

    Science.gov (United States)

    Demirdögen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoglu, Fitnat

    2016-01-01

    The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for…

  4. A Science for Citizenship Model: Assessing the Effects of Benefits, Risks, and Trust for Predicting Students' Interest in and Understanding of Science-Related Content

    Science.gov (United States)

    Jack, Brady Michael; Lee, Ling; Yang, Kuay-Keng; Lin, Huann-shyang

    2017-10-01

    This study showcases the Science for Citizenship Model (SCM) as a new instructional methodology for presenting, to secondary students, science-related technology content related to the use of science in society not taught in the science curriculum, and a new approach for assessing the intercorrelations among three independent variables (benefits, risks, and trust) to predict the dependent variable of triggered interest in learning science. Utilizing a 50-minute instructional presentation on nanotechnology for citizenship, data were collected from 301 Taiwanese high school students. Structural equation modeling (SEM) and paired-samples t-tests were used to analyze the fitness of data to SCM and the extent to which a 50-minute class presentation of nanotechnology for citizenship affected students' awareness of benefits, risks, trust, and triggered interest in learning science. Results of SCM on pre-tests and post-tests revealed acceptable model fit to data and demonstrated that the strongest predictor of students' triggered interest in nanotechnology was their trust in science. Paired-samples t-test results on students' understanding of nanotechnology and their self-evaluated awareness of the benefits and risks of nanotechology, trust in scientists, and interest in learning science revealed low significant differences between pre-test and post-test. These results provide evidence that a short 50-minute presentation on an emerging science not normally addressed within traditional science curriculum had a significant yet limited impact on students' learning of nanotechnology in the classroom. Finally, we suggest why the results of this study may be important to science education instruction and research for understanding how the integration into classroom science education of short presentations of cutting-edge science and emerging technologies in support of the science for citizenship enterprise might be accomplished through future investigations.

  5. Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education

    Science.gov (United States)

    Fraser, Sharon P.

    2016-02-01

    In the past 30 years, pedagogical content knowledge (PCK) frameworks have become important constructs in educational research undertaken in the school education system and a focus for research for curriculum and teacher education researchers. As regards science, PCK research has been plentiful, but thus far, the concept of PCK (significantly enhanced since its proposal) has only been validated in the school context (Kindergarten to Grade 12). Within this environment, however, it has proven to be a very useful construct for understanding teacher practice and contributing to the improvement of teacher education courses. Knowledge about whether PCK is useful as a conceptual framework for science lecturers (teachers) working in higher education is as yet unknown and represents a gap in the research literature; the research outlined here is a first step in exploring its usefulness in this context. This paper provides an analysis of data obtained from semi-structured interviews conducted with nine Australian science university lecturers from various disciplines and levels of seniority and experience of tertiary teaching, as well as an academic developer skilled in facilitating science academics' understanding of pedagogy in higher education. The research aimed to investigate the extent to which one version of a school-based science PCK framework resonated with the pedagogical thinking of university science lecturers and the ways in which it could influence their teaching practice.

  6. Guiding students towards sensemaking: teacher questions focused on integrating scientific practices with science content

    Science.gov (United States)

    Benedict-Chambers, Amanda; Kademian, Sylvie M.; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

    2017-10-01

    Science education reforms articulate a vision of ambitious science teaching where teachers engage students in sensemaking discussions and emphasise the integration of scientific practices with science content. Learning to teach in this way is complex, and there are few examples of sensemaking discussions in schools where textbook lessons and teacher-directed discussions are the norm. The purpose of this study was to characterise the questioning practices of an experienced teacher who taught a curricular unit enhanced with educative features that emphasised students' engagement in scientific practices integrated with science content. Analyses indicated the teacher asked four types of questions: explication questions, explanation questions, science concept questions, and scientific practice questions, and she used three questioning patterns including: (1) focusing students on scientific practices, which involved a sequence of questions to turn students back to the scientific practice; (2) supporting students in naming observed phenomena, which involved a sequence of questions to help students use scientific language; and (3) guiding students in sensemaking, which involved a sequence of questions to help students learn about scientific practices, describe evidence, and develop explanations. Although many of the discussions in this study were not yet student-centred, they provide an image of a teacher asking specific questions that move students towards reform-oriented instruction. Implications for classroom practice are discussed and recommendations for future research are provided.

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

    Science.gov (United States)

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

    2017-02-01

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

  8. Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations

    Science.gov (United States)

    Williams, John; Eames, Chris; Hume, Anne; Lockley, John

    2012-11-01

    Background: This research addressed the key area of early career teacher education and aimed to explore the use of a 'content representation' (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement. Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the development and use of an expert-informed CoRe developed an early career teacher's PCK? Sample: The research design incorporated a unique partnership between two expert classroom teachers, two content experts, four early career teachers, and four researchers experienced in science and technology education. Design: This study employed an interpretivist-based methodology and an action research approach within a four-case study design. Data were gathered using qualitative research methods focused on semi-structured interviews, observations and document analysis. Results: The study indicated that CoRes, developed through this collaborative process, helped the early career teachers focus on the big picture of the topic, emphasize particularly relevant areas of content and consider alternative ways of planning for their teaching. Conclusions: This paper presents an analysis of the process of CoRe development by the teacher-expert partnerships and the effect that had on

  9. The psychological characteristics of experiences that influence science motivation and content knowledge

    Science.gov (United States)

    Bathgate, Meghan; Schunn, Christian

    2017-11-01

    While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural-cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed.

  10. Primary Science Interview: Science Sparks

    Science.gov (United States)

    Bianchi, Lynne

    2016-01-01

    In this "Primary Science" interview, Lynne Bianchi talks with Emma Vanstone about "Science Sparks," which is a website full of creative, fun, and exciting science activity ideas for children of primary-school age. "Science Sparks" started with the aim of inspiring more parents to do science at home with their…

  11. Analysis of pedagogical content knowledge (PCK) ability of science teachers in planning and reflecting on environmental pollution content

    Science.gov (United States)

    Purwianingsih, W.; Mardiyah, A.

    2018-05-01

    Pedagogical Content Knowledge (PCK) is a blend of content knowledge and pedagogy knowledge, which can illustrate the ability of teachers to design and to teach a content by accessing what they knows about the material, students, curriculum and how best to teach the content. Description of PCK ability of science teachers can be accessed through an analysis of their ability to plan and reflect on learning. This study aims to provide an overview of teachers’ PCK skills on environmental pollution materials through use of Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eRs). Descriptive method used in this study with six of science teachers on 7th class from three different schools as subject. The results show that teachers’ PCK skills in planning through CoRe and reflecting through PaP-eRs are in fairly good category. The teacher’s ability in implementing environmental pollution learning materials is in good category. However, there is still a discrepancy between planning through CoRe and the implementation of classroom learning. The teacher’s PCK is influenced by teaching experience and educational background.

  12. Communicating Science

    Science.gov (United States)

    Russell, Nicholas

    2009-10-01

    Introduction: what this book is about and why you might want to read it; Prologue: three orphans share a common paternity: professional science communication, popular journalism, and literary fiction are not as separate as they seem; Part I. Professional Science Communication: 1. Spreading the word: the endless struggle to publish professional science; 2. Walk like an Egyptian: the alien feeling of professional science writing; 3. The future's bright? Professional science communication in the age of the internet; 4. Counting the horse's teeth: professional standards in science's barter economy; 5. Separating the wheat from the chaff: peer review on trial; Part II. Science for the Public: What Science Do People Need and How Might They Get It?: 6. The Public Understanding of Science (PUS) movement and its problems; 7. Public engagement with science and technology (PEST): fine principle, difficult practice; 8. Citizen scientists? Democratic input into science policy; 9. Teaching and learning science in schools: implications for popular science communication; Part III. Popular Science Communication: The Press and Broadcasting: 10. What every scientist should know about mass media; 11. What every scientist should know about journalists; 12. The influence of new media; 13. How the media represents science; 14. How should science journalists behave?; Part IV. The Origins of Science in Cultural Context: Five Historic Dramas: 15. A terrible storm in Wittenberg: natural knowledge through sorcery and evil; 16. A terrible storm in the Mediterranean: controlling nature with white magic and religion; 17. Thieving magpies: the subtle art of false projecting; 18. Foolish virtuosi: natural philosophy emerges as a distinct discipline but many cannot take it seriously; 19. Is scientific knowledge 'true' or should it just be 'truthfully' deployed?; Part V. Science in Literature: 20. Science and the Gothic: the three big nineteenth-century monster stories; 21. Science fiction: serious

  13. Common Earth Science Misconceptions in Science Teaching

    Science.gov (United States)

    King, Chris

    2012-01-01

    A survey of the Earth science content of science textbooks found a wide range of misconceptions. These are discussed in this article with reference to the published literature on Earth science misconceptions. Most misconceptions occurred in the "sedimentary rocks and processes" and "Earth's structure and plate tectonics"…

  14. A New Coherent Science Content Storyline Astronomy Course for Pre-Service Teachers at Penn State

    Science.gov (United States)

    Palma, Christopher; Plummer, Julia; Earth and Space Science Partnership

    2016-01-01

    The Earth and Space Science Partnership (ESSP) is a collaboration among Penn State scientists, science educators and seven school districts across Pennsylvania. One of the ESSP goals has been to provide pre-service teachers with new or improved science course offerings at Penn State in the Earth and Space Science domains. In particular, we aim to provide students with opportunities to learn astronomy content knowledge through teaching methods that engage them in investigations where they experience the practices used by astronomers. We have designed a new course that builds on our research into students' ideas about Solar System astronomy (Plummer et al. 2015) and the curriculum our team created for a professional development workshop for in-service teachers (Palma et al. 2013) with this same theme. The course was offered for the first time in the spring 2015 semester. We designed the course using a coherent science content storyline approach (see, e.g., Palma et al. 2014), which requires all of the student investigations to build towards a big idea in science; in this case, we chose the model for formation of our Solar System. The course led pre-service teachers through a series of investigations that model the type of instruction we hope they will adopt in their own classrooms. They were presented with a series of research questions that all tie in to the big idea of Solar System formation, and they were responsible for collecting and interpreting their own data to draw evidence-based conclusions about one aspect of this model. Students in the course were assessed on their astronomy content knowledge, but also on their ability to construct arguments using scientific reasoning to answer astronomy questions. In this poster, we will present descriptions of the investigations, the assessments used, and our preliminary results about how the course led this group of pre-service teachers to improved understanding of astronomy content and the practices astronomers use in

  15. Blog Citations as Indicators of the Societal Impact of Research : Content Analysis of Social Sciences Blogs

    Directory of Open Access Journals (Sweden)

    Hamid R. Jamali

    2015-06-01

    Full Text Available This article analyzes motivations behind social sciences blog posts citing journal articles in order to find out whether blog citations are good indicators for the societal impact or benefits of research. A random sample of 300 social sciences blog posts (out of 1,233 blog posts from ResearchBlogging.org published between 01/01/2012 to 18/06/2014 were subjected to content analysis. The 300 blog posts had 472 references including 424 journal articles from 269 different journals. Sixty‐one (22.68% of all cited journals were from the social sciences and most of the journals with high frequency were highly cited general science journals such as PNAS and Science. Seventy‐five percent of all journals were referenced only once. The average age of articles cited at the time of citation was 5.8 years. Discussion and criticism were the two main categories of motivations. Overall, the study shows the potential of blog citations as an altmetric measure and as a proxy for assessing the research impact. A considerable number of citation motivations in blogs such as disputing a belief, suggesting policies, providing a solution to a problem, reacting to media, criticism and the like seemed to support gaining societal benefits. Societal benefits are considered as helping stimulate new approaches to social issues, or informing public debate and policymaking. Lower self‐citation (compared to some other altmetric measures such as tweets and the fact that blogging involves generating content (i.e. an intellectual process give them an advantage for altmetrics. However, limitations and contextual issues such as disciplinary differences and low uptake of altmetrics, in general, in scholarly communication should not be ignored when using blogs as a data source for altmetrics.

  16. Evaluation Science

    Science.gov (United States)

    Patton, Michael Quinn

    2018-01-01

    Culturally and politically science is under attack. The core consequence of perceiving and asserting evaluation as science is that it enhances our credibility and effectiveness in supporting the importance of science in our world and brings us together with other scientists to make common cause in supporting and advocating for science. Other…

  17. Science/s.

    Directory of Open Access Journals (Sweden)

    Emmanuelle Tricoire

    2005-03-01

    Full Text Available Un forum a été organisé en mars par la Commission européenne. Il s’appelait « Science in Society ». Depuis 2000 la Commission a mis en place un Plan d’Action élaboré pour que soit promue « la science » au sein du public, afin que les citoyens prennent de bonnes décisions, des décisions informées. Il s’agit donc de développer la réflexivité au sein de la société, pour que cette dernière agisse avec discernement dans un monde qu’elle travaille à rendre durable. ...

  18. The presence of academic health sciences libraries on Facebook: the relationship between content and library popularity.

    Science.gov (United States)

    Garcia-Milian, Rolando; Norton, Hannah F; Tennant, Michele R

    2012-01-01

    Social networks such as Facebook allow libraries to be proactive in reaching their users. While some libraries have popular Facebook pages, it remains unclear what attracts users to these pages. This study evaluates relationships between libraries' Facebook page content and popularity. An analysis of 72 academic health sciences libraries' Facebook pages showed positive correlations between number of library fans and number of tabs, photos, events, and wall posts on Facebook. Libraries posting videos had significantly more fans than libraries without them. This study contributes to an understanding of correlations between content and popularity on Facebook, with implications for library outreach.

  19. Technological, Pedagogical, and Content Knowledge (TPACK): An Educational Landscape for Tertiary Science Faculty

    Science.gov (United States)

    Lavadia, Linda

    Earlier studies concluded that technology's strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators' reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers' (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

  20. Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

    Science.gov (United States)

    Demirdöğen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoğlu, Fitnat

    2016-08-01

    The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for teaching nature of science (NOS). Thirty preservice chemistry teachers enrolled in a Research in Science Education course participated in the study. Qualitative data sources included responses to an open-ended instrument, interviews, observations, and artifacts such as lesson plans and reflection papers. Through the in-depth analysis of explicit PCK and constant comparative method of analysis, we identified the influence of the intervention on participants' PCK for NOS. Analysis of data revealed four major themes related to the nature of preservice chemistry teachers' NOS teaching practices and their PCK for NOS: (1) prerequisite knowledge and beliefs are necessary to teach NOS, (2) there is a developmental progression of PCK for NOS from knowledge to application level, (3) teachers need some comfort in their NOS understanding to teach NOS, and (4) the higher integration of PCK components leads to successful NOS teaching practices. Implications for science teacher education and research are discussed.

  1. Influence of subject matter discipline and science content knowledge on National Board Certified science teachers' conceptions, enactment, and goals for inquiry

    Science.gov (United States)

    Breslyn, Wayne Gene

    The present study investigated differences in the continuing development of National Board Certified Science Teachers' (NBCSTs) conceptions of inquiry across the disciplines of biology, chemistry, earth science, and physics. The central research question of the study was, "How does a NBCST's science discipline (biology, chemistry, earth science, or physics) influence their conceptions, enactment, and goals for inquiry-based teaching and learning?" A mixed methods approach was used that included an analysis of the National Board portfolio entry, Active Scientific Inquiry, for participants (n=48) achieving certification in the 2007 cohort. The portfolio entry provided detailed documentation of teachers' goals and enactment of an inquiry lesson taught in their classroom. Based on the results from portfolio analysis, participant interviews were conducted with science teachers (n=12) from the 2008 NBCST cohort who represented the science disciplines of biology, chemistry, earth science, and physics. The interviews provided a broader range of contexts to explore teachers' conceptions, enactment, and goals of inquiry. Other factors studied were disciplinary differences in NBCSTs' views of the nature of science, the relation between their science content knowledge and use of inquiry, and changes in their conceptions of inquiry as result of the NB certification process. Findings, based on a situated cognitive framework, suggested that differences exist between biology, chemistry, and earth science teachers' conceptions, enactment, and goals for inquiry. Further, individuals teaching in more than one discipline often held different conceptions of inquiry depending on the discipline in which they were teaching. Implications for the research community include being aware of disciplinary differences in studies on inquiry and exercising caution in generalizing findings across disciplines. In addition, teachers who teach in more than one discipline can highlight the contextual

  2. 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)

  3. A neuromathematical model of human information processing and its application to science content acquisition

    Science.gov (United States)

    Anderson, O. Roger

    The rate of information processing during science learning and the efficiency of the learner in mobilizing relevant information in long-term memory as an aid in transmitting newly acquired information to stable storage in long-term memory are fundamental aspects of science content acquisition. These cognitive processes, moreover, may be substantially related in tempo and quality of organization to the efficiency of higher thought processes such as divergent thinking and problem-solving ability that characterize scientific thought. As a contribution to our quantitative understanding of these fundamental information processes, a mathematical model of information acquisition is presented and empirically evaluated in comparison to evidence obtained from experimental studies of science content acquisition. Computer-based models are used to simulate variations in learning parameters and to generate the theoretical predictions to be empirically tested. The initial tests of the predictive accuracy of the model show close agreement between predicted and actual mean recall scores in short-term learning tasks. Implications of the model for human information acquisition and possible future research are discussed in the context of the unique theoretical framework of the model.

  4. Resources and instructional strategies effective middle school science teachers use to improve content area reading skills

    Science.gov (United States)

    Beaver, Melanie S.

    This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.

  5. 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…

  6. An analysis of science content and representations in introductory college physics textbooks and multimodal learning resources

    Science.gov (United States)

    Donnelly, Suzanne M.

    This study features a comparative descriptive analysis of the physics content and representations surrounding the first law of thermodynamics as presented in four widely used introductory college physics textbooks representing each of four physics textbook categories (calculus-based, algebra/trigonometry-based, conceptual, and technical/applied). Introducing and employing a newly developed theoretical framework, multimodal generative learning theory (MGLT), an analysis of the multimodal characteristics of textbook and multimedia representations of physics principles was conducted. The modal affordances of textbook representations were identified, characterized, and compared across the four physics textbook categories in the context of their support of problem-solving. Keywords: college science, science textbooks, multimodal learning theory, thermodynamics, representations

  7. Celebrity over science? An analysis of Lyme disease video content on YouTube.

    Science.gov (United States)

    Yiannakoulias, N; Tooby, R; Sturrock, S L

    2017-10-01

    Lyme disease has been a subject of medical controversy for several decades. In this study we looked at the availability and type of content represented in a (n = 700) selection of YouTube videos on the subject of Lyme disease. We classified video content into a small number of content areas, and studied the relationship between these content areas and 1) video views and 2) video likeability. We found very little content uploaded by government or academic institutions; the vast majority of content was uploaded by independent users. The most viewed videos tend to contain celebrity content and personal stories; videos with prevention information tend to be of less interest, and videos with science and medical information tend to be less liked. Our results suggest that important public health information on YouTube is very likely to be ignored unless it is made more appealing to modern consumers of online video content. Copyright © 2017 Elsevier Ltd. All rights reserved.

  8. Preschoolers' Recall of Science Content From Educational Videos Presented With and Without Songs

    Science.gov (United States)

    Schechter, Rachel L.

    This experimental investigation evaluated the impact of educational songs on a child's ability to recall scientific content from an educational television program. Preschoolers' comprehension of the educational content was examined by measuring children's ability to recall the featured science content (the function of a pulley and its parts) and their use of the precise scientific terms presented in the episode. A total of 91 preschoolers were included (3-5 years old). Clusters of children were randomly assigned to a control group or one of three video groups: (a) Dialogue Only, which did not include a song; (b) Dialogue Plus Lyrics, which included a song; or (c) Lyrics Only, which consisted of a song, played twice. Results from interviews suggested that children from all video groups (lyrics and/or dialogue) were able to explain the form and function of a pulley better than the control group. The data suggested that children from the Lyrics Only group understood the science content because of the visual imagery, not through the information provided in the lyrics. In terms of precise vocabulary terms, significantly more children in the Dialogue Only group recalled at least one precise term from the program compared to the Lyrics Only group. Looking at the interview as a whole, the children's responses suggested different levels of scientific understanding. Children would require additional teacher-led instruction to deepen their scientific understanding and to clarify any misconceptions. This paper discusses implications of these findings for teachers using multi-media tools in the science classroom and producers creating new educational programming for television and other platforms.

  9. Influences on Turkish Early Childhood Teachers' Science Teaching Practices and the Science Content Covered in the Early Years

    Science.gov (United States)

    Olgan, Refika

    2015-01-01

    The first rationale of the study was not only to determine the topics taught in Turkish early childhood settings but also to define the frequency and time allocation for teaching science (n?=?382). In the second phase, through semi-structured interview questions, the aim was to gain detailed information about Turkish early childhood teachers'…

  10. "Wow! Look at That!": Discourse as a Means to Improve Teachers' Science Content Learning in Informal Science Institutions

    Science.gov (United States)

    Holliday, Gary M.; Lederman, Judith S.; Lederman, Norman G.

    2014-01-01

    Currently, it is not clear whether professional development staff at Informal Science Institutions (ISIs) are considering the way exhibits contribute to the social aspects of learning as described by the contextual model of learning (CML) (Falk & Dierking in "The museum experience." Whalesback, Washington, 1992; "Learning from…

  11. The Portrayal of Occupational Therapy and Occupational Science in Canadian Newspapers: A Content Analysis

    Directory of Open Access Journals (Sweden)

    Tsing-Yee (Emily Chai

    2016-05-01

    Full Text Available The primary goal of occupational therapy is to enable people to participate in the activities of everyday life. The demand for occupational therapists in Canada is expected to grow sharply at an annual growth rate of 3.2%, compared to 0.7% for all occupations. At the same time, it is believed by occupational therapists in Canada that the Canadian public does not understand the role of occupational therapy. Occupational science is an emerging basic science field that supports the practice of occupational therapy. Given that newspapers are one source the public uses to obtain information and that newspapers are seen to shape public opinions, the purpose of this study is to investigate how “occupational therapy” is covered in Canadian newspapers from the term’s first appearance in 1917 until 2016 and how “occupational science” is covered from the term’s first appearance in 1989 to 2016. We interrogated the findings through the lens of three non-newspaper sources—two academic journals: Canadian Journal of Occupational Therapy (CJOT and Journal of Occupational Science (JOS; and one Canadian magazine: Occupational Therapy Now (OTN. We found that medical terms were prevalent in the newspaper articles covering occupational therapy similar to the presence of medical terms in the CJOT and OTN. However, the newspapers missed contemporary shifts in occupational therapy as evident in the CJOT, OTN and JOS—such as the increased engagement with enablement, occupational justice and other occupational concepts. The newspapers also failed to portray the societal issues that occupational therapy engages with on behalf of and with their clients, and the newspapers did not cover many of the client groups of occupational therapy. Occupational science was only mentioned in n = 26 articles of the nearly 300 Canadian newspapers covered with no concrete content linked to occupational science. The scope of occupational therapy presented in Canadian

  12. Exploring science teachers' pedagogical content knowledge in the teaching of genetics in Swaziland

    Science.gov (United States)

    Mthethwa-Kunene, Khetsiwe Eunice Faith

    Recent trends show that learners' enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools' performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers' PCK as well as how PCK was assumed to have developed. The data were analysed in an attempt to determine the individual teachers' school genetics' content knowledge, related knowledge of instructional strategies and knowledge of learners' preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners' preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of

  13. Linking Student Achievement and Teacher Science Content Knowledge about Climate Change: Ensuring the Nations 3 Million Teachers Understand the Science through an Electronic Professional Development System

    Science.gov (United States)

    Niepold, F.; Byers, A.

    2009-12-01

    The scientific complexities of global climate change, with wide-ranging economic and social significance, create an intellectual challenge that mandates greater public understanding of climate change research and the concurrent ability to make informed decisions. The critical need for an engaged, science literate public has been repeatedly emphasized by multi-disciplinary entities like the Intergovernmental Panel on Climate Change (IPCC), the National Academies (Rising Above the Gathering Storm report), and the interagency group responsible for the recently updated Climate Literacy: The Essential Principles of Climate Science. There is a clear need for an American public that is climate literate and for K-12 teachers confident in teaching relevant science content. A key goal in the creation of a climate literate society is to enhance teachers’ knowledge of global climate change through a national, scalable, and sustainable professional development system, using compelling climate science data and resources to stimulate inquiry-based student interest in science, technology, engineering, and mathematics (STEM). This session will explore innovative e-learning technologies to address the limitations of one-time, face-to-face workshops, thereby adding significant sustainability and scalability. The resources developed will help teachers sift through the vast volume of global climate change information and provide research-based, high-quality science content and pedagogical information to help teachers effectively teach their students about the complex issues surrounding global climate change. The Learning Center is NSTA's e-professional development portal to help the nations teachers and informal educators learn about the scientific complexities of global climate change through research-based techniques and is proven to significantly improve teacher science content knowledge.

  14. Examining the Extent to Which Select Teacher Preparation Experiences Inform Technology and Engineering Educators’ Teaching of Science Content and Practices

    OpenAIRE

    Love, Tyler Scott

    2015-01-01

    With the recent release of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2014b) science educators were expected to teach engineering content and practices within their curricula. However, technology and engineering (T&E) educators have been expected to teach content and practices from engineering and other disciplines since the release of the Standards for Technological Literacy (ITEA/ITEEA, 2000/2002/2007). Requisite to the preparation of globally competitive...

  15. Emulating Science

    Directory of Open Access Journals (Sweden)

    Carneiro, Larissa

    2017-11-01

    Full Text Available This article compares forms of visual argumentation in the scientific study of evolution and Young-Earth Creationism, arguing that secular forms of scientific representation have affected the way creationists visually construct their own. In order to affirm their view of the origin of the universe, creationists borrow from, mimic, and ultimately emulate the techniques, or at least the appearance, of scientific method and reasoning. The use of the word “emulation” is very deliberate since their aim is to match and surpass a rival scientific paradigm – evolution. The sermon preached by the design of the Creation Museum in Petersburg, Kentucky, is not content simply to look like science, but aims to do science that is affirmed by the Scriptures.

  16. Sciences & Nature

    African Journals Online (AJOL)

    AFRICAN JOURNALS ONLINE (AJOL) · Journals · Advanced Search · USING AJOL ... Sciences & Nature, the Scientific Journal edited by the University of ... Subjects covered include agronomy, sciences of the earth, environment, biological, ...

  17. Marine Science

    African Journals Online (AJOL)

    Aims and scope: The Western Indian Ocean Journal of Marine Science provides an avenue for the wide dissem- ination of high ..... circulation patterns include the nutrient-rich Somali ...... matical Structures in Computer Science 24: e240311.

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

    Directory of Open Access Journals (Sweden)

    Lulu Tunjung Biru

    2018-05-01

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

  19. Interactive Multimodal Molecular Set – Designing Ludic Engaging Science Learning Content

    DEFF Research Database (Denmark)

    Thorsen, Tine Pinholt; Christiansen, Kasper Holm Bonde; Jakobsen Sillesen, Kristian

    2014-01-01

    This paper reports on an exploratory study investigating 10 primary school students’ interaction with an interactive multimodal molecular set fostering ludic engaging science learning content in primary schools (8th and 9th grade). The concept of the prototype design was to bridge the physical...... and virtual worlds with electronic tags and, through this, blend the familiarity of the computer and toys, to create a tool that provided a ludic approach to learning about atoms and molecules. The study was inspired by the participatory design and informant design methodologies and included design...

  20. Development of an Openmath Content Dictionary for Mathematical Knowledge of Materials Science and Engineering

    Directory of Open Access Journals (Sweden)

    Toshihiro Ashino

    2012-12-01

    Full Text Available Many relationships between parameters and physical properties in materials science and engineering are represented as mathematical expressions, such as empirical equations and regression expressions. Some materials databases handle such information with indirect methods: as a table of sets of parameters, as a list of statements of programming languages, and other ways. There is no standardized way to represent mathematical relationships, and that makes it difficult to exchange, process, and display such information. The AIST (National Institute of Advanced Industrial Science and Technology in Japan thermophysical property database manages sets of parameter values for expressions and Fortran statements that represent relationships between physical parameters, e.g., temperature, pressure, etc. and thermophysical properties. However, in this method, it is not easy to add new parameters, to process expressions, and exchange information with other software tools. In this paper, we describe the current implementation of representing mathematical knowledge in the AIST thermophysical property database, and we also discuss its problems, sample implementations, and definitions of the OpenMath content dictionary for materials science and engineering.

  1. 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,…

  2. Teacher leadership in mathematics and science: Subject content knowledge and the improvement of instruction

    Science.gov (United States)

    Manno, Christopher M.

    This study explores the role of teacher leader subject content knowledge in the promotion of professional development and instructional reform. Consistent with a distributed leadership perspective, many have asserted that the promotion of school effectiveness can be enhanced through the application of teacher leadership (Frost & Durrant, 2003; Harris, 2002a; Sherrill, 1999; Silva, Gimbert, & Nolan, 2000; York-Barr & Duke, 2004). There has been much discussion in the research about the significance of teachers' subject content knowledge in teaching and learning which has generally asserted a positive relationship with instructional practice and student achievement (Darling-Hammond, 2000; Newton & Newton, 2001; Parker & Heywood, 2000). The role of content knowledge in teacher leader work has been less researched. This study focused on deepening understanding of perceptions regarding teacher leaders' roles in improving instructional practice. Based on a framework of common teacher leader tasks, qualitative methods were used to investigate the relationship between teacher leader subject content knowledge and perceptions of effectiveness in promoting professional development and instructional reform. The study indicates that content experts behave differently than their non-expert counterparts. Content experts recognize deficiencies in colleagues' content knowledge as a primary problem in the implementation of math or science reform. Content experts view their work as advocacy for improved curriculum and instruction for all children, and work within a small set of task categories to promote discussions about teaching, learning, and content. Content experts develop trust and rapport with colleagues by demonstrating expertise, and are respected for their deep knowledge and efforts to help teachers learn the content. They also differ from non-content experts in the professional growth experiences in which they engage. The consideration of content expertise as an influence

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

    Science.gov (United States)

    Fraser, William J.

    2017-01-01

    This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK) to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS), and by the Nature of Scientific Inquiry (NOSI).…

  4. Use of Microthemes to Increase Writing Content for Introductory Science Laboratory

    Directory of Open Access Journals (Sweden)

    Michelle L. Lewis

    2012-02-01

    Full Text Available Writing is a learning activity, as well as a communication skill. Many instructors recognize the value of writing as a learning tool but struggle to develop effective writing assignments. Instructors are generally pressed for time during lecture due to the necessity to deliver content and, therefore, cannot dedicate time necessary to teach science writing skills effectively. Traditional term papers assigned to a class with varying writing skills may not accomplish the desired goal of teaching both technical writing skills and critical thinking skills. Students that are already struggling with content may be at a disadvantage in terms of conveying complex ideas. An answer to this problem is the microtheme paper which we employ in an Introductory Botany laboratory setting.

  5. BAYERO JOURNAL OF PURE AND APPLIED SCIENCES (BAJOPAS)

    African Journals Online (AJOL)

    User

    sciences, namely: Agricultural Sciences, Botany, Biochemistry, Chemistry, Computer Science,. Engineering, Environmental Sciences and Geography. Also, areas of Laboratory Science, Technology,. Mathematical Sciences, Microbiology, Physics, Medical Sciences and Zoology form part of the contents of the Journal.

  6. Science Teaching in Science Education

    Science.gov (United States)

    Callahan, Brendan E.; Dopico, Eduardo

    2016-01-01

    Reading the interesting article "Discerning selective traditions in science education" by Per Sund, which is published in this issue of "CSSE," allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must…

  7. Capabilities: Science Pillars

    Science.gov (United States)

    Alamos National Laboratory Delivering science and technology to protect our nation and promote world stability Science & Innovation Collaboration Careers Community Environment Science & Innovation Facilities Science Pillars Research Library Science Briefs Science News Science Highlights Lab Organizations

  8. Faces of Science

    Science.gov (United States)

    Alamos National Laboratory Delivering science and technology to protect our nation and promote world stability Science & Innovation Collaboration Careers Community Environment Science & Innovation Facilities Science Pillars Research Library Science Briefs Science News Science Highlights Lab Organizations

  9. Bradbury Science Museum

    Science.gov (United States)

    Alamos National Laboratory Delivering science and technology to protect our nation and promote world stability Science & Innovation Collaboration Careers Community Environment Science & Innovation Facilities Science Pillars Research Library Science Briefs Science News Science Highlights Lab Organizations

  10. Office of Science

    Science.gov (United States)

    Alamos National Laboratory Delivering science and technology to protect our nation and promote world stability Science & Innovation Collaboration Careers Community Environment Science & Innovation Facilities Science Pillars Research Library Science Briefs Science News Science Highlights Lab Organizations

  11. Bridging the language gap: Exploring science teachers' dual role as teachers of content and English literacy

    Science.gov (United States)

    Arnold, Suzanne C.

    Responsibility for educating English language learners is increasingly falling on the shoulders of content specialists at the secondary level, as students are mainstreamed into classes. Therefore, providing these students an opportunity to achieve academic success depends largely on the quality of mainstream instruction (Cornell, 1995). Most teachers receive little or no preparation in how to work with English language learners. In my study, I address the instructional issues confronting three white, monolingual English-speaking middle school science teachers who must meet the demands of an increasing English language learner population. Specifically, this study explores teacher beliefs and enactment of reform-oriented science and sheltered instructional approaches to develop English language learners scientific and English literacy skills. I also explore the relationships that exist between these two dynamics in an effort to determine the extent to which teachers take on a dual role as teachers promoting English language and science proficiency. Using a participant observation case study method and my adaptation of Schwab's commonplaces heuristic, I analyzed the relationship between teacher beliefs, milieu, subject matter, and enactment in bridging the language gap in the science classroom for English language learners. The most noteworthy finding of this study was the significant role of milieu in enacting lessons that bridge the language gap and foster the development of English language learners science and English literacy skills. The findings suggest that greater attention be given to helping teachers establish a relationship-driven classroom milieu. You can provide all kinds of courses or professional learning experiences to improve teachers' instructional practices, but they must also recognize the importance of establishing relationships with their students; the coursework they take will not supplant the need to foster a warm and safe environment for all

  12. Different images of science

    DEFF Research Database (Denmark)

    Davidsson, Eva

      Within the science and technology centres (STC) movement there exists explicit aims and ambitions to enhance visitors' interest in and knowledge about science. Meanwhile, several researches question the choice of the scientific content in exhibitions when arguing that a too unproblematic view...... of science commonly is presented. But what images and aspects of science are visitors actually confronted with at STCs? How do staff members at STCs consider the scientific content and how do they choose what aspects of science to display in exhibitions? What ideas about visitors' learning do staff members....... The most common image was the usefulness of science which displays science in an unproblematic and single-dimensioned way. In order to explore what underlying assumptions and factors which affect how science is constituted, 17 staff members who worked with planning and constructing new exhibitions...

  13. Emotions in prospective secondary teachers when teaching science content, distinguishing by gender

    Science.gov (United States)

    Belén Borrachero, Ana; Brígido, María; Mellado, Lucía; Costillo, Emilio; Mellado, Vicente

    2014-05-01

    Background:Until recently, the affective components of education had long been undervalued. Today, one finds ever more studies on cognitive and affective interrelationships that are lending support to the idea that affect and cognition are best understood when viewed as independent and complementary mental functions. Purpose:The present work analyses the emotions of prospective secondary education teachers, distinguishing them by gender, in relation to the teaching of Biology, Geology, Physics and Chemistry in order to contribute to designing subsequent interventions targeted at improving science teachers' occupational health. Sample:The total sample consisted of 178 students (53 male and 125 female) of the post-graduate teaching certificate course at the University of Extremadura, all of whom were prospective secondary school teachers. We also worked with a sub-sample of 66 Science and Engineering graduates (33 male and 33 female). Design and methods:A questionnaire was prepared that includes items on each of the emotions that the prospective teacher might feel when teaching the science content of the proposed courses. The chi-squared test was used to determine whether a relationship exists between emotions and the variable gender when it came to their teaching Biology, Geology, Physics and Chemistry at the compulsory secondary education level. Results:The results showed that the male teachers more frequently report positive emotions than the female. The latter manifested an increase in negative emotions in teaching Geology, Physics and Chemistry content. And the study of the sub-sample showed positive emotions are more frequently reported than negative ones in all four subjects, with this being particularly so in Biology. Conclusions:The study of emotions is vital in the educational formation of prospective secondary teachers. These students will soon face day-to-day life in the classroom, and many of them, especially the women, declare themselves to be

  14. The Role of Content in Inquiry-Based Elementary Science Lessons: An Analysis of Teacher Beliefs and Enactment

    Science.gov (United States)

    Furtak, Erin Marie; Alonzo, Alicia C.

    2010-05-01

    The Trends in International Mathematics and Science Study (TIMSS) Video Study explored instructional practices in the United States (US) in comparison with other countries that ranked higher on the 1999 TIMSS assessment, and revealed that 8th grade science teachers in the US emphasize activities over content during lessons (Roth et al. 2006). This study applies the content framework from the TIMSS Video Study to a sample of 28 3rd grade teachers enacting an inquiry-based unit on floating and sinking, and seeks a deeper understanding of teachers’ practices through analysis of interviews with those teachers. Transcripts of observed lessons were coded according to the TIMSS framework for types of content, and transcripts of teacher interviews were coded to capture the ways in which teachers described their role in and purposes for teaching science, particularly with respect to the floating and sinking unit. Results indicate that teachers focused more on canonical, procedural and experimental knowledge during lessons than on real-world connections and the nature of science; however, none of the types of content received major emphasis in a majority of the classrooms in the sample. During interviews, teachers described their practice in ways that prioritized helping students to like science over specific content outcomes. The study suggests that elementary school teachers’ emphasis on doing and feeling during inquiry-based lessons may interfere with teaching of content.

  15. Developing Content Knowledge in Students through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

    Science.gov (United States)

    Peters, Erin E.

    2012-01-01

    Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to…

  16. Materials Science

    Science.gov (United States)

    2003-01-01

    The Materials Science Program is structured so that NASA s headquarters is responsible for the program content and selection, through the Enterprise Scientist, and MSFC provides for implementation of ground and flight programs with a Discipline Scientist and Discipline Manager. The Discipline Working Group of eminent scientists from outside of NASA acts in an advisory capacity and writes the Discipline Document from which the NRA content is derived. The program is reviewed approximately every three years by groups such as the Committee on Microgravity Research, the National Materials Advisory Board, and the OBPR Maximization and Prioritization (ReMaP) Task Force. The flight program has had as many as twenty-six principal investigators (PIs) in flight or flight definition stage, with the numbers of PIs in the future dependent on the results of the ReMaP Task Force and internal reviews. Each project has a NASA-appointed Project Scientist, considered a half-time job, who assists the PI in understanding and preparing for internal reviews such as the Science Concept Review and Requirements Definition Review. The Project Scientist also insures that the PI gets the maximum science support from MSFC, represents the PI to the MSFC community, and collaborates with the Project Manager to insure the project is well-supported and remains vital. Currently available flight equipment includes the Materials Science Research Rack (MSRR-1) and Microgravity Science Glovebox. Ground based projects fall into one or more of several categories. Intellectual Underpinning of Flight Program projects include theoretical studies backed by modeling and computer simulations; bring to maturity new research, often by young researchers, and may include preliminary short duration low gravity experiments in the KC-135 aircraft or drop tube; enable characterization of data sets from previous flights; and provide thermophysical property determinations to aid PIs. Radiation Shielding and preliminary In

  17. Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy

    Science.gov (United States)

    Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant

    2016-11-01

    This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and classroom observations to measure possible changes in PK-3 teachers' science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers' science content knowledge. Analysis of teachers' lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers' pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery.

  18. Developing Content Knowledge in Students Through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

    Science.gov (United States)

    Peters, Erin E.

    2012-06-01

    Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to determine if both nature of science knowledge and content knowledge could be increased with an explicit, reflective nature of science intervention utilizing self-regulation over an implicit group. Results showed that the explicit group significantly outperformed the implicit group on both nature of science and content knowledge assessments. Students in the explicit group also demonstrated a greater use of detail in their inquiry work and reported a higher respect for evidence in making conclusions than the implicit group. Implications suggest that science educators could enhance nature of science instruction using goal setting and self-monitoring of student work during inquiry lessons.

  19. Deconstructing science

    Science.gov (United States)

    Trifonas, Peter Pericles

    2012-12-01

    In this paper I expand on the premises of Jesse Bazzul's thesis in his paper, Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity, exploring the implications of the ideologies within the culturally emerging logic of science exposes the incommensurability of intents and purposes in its methods and epistemology. I argue that science needs to acknowledge the subjectivity at its core to make space for non-absolute agents and new fields of study.

  20. Science Bubbles

    DEFF Research Database (Denmark)

    Hendricks, Vincent Fella; Pedersen, David Budtz

    2013-01-01

    Much like the trade and trait sof bubbles in financial markets,similar bubbles appear on the science market. When economic bubbles burst, the drop in prices causes the crash of unsustainable investments leading to an investor confidence crisis possibly followed by a financial panic. But when...... bubbles appear in science, truth and reliability are the first victims. This paper explores how fashions in research funding and research management may turn science into something like a bubble economy....

  1. Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms

    Science.gov (United States)

    Tolbert, Sara E.

    2011-12-01

    This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching

  2. How much basic science content do second-year medical students remember from their first year?

    Science.gov (United States)

    Schneid, Stephen D; Pashler, Hal; Armour, Chris

    2018-01-23

    While most medical students generally perform well on examinations and pass their courses during the first year, we do not know how much basic science content they retain at the start of their second year and how that relates to minimal competency set by the faculty. In the fall of 2014, before starting their second-year courses, 27 medical students volunteered to participate in a study of long-term retention of the basic sciences by taking a "retention exam" after a delay of 5-11 months. The overall mean performance when the students initially answered the 60 multiple choice questions (MCQs) was 82.8% [standard deviation (SD) = 7.4%], which fell to 50.1% (SD = 12.1%) on the retention exam. This gave a mean retention of 60.4% (SD = 12.8%) with the retention for individual students ranging from 37 to 81%. The majority of students (23/27; 85%) fell below the minimal level of competency to start their second year. Medical educators should be more aware of the significant amount of forgetting that occurs during training and make better use of instructional strategies that promote long-term learning such as retrieval practice, interleaving, and spacing.

  3. Holistic Approach to Secondary Earth Science Teacher Professional Development: the Triad of Project-based Instruction, Earth Science Content, and GIS Technology

    Science.gov (United States)

    Rubino-Hare, L.; Sample, J. C.; Fredrickson, K.; Claesgens, J.; Bloom, N.; Henderson-Dahms, C.; Manone, M.

    2011-12-01

    We have provided two years of professional development for secondary and middle school teachers with a focus on project-based instruction (PBI) using GIS. The EYE-POD project (funded by NSF-ITEST) involved pairs of teachers from Arizona and the surrounding region in two-week institutes during Summer, 2010, and an advanced institute in Summer, 2011. The NAz-POD project (funded by Arizona Department of Education and administered by Science Foundation Arizona) provided similar PD experiences, but the institutes occurred during weekends in the academic year. The institutes were led by a team with expertise in Earth science content, professional development and pedagogy, and GIS. The teachers developed learning modules using the project based learning instructional model. Pedagogy, content, and GIS skills were combined throughout the professional development activities. Academic year follow up by NAU personnel included classroom observations and technical support. For assessing student work we provided a rubric, but learned that teachers were not prepared to assess GIS products in order to determine the level of student understanding. In year two of the project we incorporated strategies for assessment of student products into the professional development. Teacher-participants and their students completed several pre- and post- assessments. Teacher assessments included a geospatial performance assessment, classroom observations, and content tests. Student data collection included attitude and efficacy questionnaires, content tests, and authentic assessments including products using GIS. Content tests were the same for teachers and students and included spatial reasoning, data analysis, and Earth science content. Data was also collected on teacher perception of professional development delivery and self-reported confidence in teaching with PBI and geospatial technology. Student assessments show that improvement occurred in all areas on the content test. Possible factors

  4. Content Analysis of Life Exhibitions in Japanese Science Museums and Centres

    Science.gov (United States)

    Kazama, Tomoko; Ogawa, Masakata

    2015-01-01

    Life exhibitions in Japanese science museums (SMs) face difficulties in coping with rapid progress in the life sciences owing to certain constraints around the frequency of exhibit renovations, and the Japanese indigenous understanding of the natural world (Shizen) that Japanese visitors unconsciously bring with them. To what extent do current…

  5. Deaf Children's Science Content Learning in Direct Instruction Versus Interpreted Instruction

    Science.gov (United States)

    Kurz, Kim B.; Schick, Brenda; Hauser, Peter C.

    2015-01-01

    This research study compared learning of 6-9th grade deaf students under two modes of educational delivery--interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing…

  6. History of Science in the Physics Curriculum: A Directed Content Analysis of Historical Sources

    Science.gov (United States)

    Seker, Hayati; Guney, Burcu G.

    2012-01-01

    Although history of science is a potential resource for instructional materials, teachers do not have a tendency to use historical materials in their lessons. Studies showed that instructional materials should be adaptable and consistent with curriculum. This study purports to examine the alignment between history of science and the curriculum in…

  7. The Efficacy of Educative Curriculum Materials to Support Geospatial Science Pedagogical Content Knowledge

    Science.gov (United States)

    Bodzin, Alec; Peffer, Tamara; Kulo, Violet

    2012-01-01

    Teaching and learning about geospatial aspects of energy resource issues requires that science teachers apply effective science pedagogical approaches to implement geospatial technologies into classroom instruction. To address this need, we designed educative curriculum materials as an integral part of a comprehensive middle school energy…

  8. Promotion of Cultural Content Knowledge through the Use of the History and Philosophy of Science

    Science.gov (United States)

    Galili, Igal

    2012-01-01

    Historical excurse was suggested as a beneficial form of using the history and philosophy of science in the modules of learning materials developed within the History and Philosophy in Science Teaching project. The paper briefly describes the theoretical framework of the produced modules, addressing ontological and epistemological aspects of…

  9. 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....

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

    Science.gov (United States)

    Summ, Annika; Volpers, Anna-Maria

    2016-10-01

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

  11. Science Olympiad students' nature of science understandings

    Science.gov (United States)

    Philpot, Cindy J.

    2007-12-01

    Recent reform efforts in science education focus on scientific literacy for all citizens. In order to be scientifically literate, an individual must have informed understandings of nature of science (NOS), scientific inquiry, and science content matter. This study specifically focused on Science Olympiad students' understanding of NOS as one piece of scientific literacy. Research consistently shows that science students do not have informed understandings of NOS (Abd-El-Khalick, 2002; Bell, Blair, Crawford, and Lederman, 2002; Kilcrease and Lucy, 2002; Schwartz, Lederman, and Thompson, 2001). However, McGhee-Brown, Martin, Monsaas and Stombler (2003) found that Science Olympiad students had in-depth understandings of science concepts, principles, processes, and techniques. Science Olympiad teams compete nationally and are found in rural, urban, and suburban schools. In an effort to learn from students who are generally considered high achieving students and who enjoy science, as opposed to the typical science student, the purpose of this study was to investigate Science Olympiad students' understandings of NOS and the experiences that formed their understandings. An interpretive, qualitative, case study method was used to address the research questions. The participants were purposefully and conveniently selected from the Science Olympiad team at a suburban high school. Data collection consisted of the Views of Nature of Science -- High School Questionnaire (VNOS-HS) (Schwartz, Lederman, & Thompson, 2001), semi-structured individual interviews, and a focus group. The main findings of this study were similar to much of the previous research in that the participants had informed understandings of the tentative nature of science and the role of inferences in science, but they did not have informed understandings of the role of human imagination and creativity, the empirical nature of science, or theories and laws. High level science classes and participation in

  12. The sciences of science communication.

    Science.gov (United States)

    Fischhoff, Baruch

    2013-08-20

    The May 2012 Sackler Colloquium on "The Science of Science Communication" brought together scientists with research to communicate and scientists whose research could facilitate that communication. The latter include decision scientists who can identify the scientific results that an audience needs to know, from among all of the scientific results that it would be nice to know; behavioral scientists who can design ways to convey those results and then evaluate the success of those attempts; and social scientists who can create the channels needed for trustworthy communications. This overview offers an introduction to these communication sciences and their roles in science-based communication programs.

  13. Marine Science

    African Journals Online (AJOL)

    Science. The journal has a new and more modern layout, published online only, and the editorial. Board was increased to include more disciplines pertaining to marine sciences. While important chal- lenges still lie ahead, we are steadily advancing our standard to increase visibility and dissemination throughout the global ...

  14. Marine Science

    African Journals Online (AJOL)

    Aims and scope: The Western Indian Ocean Journal of Marine Science provides an avenue for the wide dissem- ination of high ... or by any means without permission in writing from the copyright holder. ..... Journal of Chemical Engineering Research and Design 82 ... Indian Ocean Marine Science Association Technical.

  15. Life sciences

    Energy Technology Data Exchange (ETDEWEB)

    Day, L. (ed.)

    1991-04-01

    This document is the 1989--1990 Annual Report for the Life Sciences Divisions of the University of California/Lawrence Berkeley Laboratory. Specific progress reports are included for the Cell and Molecular Biology Division, the Research Medicine and Radiation Biophysics Division (including the Advanced Light Source Life Sciences Center), and the Chemical Biodynamics Division. 450 refs., 46 figs. (MHB)

  16. Big Science

    Energy Technology Data Exchange (ETDEWEB)

    Anon.

    1986-05-15

    Astronomy, like particle physics, has become Big Science where the demands of front line research can outstrip the science budgets of whole nations. Thus came into being the European Southern Observatory (ESO), founded in 1962 to provide European scientists with a major modern observatory to study the southern sky under optimal conditions.

  17. Life sciences

    International Nuclear Information System (INIS)

    Day, L.

    1991-04-01

    This document is the 1989--1990 Annual Report for the Life Sciences Divisions of the University of California/Lawrence Berkeley Laboratory. Specific progress reports are included for the Cell and Molecular Biology Division, the Research Medicine and Radiation Biophysics Division (including the Advanced Light Source Life Sciences Center), and the Chemical Biodynamics Division. 450 refs., 46 figs

  18. Marine Science

    African Journals Online (AJOL)

    Chief Editor José Paula | Faculty of Sciences of University of Lisbon, Portugal. Copy Editor Timothy Andrew. Published biannually. Aims and scope: The Western Indian Ocean Journal of Marine Science provides an avenue for the wide dissem- ination of high quality research generated in the Western Indian Ocean (WIO) ...

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

    Science.gov (United States)

    Delgato, Margaret H.

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

  20. Revolutionary Science.

    Science.gov (United States)

    Casadevall, Arturo; Fang, Ferric C

    2016-03-01

    On rare occasions in the history of science, remarkable discoveries transform human society and forever alter mankind's view of the world. Examples of such discoveries include the heliocentric theory, Newtonian physics, the germ theory of disease, quantum theory, plate tectonics and the discovery that DNA carries genetic information. The science philosopher Thomas Kuhn famously described science as long periods of normality punctuated by times of crisis, when anomalous observations culminate in revolutionary changes that replace one paradigm with another. This essay examines several transformative discoveries in the light of Kuhn's formulation. We find that each scientific revolution is unique, with disparate origins that may include puzzle solving, serendipity, inspiration, or a convergence of disparate observations. The causes of revolutionary science are varied and lack an obvious common structure. Moreover, it can be difficult to draw a clear distinction between so-called normal and revolutionary science. Revolutionary discoveries often emerge from basic science and are critically dependent on nonrevolutionary research. Revolutionary discoveries may be conceptual or technological in nature, lead to the creation of new fields, and have a lasting impact on many fields in addition to the field from which they emerge. In contrast to political revolutions, scientific revolutions do not necessarily require the destruction of the previous order. For humanity to continue to benefit from revolutionary discoveries, a broad palette of scientific inquiry with a particular emphasis on basic science should be supported. Copyright © 2016 Casadevall and Fang.

  1. Science packages

    Science.gov (United States)

    1997-01-01

    Primary science teachers in Scotland have a new updating method at their disposal with the launch of a package of CDi (Compact Discs Interactive) materials developed by the BBC and the Scottish Office. These were a response to the claim that many primary teachers felt they had been inadequately trained in science and lacked the confidence to teach it properly. Consequently they felt the need for more in-service training to equip them with the personal understanding required. The pack contains five disks and a printed user's guide divided up as follows: disk 1 Investigations; disk 2 Developing understanding; disks 3,4,5 Primary Science staff development videos. It was produced by the Scottish Interactive Technology Centre (Moray House Institute) and is available from BBC Education at £149.99 including VAT. Free Internet distribution of science education materials has also begun as part of the Global Schoolhouse (GSH) scheme. The US National Science Teachers' Association (NSTA) and Microsoft Corporation are making available field-tested comprehensive curriculum material including 'Micro-units' on more than 80 topics in biology, chemistry, earth and space science and physics. The latter are the work of the Scope, Sequence and Coordination of High School Science project, which can be found at http://www.gsh.org/NSTA_SSandC/. More information on NSTA can be obtained from its Web site at http://www.nsta.org.

  2. 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.

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

    Directory of Open Access Journals (Sweden)

    William J. FRASER

    2017-10-01

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

  4. Team science for science communication.

    Science.gov (United States)

    Wong-Parodi, Gabrielle; Strauss, Benjamin H

    2014-09-16

    Natural scientists from Climate Central and social scientists from Carnegie Mellon University collaborated to develop science communications aimed at presenting personalized coastal flood risk information to the public. We encountered four main challenges: agreeing on goals; balancing complexity and simplicity; relying on data, not intuition; and negotiating external pressures. Each challenge demanded its own approach. We navigated agreement on goals through intensive internal communication early on in the project. We balanced complexity and simplicity through evaluation of communication materials for user understanding and scientific content. Early user test results that overturned some of our intuitions strengthened our commitment to testing communication elements whenever possible. Finally, we did our best to negotiate external pressures through regular internal communication and willingness to compromise.

  5. The influence of secondary science teachers' pedagogical content knowledge, educational beliefs and perceptions of the curriculum on implementation and science reform

    Science.gov (United States)

    Bonner, Portia Selene

    2001-07-01

    Science education reform is one of the focal points of restructuring the educational system in the United States. However, research indicates a slow change in progression towards science literacy among secondary students. One of the factors contributing to slow change is how teachers implement the curriculum in the classroom. Three constructs are believed to be influential in curriculum implementation: educational beliefs, pedagogical knowledge and perception of the curriculum. Earlier research suggests that there is a strong correlation between teachers' educational beliefs and instructional practices. These beliefs can be predictors of preferred strategies employed in the classroom. Secondly, teachers' pedagogical knowledge, that is the ability to apply theory and appropriate strategies associated with implementing and evaluating a curriculum, contributes to implementation. Thirdly, perception or how the curriculum itself is perceived also effects implementation. Each of these constructs has been examined independently, but never the interplay of the three. The purpose of this qualitative study was to examine the interplay of teachers' educational beliefs, pedagogical content knowledge and perceptions of a science curriculum with respect to how these influence curriculum implementation. This was accomplished by investigating the emerging themes that evolved from classroom observations, transcripts from interview and supplementary data. Five high school biology teachers in an urban school system were observed for ten months for correspondence of teaching strategies to the curriculum. Teachers were interviewed formally and informally about their perceptions of science teaching, learning and the curriculum. Supplementary material such as lesson plans, course syllabus and notes from classroom observations were collected and analyzed. Data were transcribed and analyzed for recurring themes using a thematic matrix. A theoretical model was developed from the emerging

  6. The Journal of Earth System Science Education: Peer Review for Digital Earth and Digital Library Content

    Science.gov (United States)

    Johnson, D.; Ruzek, M.; Weatherley, J.

    2001-05-01

    The Journal of Earth System Science Education is a new interdisciplinary electronic journal aiming to foster the study of the Earth as a system and promote the development and exchange of interdisciplinary learning resources for formal and informal education. JESSE will serve educators and students by publishing and providing ready electronic access to Earth system and global change science learning resources for the classroom and will provide authors and creators with professional recognition through publication in a peer reviewed journal. JESSE resources foster a world perspective by emphasizing interdisciplinary studies and bridging disciplines in the context of the Earth system. The Journal will publish a wide ranging variety of electronic content, with minimal constraints on format, targeting undergraduate educators and students as the principal readership, expanding to a middle and high school audience as the journal matures. JESSE aims for rapid review and turn-around of resources to be published, with a goal of 12 weeks from submission to publication for resources requiring few changes. Initial publication will be on a quarterly basis until a flow of resource submissions is established to warrant continuous electronic publication. JESSE employs an open peer review process in which authors and reviewers discuss directly the acceptability of a resource for publication using a software tool called the Digital Document Discourse Environment. Reviewer comments and attribution will be available with the resource upon acceptance for publication. JESSE will also implement a moderated peer commentary capability where readers can comment on the use of a resource or make suggestions. In the development phase, JESSE will also conduct a parallel anonymous review of content to validate and ensure credibility of the open review approach. Copyright of materials submitted remains with the author, granting JESSE the non-exclusive right to maintain a copy of the resource

  7. Library and Information Science Research Areas: A Content Analysis of Articles from the Top 10 Journals 2007-8

    Science.gov (United States)

    Aharony, Noa

    2012-01-01

    The current study seeks to describe and analyze journal research publications in the top 10 Library and Information Science journals from 2007-8. The paper presents a statistical descriptive analysis of authorship patterns (geographical distribution and affiliation) and keywords. Furthermore, it displays a thorough content analysis of keywords and…

  8. Using Biomedically Relevant Multimedia Content in an Introductory Physics Course for Life Science and Pre-Health Students

    Science.gov (United States)

    Mylott, Elliot; Kutschera, Ellynne; Dunlap, Justin C.; Christensen, Warren; Widenhorn, Ralf

    2016-01-01

    We will describe a one-quarter pilot algebra-based introductory physics course for pre-health and life science majors. The course features videos with biomedical experts and cogent biomedically inspired physics content. The materials were used in a flipped classroom as well as an all-online environment where students interacted with multimedia…

  9. Preservice Elementary Teachers' Beliefs about Nature of Science and Constructivist Teaching in the Content-Specific Context

    Science.gov (United States)

    Yoon, Hye-Gyoung; Kim, Byoung Sug

    2016-01-01

    The purpose of this study was to explore how Korean preservice elementary teachers' beliefs about nature of science (NOS) and their beliefs about constructivist teaching were structured and related and if any relation was prevalent in the content-specific contexts. As the same format, three versions of questionnaires were developed in three…

  10. Marine Science

    African Journals Online (AJOL)

    Aims and scope: The Western Indian Ocean Journal of Marine Science provides an avenue for the ... tidal height and amplitude can influence light penetra- ...... to environmental parameters in cage culture area of Sepanggar Bay, Malaysia.

  11. Marine Science

    African Journals Online (AJOL)

    Aims and scope: The Western Indian Ocean Journal of Marine Science provides an avenue for the wide dissem- ... consist of special issues on major events or important thematic issues. ... of sources, including plant and animal by- products.

  12. science poster

    Indian Academy of Sciences (India)

    Administrator

    SRN ADARSH COLLEGE. Cordially invites ... in. Science. " " Date : 11-03-2014 Time : 9:30 am ... SITADEVI RATANCHAND NAHAR ADARSH PU COLLEGE ? ... ADARSH INSTITUTE OF MANAGEMENT AND INFORMATION TECHNOLOGY ?

  13. Marine Science

    African Journals Online (AJOL)

    pod diversity and distribution are important especially since studies on marine biodiversity are scarce .... Method II –. Zamoum &. Furla (2012) protocol. Method III. – Geist et al (2008) protocol ..... Public Library Of Science One 8: 51273.

  14. Science Topics

    Science.gov (United States)

    EPA is one of the world’s leading environmental and human health research organizations. Science provides the foundation for Agency policies, actions, and decisions made on behalf of the American people.

  15. Forensic Science.

    Science.gov (United States)

    Brettell, T. A.; Saferstein, R.

    1989-01-01

    Presents a review of articles appealing to forensic practitioners. Topics include: drugs and poisons, forensic biochemistry, and trace evidence. Lists noteworthy books published on forensic science topics since 1986. (MVL)

  16. Big science

    CERN Multimedia

    Nadis, S

    2003-01-01

    " "Big science" is moving into astronomy, bringing large experimental teams, multi-year research projects, and big budgets. If this is the wave of the future, why are some astronomers bucking the trend?" (2 pages).

  17. Molecular sciences

    International Nuclear Information System (INIS)

    Anon.

    1975-01-01

    The research in molecular sciences summarized includes photochemistry, radiation chemistry, geophysics, electromechanics, heavy-element oxidizers , heavy element chemistry collisions, atoms, organic solids. A list of publications is included

  18. Marine Science

    African Journals Online (AJOL)

    Aims and scope: The Western Indian Ocean Journal of Marine Science provides an avenue .... shell growth is adversely affected. ... local stressors in action, such as ocean acidification ..... that the distribution of many intertidal sessile animals.

  19. World science

    International Nuclear Information System (INIS)

    Anon.

    1989-01-01

    The aim of the Third World Network of Scientific Organizations (TWNSO), established last year with its headquarters in Trieste, Italy, is to promote the role of science and technology in developing countries. TWNSO, under the presidency of Abdus Salam, is an offshoot of the Third World Academy of Sciences, which has pushed the cause of international scientific collaboration since its establishment in 1983. (orig./HSI).

  20. 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.

  1. Science on Stage: Engaging and teaching scientific content through performance art

    Science.gov (United States)

    Posner, Esther

    2016-04-01

    Engaging teaching material through performance art and music can improve the long-term retention of scientific content. Additionally, the development of effective performance skills are a powerful tool to communicate scientific concepts and information to a broader audience that can have many positive benefits in terms of career development and the delivery of professional presentations. While arts integration has been shown to increase student engagement and achievement, relevant artistic materials are still required for use as supplemental activities in STEM (science, technology, engineering, mathematics) courses. I will present an original performance poem, "Tectonic Petrameter: A Journey Through Earth History," with instructions for its implementation as a play in pre-university and undergraduate geoscience classrooms. "Tectonic Petrameter" uses a dynamic combination of rhythm and rhyme to teach the geological time scale, fundamental concepts in geology and important events in Earth history. I propose that using performance arts, such as "Tectonic Petrameter" and other creative art forms, may be an avenue for breaking down barriers related to teaching students and the broader non-scientific community about Earth's long and complex history.

  2. Biomedical laboratory science education: standardising teaching content in resource-limited countries

    Directory of Open Access Journals (Sweden)

    Wendy Arneson

    2013-06-01

    Full Text Available Background: There is a worldwide shortage of qualified laboratory personnel to provide adequate testing for the detection and monitoring of diseases. In an effort to increase laboratory capacity in developing countries, new skills have been introduced into laboratory services. Curriculum revision with a focus on good laboratory practice is an important aspect of supplying entry-level graduates with the competencies needed to meet the current needs. Objectives: Gaps in application and problem-solving competencies of newly graduated laboratory personnel were discovered in Ethiopia, Tanzania and Kenya. New medical laboratory teaching content was developed in Ethiopia, Tanzania and Kenya using national instructors, tutors, and experts and consulting medical laboratory educators from the United States of America (USA. Method: Workshops were held in Ethiopia to create standardised biomedical laboratory science (BMLS lessons based on recently-revised course objectives with an emphasis on application of skills. In Tanzania, course-module teaching guides with objectives were developed based on established competency outcomes and tasks. In Kenya, example interactive presentations and lesson plans were developed by the USA medical laboratory educators prior to the workshop to serve as resources and templates for the development of lessons within the country itself. Results: The new teaching materials were implemented and faculty, students and other stakeholders reported successful outcomes. Conclusions: These approaches to updating curricula may be helpful as biomedical laboratory schools in other countries address gaps in the competencies of entry-level graduates.

  3. Teaching Science through Story

    Science.gov (United States)

    Horton, Jessica

    2013-01-01

    Children find comfort in stories. They are familiar, accessible and entertaining. By teaching science through narratives, we can provide that same comfort and access to scientific content to children of all ages. In this article, I will discuss how, through the use of narratives in science instruction, we can provide students with a deeper…

  4. Science and Technology Metrics

    Science.gov (United States)

    2005-01-01

    CONTENTS,1992, Vol 35, Iss AUG, pp 3 12 Garfield E, "Parascience, Pseudoscience , and Political Power Holton,Gerald on the Antiscience Phenomenon And Why...1993, Vol 25, Iss JUN, pp 3 9 Garfield E, "The Science Religion Connection an Introduction to Science and Religion From Warfare over Sociobiology to a

  5. Probe into geo-information science and information science in nuclear and geography science in China

    International Nuclear Information System (INIS)

    Tang Bin

    2001-01-01

    In the past ten years a new science-Geo-Information Science, a branch of Geoscience, developed very fast, which has been valued and paid much attention to. Based on information science, the author analyzes the flow of material, energy, people and information and their relations, presents the place of Geo-Information Science in Geo-science and its content from Geo-Informatics, Geo-Information technology and the application of itself. Finally, the author discusses the main content and problem existed in Geo-Information Science involved in Nuclear and Geography Science

  6. The sciences of science communication

    OpenAIRE

    Fischhoff, Baruch

    2013-01-01

    The May 2012 Sackler Colloquium on “The Science of Science Communication” brought together scientists with research to communicate and scientists whose research could facilitate that communication. The latter include decision scientists who can identify the scientific results that an audience needs to know, from among all of the scientific results that it would be nice to know; behavioral scientists who can design ways to convey those results and then evaluate the success of those attempts; a...

  7. Science Fairs for Science Literacy

    Science.gov (United States)

    Mackey, Katherine; Culbertson, Timothy

    2014-03-01

    Scientific discovery, technological revolutions, and complex global challenges are commonplace in the modern era. People are bombarded with news about climate change, pandemics, and genetically modified organisms, and scientific literacy has never been more important than in the present day. Yet only 29% of American adults have sufficient understanding to be able to read science stories reported in the popular press [Miller, 2010], and American students consistently rank below other nations in math and science [National Center for Education Statistics, 2012].

  8. The impact of a dedicated Science-Technology-Society (STS) course on student knowledge of STS content

    Science.gov (United States)

    Barron, Paul E.

    In the last half century, public awareness of issues such as population growth, environmental pollution and the threat of nuclear war has pressured science education to reform to increase student social responsibility. The emerging Science-Technology-Society (STS) movement addressed these concerns by developing numerous strategies and curricula. Considerable diagnostic research has been conducted on student knowledge of the nature of science, but not on the wider scope of STS content (e.g., the nature of science and technology and their interactions with society). However, researchers have not widely studied the impact of comprehensive STS curricula on students' knowledge of STS content nor the nature of STS teaching practice that influenced this knowledge gain. This study examined student success and teacher performance in a special STS course in Ontario, Canada. Research questions focused on the STS content knowledge gain by students completing this course and the impact of the STS teachers' teaching practices on this knowledge gain. Student data were collected using pre-course and post-course assessments of students' STS content knowledge. Teacher data were obtained using semi-structured interviews, classroom observations and videotapes. Statistical analysis indicated that, after completing the STS course, students significantly increased their STS content knowledge as measured by the Views on Science Technology Society instrument. Gender and academic achievement had no significant impact on this knowledge gain, implying that this course, as taught by these teachers, could appeal to a wide range of students as a general education course. The second part of the study indicated that detailed research is needed on the relationship between STS teaching practice and student STS content knowledge gain. The small sample size prevents generalizations but initial indications show that factors such constructivist teaching practices and strong teacher STS content knowledge

  9. Is normal science good science?

    Directory of Open Access Journals (Sweden)

    Adrianna Kępińska

    2015-09-01

    Full Text Available “Normal science” is a concept introduced by Thomas Kuhn in The Structure of Scientific Revolutions (1962. In Kuhn’s view, normal science means “puzzle solving”, solving problems within the paradigm—framework most successful in solving current major scientific problems—rather than producing major novelties. This paper examines Kuhnian and Popperian accounts of normal science and their criticisms to assess if normal science is good. The advantage of normal science according to Kuhn was “psychological”: subjective satisfaction from successful “puzzle solving”. Popper argues for an “intellectual” science, one that consistently refutes conjectures (hypotheses and offers new ideas rather than focus on personal advantages. His account is criticized as too impersonal and idealistic. Feyerabend’s perspective seems more balanced; he argues for a community that would introduce new ideas, defend old ones, and enable scientists to develop in line with their subjective preferences. The paper concludes that normal science has no one clear-cut set of criteria encompassing its meaning and enabling clear assessment.

  10. Exploring science through science fiction

    CERN Document Server

    Luokkala, Barry B

    2014-01-01

    How does Einstein’s description of space and time compare with Dr. Who? Can James Bond really escape from an armor-plated railroad car by cutting through the floor with a laser concealed in a wristwatch? What would it take to create a fully-intelligent android, such as Star Trek’s Commander Data? How might we discover intelligent civilizations on other planets in the galaxy? Is human teleportation possible? Will our technological society ever reach the point at which it becomes lawful to discriminate on the basis of genetic information, as in the movie GATTACA? Exploring Science Through Science Fiction addresses these and other interesting questions, using science fiction as a springboard for discussing fundamental science concepts and cutting-edge science research. The book is designed as a primary text for a college-level course which should appeal to students in the fine arts and humanities as well as to science and engineering students. It includes references to original research papers, landmark scie...

  11. Pure Science and Applied Science

    Directory of Open Access Journals (Sweden)

    Robert J. Aumann

    2011-01-01

    Full Text Available (Excerpt The name of my talk is Pure Science and Applied Science, and the idea I would like to sell to you today is that there is no such thing as “pure” or “applied” science. In other words, there is such a thing as science, but there is no difference between pure and applied science. Science is one entity and cannot be separated into different categories. In order to back that up, I would like to tell you a little story. As an undergraduate, I studied mathematics at City College in New York. At that time, what was called Pure Mathematics was in vogue, and the more prominent mathematicians were a little contemptuous of any kind of application. A very famous, prominent mathematician in the first half of the previous century by the name of G. H. Hardy, who was in a branch of mathematics called number theory, said that the only thing he regretted was that he unwittingly did some important work in mathematical genetics that eventually turned out to have some application. … Such was the atmosphere in the late ’40s of the previous century and, being a young man and impressionable, I was swept up in this atmosphere.

  12. How do staff members at science and technology centres consider the impact of sponsors on the scientific content of exhibitions?

    DEFF Research Database (Denmark)

    Davidsson, Eva; Sørensen, Helene

    2009-01-01

    or historical museums. But in what ways may sponsors impact exhibition content and design at science and technology centres? This study seeks to explore how staff members consider the impact of sponsors and donors on exhibit content and design. The data collection involves a survey, interviews and a focus group...... interview with staff members, who work with planning and constructing new exhibitions at their science and technology centre. The results suggest that sponsors may interfere in exhibition construction both directly and indirectly. This means that sponsors could put explicit demands when it comes...... to the choice of scientific content and design and thereby interfere directly. Indirect impact, on the other hand, refers to implicit demands of sponsors where staff members take into account for what they believe are views of the sponsors through self-censorship....

  13. Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

    Science.gov (United States)

    Mavhunga, Elizabeth; Rollnick, Marissa

    2016-12-01

    In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is known to enable the transformation of topic content into a form accessible to learners. However, little is known about teacher science beliefs in relation to TSPCK and therefore the nature of likely associated classroom practices. In this study, we investigated the relationship between TSPCK and underlying science teacher beliefs following an intervention targeting the improvement of TSPCK in the topic chemical equilibrium. Sixteen final year pre-service chemistry teachers were exposed to an intervention that explicitly focussed on knowledge for transforming the content of chemical equilibrium using the five knowledge components of TSPCK. A specially designed TSPCK instrument in chemical equilibrium and the Teacher Belief Instrument (TBI) were used to capture written responses in pre- and post-tests. Additional qualitative data was collected from audio-recorded discussions and written responses from an open-ended question asked before and after the intervention. Two key findings emerged from the study. Firstly, the development of TSPCK was linked to shifts in underlying science teacher beliefs in the direction of learner-centred teaching for the majority of pre-service teachers. Secondly, this shift was not evident for all, as for some there was development of TSPCK without a shift from teacher-centred beliefs about science teaching.

  14. Adhesion science

    CERN Document Server

    Comyn, John

    1997-01-01

    The use of adhesives is widespread and growing, and there are few modern artefacts, from the simple cereal packet, to the jumbo jet, that are without this means of joining. Adhesion Science provides an illuminating account of the science underlying the use of adhesives, a branch of chemical technology which is fundamental to the science of coatings and composite materials and to the performance of all types of bonded structures. This book guides the reader through the essential basic polymer science, and the chemistry of adhesives in use at present. It discusses surface preparation for adhesive bonding, and the use of primers and coupling agents. There is a detailed chapter on contact angles and what can be predicted from them. A simple guide on stress distribution joints and how this relates to testing is included. It also examines the interaction of adhesives and the environment, including an analysis of the resistance of joints to water, oxygen and ultra-violet light. Adhesion Science provides a comprehens...

  15. Science Fiction on Film.

    Science.gov (United States)

    Burmester, David

    1985-01-01

    Reviews science fiction films used in a science fiction class. Discusses feature films, short science fiction films, short story adaptations, original science fiction pieces and factual science films that enrich literature. (EL)

  16. Workshops on Writing Science

    Indian Academy of Sciences (India)

    2017-09-30

    Sep 30, 2017 ... Eligibility: Post graduates in any branch of science, as well as to post graduates in Mass. Communication/Journalism, aspiring to contribute scientific content to print media in India. Minimum requirements for participation: ...

  17. The Content and Integrative Component of Capstone Experiences: An Analysis of Political Science Undergraduate Programs

    Science.gov (United States)

    Hummer, Jill Abraham

    2014-01-01

    In 1991, the APSA Task Force on Political Science recommended elements of a curricular structure that would best promote student learning. The report stated that there should be a capstone experience at the end of the senior year and that the capstone should require students to integrate their whole learning experience in the major. This article…

  18. Using the Socioscientific Context of Climate Change to Teach Chemical Content and the Nature of Science

    Science.gov (United States)

    Flener-Lovitt, Charity

    2014-01-01

    A thematic course called "Climate Change: Chemistry and Controversy" was developed for upper-level non-STEM students. This course used the socioscientific context of climate change to teach chemical principles and the nature of science. Students used principles of agnotology (direct study of misinformation) to debunk climate change…

  19. Elementary Teachers' Use of Content Knowledge to Evaluate Students' Thinking in the Life Sciences

    Science.gov (United States)

    Sabel, Jaime L.; Forbes, Cory T.; Flynn, Leslie

    2016-01-01

    Science learning environments should provide opportunities for students to make sense of and enhance their understanding of disciplinary concepts. Teachers can support students' sense-making by engaging and responding to their ideas through high-leverage instructional practices such as formative assessment (FA). However, past research has shown…

  20. How Does Mechanical Weathering Change Rocks? Using Reading-to-Learn Strategies to Teach Science Content

    Science.gov (United States)

    Wardrip, Peter; Tobey, Jennifer

    2009-01-01

    Many teachers fall into the pattern of "assumptive teaching" (Herber 1970), assuming that other instructors will teach students the important strategies they need for learning. In this case, tools and strategies may not be taught outside of reading or language arts because a science teacher can say, "It's not my job." However, a sixth-grade team…

  1. Islam and Science

    Science.gov (United States)

    Salam, Abdus

    The following sections are included: * The Holy Quran and Science * Modem Science, A Greco- Islamic Legacy * The Decline of Sciences in Islam * The Limitations of Science * Faith and Science * The Present Picture of Sciences in the Islamic Countries * Renaissance of Sciences in Islam * Steps Needed for Building up Sciences in the Islamic Countries * Science Education * Science Foundations in Islam * Technology in Our Countries * Concluding Remarks * REFERENCES

  2. Network science

    CERN Document Server

    Barabasi, Albert-Laszlo

    2016-01-01

    Networks are everywhere, from the Internet, to social networks, and the genetic networks that determine our biological existence. Illustrated throughout in full colour, this pioneering textbook, spanning a wide range of topics from physics to computer science, engineering, economics and the social sciences, introduces network science to an interdisciplinary audience. From the origins of the six degrees of separation to explaining why networks are robust to random failures, the author explores how viruses like Ebola and H1N1 spread, and why it is that our friends have more friends than we do. Using numerous real-world examples, this innovatively designed text includes clear delineation between undergraduate and graduate level material. The mathematical formulas and derivations are included within Advanced Topics sections, enabling use at a range of levels. Extensive online resources, including films and software for network analysis, make this a multifaceted companion for anyone with an interest in network sci...

  3. Nonlinear Science

    CERN Document Server

    Yoshida, Zensho

    2010-01-01

    This book gives a general, basic understanding of the mathematical structure "nonlinearity" that lies in the depths of complex systems. Analyzing the heterogeneity that the prefix "non" represents with respect to notions such as the linear space, integrability and scale hierarchy, "nonlinear science" is explained as a challenge of deconstruction of the modern sciences. This book is not a technical guide to teach mathematical tools of nonlinear analysis, nor a zoology of so-called nonlinear phenomena. By critically analyzing the structure of linear theories, and cl

  4. Web-Scale Discovery Services Retrieve Relevant Results in Health Sciences Topics Including MEDLINE Content

    Directory of Open Access Journals (Sweden)

    Elizabeth Margaret Stovold

    2017-06-01

    Full Text Available A Review of: Hanneke, R., & O’Brien, K. K. (2016. Comparison of three web-scale discovery services for health sciences research. Journal of the Medical Library Association, 104(2, 109-117. http://dx.doi.org/10.3163/1536-5050.104.2.004 Abstract Objective – To compare the results of health sciences search queries in three web-scale discovery (WSD services for relevance, duplicate detection, and retrieval of MEDLINE content. Design – Comparative evaluation and bibliometric study. Setting – Six university libraries in the United States of America. Subjects – Three commercial WSD services: Primo, Summon, and EBSCO Discovery Service (EDS. Methods – The authors collected data at six universities, including their own. They tested each of the three WSDs at two data collection sites. However, since one of the sites was using a legacy version of Summon that was due to be upgraded, data collected for Summon at this site were considered obsolete and excluded from the analysis. The authors generated three questions for each of six major health disciplines, then designed simple keyword searches to mimic typical student search behaviours. They captured the first 20 results from each query run at each test site, to represent the first “page” of results, giving a total of 2,086 total search results. These were independently assessed for relevance to the topic. Authors resolved disagreements by discussion, and calculated a kappa inter-observer score. They retained duplicate records within the results so that the duplicate detection by the WSDs could be compared. They assessed MEDLINE coverage by the WSDs in several ways. Using precise strategies to generate a relevant set of articles, they conducted one search from each of the six disciplines in PubMed so that they could compare retrieval of MEDLINE content. These results were cross-checked against the first 20 results from the corresponding query in the WSDs. To aid investigation of overall

  5. Content Analysis of the Science Textbooks of Iranian Junior High School Course in terms of the Components of Health Education

    Directory of Open Access Journals (Sweden)

    Abdolreza Gilavand

    2016-12-01

    Full Text Available BackgroundProviding healthcare for students is one of the primary duties of the states. This study aimed to analyze the contents of the science textbooks of Junior High School course in terms of the components of health education in Iran.Materials and MethodsThis descriptive study was conducted through content analysis. To collect data, a researcher-made check list including: physical health, nutritional health, the environment, environmental health, family health, accidents and safety, mobility, physical education, mental health, prevention of risky behavior, control and prevention of diseases, disabilities, public health and school health, was used. The samples were the science textbooks of Junior High School course (7th, 8th and 9th grades. Analysis unit was all pages of the textbooks (texts, pictures and exercises. Descriptive method (frequency table, percentage, mean and standard deviation [SD] was used to analyze the data and non-parametric Chi-square test was used to investigate the probable significant differences between the components.ResultsThe results showed that the authors of sciences textbooks of Junior High School course have paid most attention to the component of control and prevention of diseases (21.10% and have paid no attention to the component of "mental health". Also, there were significant differences among the components of physical health, family health, the environment and environmental health in terms of to be addressed in the science textbooks of Junior High School (P

  6. Research Trends in Science Education from 2008 to 2012: A Systematic Content Analysis of Publications in Selected Journals

    Science.gov (United States)

    Lin, Tzu-Chiang; Lin, Tzung-Jin; Tsai, Chin-Chung

    2014-01-01

    This paper presents the third study of research trends in science education. In this review, a total of 990 papers published in the "International Journal of Science Education," the "Journal of Research in Science Teaching," and "Science Education" from 2008 to 2012 were analyzed. The results indicate that in the…

  7. U-Science (Invited)

    Science.gov (United States)

    Borne, K. D.

    2009-12-01

    The emergence of e-Science over the past decade as a paradigm for Internet-based science was an inevitable evolution of science that built upon the web protocols and access patterns that were prevalent at that time, including Web Services, XML-based information exchange, machine-to-machine communication, service registries, the Grid, and distributed data. We now see a major shift in web behavior patterns to social networks, user-provided content (e.g., tags and annotations), ubiquitous devices, user-centric experiences, and user-led activities. The inevitable accrual of these social networking patterns and protocols by scientists and science projects leads to U-Science as a new paradigm for online scientific research (i.e., ubiquitous, user-led, untethered, You-centered science). U-Science applications include components from semantic e-science (ontologies, taxonomies, folksonomies, tagging, annotations, and classification systems), which is much more than Web 2.0-based science (Wikis, blogs, and online environments like Second Life). Among the best examples of U-Science are Citizen Science projects, including Galaxy Zoo, Stardust@Home, Project Budburst, Volksdata, CoCoRaHS (the Community Collaborative Rain, Hail and Snow network), and projects utilizing Volunteer Geographic Information (VGI). There are also scientist-led projects for scientists that engage a wider community in building knowledge through user-provided content. Among the semantic-based U-Science projects for scientists are those that specifically enable user-based annotation of scientific results in databases. These include the Heliophysics Knowledgebase, BioDAS, WikiProteins, The Entity Describer, and eventually AstroDAS. Such collaborative tagging of scientific data addresses several petascale data challenges for scientists: how to find the most relevant data, how to reuse those data, how to integrate data from multiple sources, how to mine and discover new knowledge in large databases, how to

  8. Animal Science.

    Science.gov (United States)

    VanCleave, Janice

    2001-01-01

    Presents a set of hands-on, outdoor science experiments designed to teach elementary school students about animal adaptation. The experiments focus on: how color camouflage affects an insect population; how spiderlings find a home; and how chameleons camouflage themselves by changing color. (SM)

  9. Marine Science

    African Journals Online (AJOL)

    ination of high quality research generated in the Western Indian Ocean (WIO) region, ... fisheries, recovery and restoration processes, legal and institutional frameworks, and interactions/relationships ... Science features state-of-the-art review articles and short communications. ... Non-metric multidimensional scaling (nMDS).

  10. Brewing Science

    Science.gov (United States)

    Pelter, Michael

    2006-01-01

    Following the brewing process from grain to glass, this course uses the biological and chemical principles of brewing to teach science to the nonscience major. Discussion of the scientific aspects of malting, mashing, fermentation, and the making of different beer styles is complemented by laboratory exercises that use scientific methods to…

  11. Redirecting science

    International Nuclear Information System (INIS)

    Aaserud, F.

    1990-01-01

    This book contains the following chapters. Science policy and fund-raising up to 1934; The Copenhagen spirit at work, late 1920's to mid-1930s; The refugee problem, 1933 to 1935; Experimental biology, late 1920s to 1935; and Consolidation of the transition, 1935 to 1940

  12. Systems Science

    Science.gov (United States)

    Christakis, Alexander; Hammond, Debora; Jackson, Michael; Laszlo, Alexander; Mitroff, Ian; Snowden, Dave; Troncale, Len; Carr-Chellman, Alison; Spector, J. Michael; Wilson, Brent

    2013-01-01

    Scholars representing the field of systems science were asked to identify what they considered to be the most exciting and imaginative work currently being done in their field, as well as how that work might change our understanding. The scholars included Alexander Christakis, Debora Hammond, Michael Jackson, Alexander Laszlo, Ian Mitroff, Dave…

  13. Marine Science

    African Journals Online (AJOL)

    J O U R N A L O F. Marine Science. Coral reefs of Mauritius in a changing global climate ..... in confined aquifers, and a lesser influence in uncon- fined systems. On the ... massive cloud cover during the critical months, some. 70% bleaching ...

  14. Science Notes.

    Science.gov (United States)

    Shaw, G. W.; And Others

    1989-01-01

    Provides a reading list for A- and S-level biology. Contains several experiments and demonstrations with topics on: the intestine, bullock corneal cells, valences, the science of tea, automated hydrolysis, electronics characteristics, bromine diffusion, enthalpy of vaporization determination, thermometers, pendulums, hovercraft, Bernoulli fluid…

  15. Cognitive Science.

    Science.gov (United States)

    Cocking, Rodney R.; Mestre, Jose P.

    The focus of this paper is on cognitive science as a model for understanding the application of human skills toward effective problem-solving. Sections include: (1) "Introduction" (discussing information processing framework, expert-novice distinctions, schema theory, and learning process); (2) "Application: The Expert-Novice…

  16. 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

  17. Science Smiles

    Indian Academy of Sciences (India)

    Page 1. Science Smiles. RKLaxman. I bought the plot to build my office. But the activists would not let me touch anything lest it should upset the ecological balance here. R -E-SO-N-A-N-C-E -, -Fe-b-ru-ary-19-9-S -----~-------------

  18. Actuarial Science.

    Science.gov (United States)

    Warren, Bette

    1982-01-01

    Details are provided of a program on actuarial training developed at the State University of New York (SUNY) at Binghamton through the Department of Mathematical Sciences. An outline of its operation, including a few statistics on students in the program, is included. (MP)

  19. Organizational Science

    Science.gov (United States)

    Beriwal, Madhu; Clegg, Stewart; Collopy, Fred; McDaniel, Reuben, Jr.; Morgan, Gareth; Sutcliffe, Kathleen; Kaufman, Roger; Marker, Anthony; Selwyn, Neil

    2013-01-01

    Scholars representing the field of organizational science, broadly defined as including many fields--organizational behavior and development, management, workplace performance, and so on--were asked to identify what they considered to be the most exciting and imaginative work currently being done in their field, as well as how that work might…

  20. Subterranean science

    Science.gov (United States)

    Paling, Sean; Sadler, Stephen

    2015-05-01

    The deep underground laboratories of the world are no longer the scientific realm of astroparticle physics alone. From Mars rovers to muon tomography, and from radioactive dating to astrobiology, Sean Paling and Stephen Sadler describe the renaissance in the science taking place far beneath our feet.

  1. Wyndham Science.

    Science.gov (United States)

    Messel, H.

    Described is the Wyndham science component of the program designed for the six years of secondary schooling for students in New South Wales, Australia. A subjective evaluation of the program and suggestions for improving course materials and teaching are given. There are six major sections in the report: (1) a general outline of the structure and…

  2. Science and anti-science

    CERN Document Server

    Holton, Gerald

    1997-01-01

    What is good science? What goal--if any--is the proper end of scientific activity? Is there a legitimating authority that scientists mayclaim? Howserious athreat are the anti-science movements? These questions have long been debated but, as Gerald Holton points out, every era must offer its own responses. This book examines these questions not in the abstract but shows their historic roots and the answers emerging from the scientific and political controversies of this century. Employing the case-study method and the concept of scientific thematathat he has pioneered, Holton displays the broad scope of his insight into the workings of science: from the influence of Ernst Mach on twentiethcentury physicists, biologists, psychologists, and other thinkers to the rhetorical strategies used in the work of Albert Einstein, Niels Bohr, and others; from the bickering between Thomas Jefferson and the U.S. Congress over the proper form of federal sponsorship of scientific research to philosophical debates since Oswald...

  3. Promoting autonomous learning in English through the implementation of Content and Language Integrated Learning (CLIL in science and maths subjects

    Directory of Open Access Journals (Sweden)

    Andriani Putu Fika

    2018-01-01

    Full Text Available Autonomous learning is a concept in which the learner has the ability to take charge of their own learning. It becomes a notable aspect that should be perceived by students. The aim of this research is for finding out the strategies used by grade two teachers in Bali Kiddy Primary School to promote autonomous learning in English through the implementation of Content and Language Integrated Learning in science and maths subjects. This study was designed in the form of descriptive qualitative study. The data were collected through observation, interview, and document study. The result of the study shows that there are some strategies of promoting autonomous learning in English through the implementation of CLIL in Science and Maths subjects. Those strategies are table of content training, questioning & presenting, journal writing, choosing activities, and using online activity. Those strategies can be adopted or even adapted as the way to promote autonomous learning in English subject.

  4. 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.

  5. Questionnaire for the contents of cancer professional training plan by Ministry of Education, Culture, Sports, Science, and Technology Japan

    International Nuclear Information System (INIS)

    Sasaki, Ryohei; Numasaki, Hodaka; Teshima, Teruki; Nishio, Teiji; Fukuda, Haruyuki; Ashino, Yasuo; Onishi, Hiroshi; Nakamura, Katsumasa; Nagata, Yasushi

    2009-01-01

    Questionnaire for the contents of cancer professional training plan by Ministry of Education, Culture, Sports, Science, and Technology Japan were widely assessed and introduced in the 4th Japanese Society for Therapeutic Radiology and Oncology (JASTRO) Future Planning Seminar held on March 8, 2008 in Tokyo, Japan. From the assessment, small number of instructors for medical physicists was elucidated as the most important problem for the future of fields of radiation oncology in Japan. (author)

  6. The Rosetta Science Archive: Status and Plans for Completing and Enhancing the Archive Content

    Science.gov (United States)

    Heather, D.; Barthelemy, M.; Fraga, D.; Grotheer, E.; O'Rourke, L.; Taylor, M.

    2017-09-01

    On 30 September 2016, Rosetta's signal flat-lined, confirming that the spacecraft had completed its incredible mission by landing on the surface of Comet 67P/Churyumov-Gerasimenko. Although this marked an end to the spacecraft's active operations, intensive work is still on-going with instrument teams preparing their final science data increments for delivery and ingestion into ESA's Planetary Science Archive (PSA). In addition to this, ESA is establishing contracts with a number of instrument teams to enhance and improve their data and documentation in an effort to provide the best long- term archive possible for the Rosetta mission. This presentation will outline the current status of the Rosetta archive, as well as highlighting some of the 'enhanced archiving' activities planned and underway with the various instrument teams on Rosetta to ensure the scientific legacy of the mission.

  7. Content, format, gender and grade level differences in elementary students' ability to read science materials as measured by the cloze procedure

    Science.gov (United States)

    Williams, Richard L.; Yore, Larry D.

    Present instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material.

  8. Portraying Real Science in Science Communication

    Science.gov (United States)

    van Dijk, Esther M.

    2011-01-01

    In both formal and informal settings, not only science but also views on the nature of science are communicated. Although there probably is no singular nature shared by all fields of science, in the field of science education it is commonly assumed that on a certain level of generality there is a consensus on many features of science. In this…

  9. Interfacial and Surface Science | Materials Science | NREL

    Science.gov (United States)

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

  10. Targeting change: Assessing a faculty learning community focused on increasing statistics content in life science curricula.

    Science.gov (United States)

    Parker, Loran Carleton; Gleichsner, Alyssa M; Adedokun, Omolola A; Forney, James

    2016-11-12

    Transformation of research in all biological fields necessitates the design, analysis and, interpretation of large data sets. Preparing students with the requisite skills in experimental design, statistical analysis, and interpretation, and mathematical reasoning will require both curricular reform and faculty who are willing and able to integrate mathematical and statistical concepts into their life science courses. A new Faculty Learning Community (FLC) was constituted each year for four years to assist in the transformation of the life sciences curriculum and faculty at a large, Midwestern research university. Participants were interviewed after participation and surveyed before and after participation to assess the impact of the FLC on their attitudes toward teaching, perceived pedagogical skills, and planned teaching practice. Overall, the FLC had a meaningful positive impact on participants' attitudes toward teaching, knowledge about teaching, and perceived pedagogical skills. Interestingly, confidence for viewing the classroom as a site for research about teaching declined. Implications for the creation and development of FLCs for science faculty are discussed. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):517-525, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

  11. Using a multi-user virtual simulation to promote science content: Mastery, scientific reasoning, and academic self-efficacy in fifth grade science

    Science.gov (United States)

    Ronelus, Wednaud J.

    The purpose of this study was to examine the impact of using a role-playing game versus a more traditional text-based instructional method on a cohort of general education fifth grade students' science content mastery, scientific reasoning abilities, and academic self-efficacy. This is an action research study that employs an embedded mixed methods design model, involving both quantitative and qualitative data. The study is guided by the critical design ethnography theoretical lens: an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. The impact of an immersive 3D multi-user web-based educational simulation game on a cohort of fifth-grade students was examined on multiple levels of assessments--immediate, close, proximal and distal. A survey instrument was used to assess students' self-efficacy in technology and scientific inquiry. Science content mastery was assessed at the immediate (participation in game play), close (engagement in-game reports) and proximal (understanding of targeted concepts) levels; scientific reasoning was assessed at the distal (domain general critical thinking test) level. This quasi-experimental study used a convenient sampling method. Seven regular fifth-grade classes participated in this study. Three of the classes were the control group and the other four were the intervention group. A cohort of 165 students participated in this study. The treatment group contained 38 boys and 52 girls, and the control group contained 36 boys and 39 girls. Two-tailed t-test, Analysis of Covariance (ANCOVA), and Pearson Correlation were used to analyze data. The data supported the rejection of the null hypothesis for the three research questions. The correlational analyses showed strong relationship among three of the four variables. There were no correlations between gender and the three dependent variables. The findings of this

  12. Content Development, Presentation and Delivery for eLearning in Nuclear Science and Engineering: Experiences with Emerging Authoring Tools

    International Nuclear Information System (INIS)

    Bamford, S.; Afriyie, P.; Comlan, E.

    2016-01-01

    Full text: Transference of explicit knowledge starts from content development, and proceeds with packaging and delivery. A comparative study of some selected authoring tools for knowledge creation in Nuclear Sciences and Engineering education is being carried out at the School of Nuclear and Allied Sciences in Accra, Ghana. These authoring tools include commercial software (Macromedia Suite CS6, Learning 6.0) as well as freeware software (Xerte, eXe). A course, X-ray Fluorescence Spectrometry (NSAP 603), at the postgraduate School of Nuclear and Allied Sciences (SNAS), has been selected for migration onto an eLearning platform. Different authoring tools have been employed to create some ICT-based modules for teaching and learning. This paper therefore shares the experiences realized in moving from course syllabus to digitized modules, integrating pedagogical considerations, the strengths and weakness of the selected authoring tools, user-interactivity and usability of the modules produced. The need and the basis for the adoption of an appropriate authoring tool for creation of scientific, mathematical, and engineering documents and learning materials has also been discussed. Leveraging on ICT to produce pedagogically sound learning materials for eLearning platforms promotes interests of students in nuclear sciences, and ensures continuity in producing qualified professionals. (author

  13. A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

    Science.gov (United States)

    Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

    2012-03-12

    To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

  14. Composing Science

    Science.gov (United States)

    Atkins, Leslie

    2015-03-01

    The course Scientific Inquiry at California State University was developed by faculty in biology, physics and English to meet ``writing proficiency'' requirements for non-science majors. Drawing from previous work in composition studies, the position that we take in this course is that we should be engaging students in writing that replicates the work that writing does in science, rather than replicating the particular structural conventions characteristic of scientific writing. That is, scientists use writing to have, remember, share, vet, challenge, and stabilize ideas, and our course requires students use writing to achieve those aims, rather than produce writing that obeys particular conventions of scientific writing. This talk will describe how we have integrated findings from composition studies with a course on scientific inquiry, and provide examples of how scientific communication has resulted from this dialogue. Funding by NSF #1140860.

  15. Computer sciences

    Science.gov (United States)

    Smith, Paul H.

    1988-01-01

    The Computer Science Program provides advanced concepts, techniques, system architectures, algorithms, and software for both space and aeronautics information sciences and computer systems. The overall goal is to provide the technical foundation within NASA for the advancement of computing technology in aerospace applications. The research program is improving the state of knowledge of fundamental aerospace computing principles and advancing computing technology in space applications such as software engineering and information extraction from data collected by scientific instruments in space. The program includes the development of special algorithms and techniques to exploit the computing power provided by high performance parallel processors and special purpose architectures. Research is being conducted in the fundamentals of data base logic and improvement techniques for producing reliable computing systems.

  16. Materials science

    International Nuclear Information System (INIS)

    Anon.

    1977-01-01

    The Materials Science Division is engaged in research on physical properties of materials and the effects of radiation upon them. This involves solid state materials undergoing phase transitions, energy storing materials, and biomaterials. The Division also offers research facilities for M.S. and Ph.D. thesis work in the fields of physics, chemistry, materials, and radiation sciences in cooperation with the various colleges and departments of the UPR Mayaguez Campus. It is anticipated that it will serve as a catalyst in starting energy-related research programs in cooperation with UPR faculty, especially programs involving solar energy. To encourage and promote cooperative efforts, contact is maintained with former graduate students and with visiting scientists from Latin American research institutions

  17. Fictitious Science

    Science.gov (United States)

    Foladori, Guillermo

    2016-01-01

    Science and Technology (S&T), like Research and Development (R&D), has become a case of capital investment like any other economic sector. This has distanced R&D from social needs, to the extent that part of R&D ends up actually being fictitious, in the sense that it acquires a price on the market but never becomes part of material…

  18. Material Science

    Energy Technology Data Exchange (ETDEWEB)

    Won, Dong Yeon; Kim, Heung

    1987-08-15

    This book introduces material science, which includes key of a high-tech industry, new materials of dream like new metal material and semiconductor, classification of materials, microstructure of materials and characteristic. It mentions magic new materials such as shape memory alloy, fine ceramics, engineering fine ceramics, electronic ceramics, engineering plastic, glass, silicone conductor, optical fiber mixed materials and integrated circuit, challenge for new material and development of new materials.

  19. Material Science

    International Nuclear Information System (INIS)

    Won, Dong Yeon; Kim, Heung

    1987-08-01

    This book introduces material science, which includes key of a high-tech industry, new materials of dream like new metal material and semiconductor, classification of materials, microstructure of materials and characteristic. It mentions magic new materials such as shape memory alloy, fine ceramics, engineering fine ceramics, electronic ceramics, engineering plastic, glass, silicone conductor, optical fiber mixed materials and integrated circuit, challenge for new material and development of new materials.

  20. Mechanical science

    CERN Document Server

    Bolton, W C

    2013-01-01

    This book gives comprehensive coverage of mechanical science for HNC/HND students taking mechanical engineering courses, including all topics likely to be covered in both years of such courses, as well as for first year undergraduate courses in mechanical engineering. It features 500 problems with answers and 200 worked examples. The third edition includes a new section on power transmission and an appendix on mathematics to help students with the basic notation of calculus and solution of differential equations.

  1. Health Sciences

    OpenAIRE

    McEntyre, Johanna; Swan, Alma; Meier zu Verl, Christian; Horstmann, Wolfram

    2011-01-01

    This chapter provides an overview of research data management in the health sciences, primarily focused upon the sort of data curated by the European Bioinformatics Institute and similar organisations. In this field, data management is well-advanced, with a sophisticated infrastructure created and maintained by the community for the benefit of all. These advances have been brought about because the field has been data-intense for many years and has been driven by the challenges biology fac...

  2. Specialized science.

    Science.gov (United States)

    Casadevall, Arturo; Fang, Ferric C

    2014-04-01

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

  3. Communicating Science

    Science.gov (United States)

    Holland, G. J.; McCaffrey, M. S.; Kiehl, J. T.; Schmidt, C.

    2010-12-01

    We are in an era of rapidly changing communication media, which is driving a major evolution in the modes of communicating science. In the past, a mainstay of scientific communication in popular media was through science “translators”; science journalists and presenters. These have now nearly disappeared and are being replaced by widespread dissemination through, e.g., the internet, blogs, YouTube and journalists who often have little scientific background and sharp deadlines. Thus, scientists are required to assume increasing responsibility for translating their scientific findings and calibrating their communications to non-technical audiences, a task for which they are often ill prepared, especially when it comes to controversial societal issues such as tobacco, evolution, and most recently climate change (Oreskes and Conway 2010). Such issues have been politicized and hi-jacked by ideological belief systems to such an extent that constructive dialogue is often impossible. Many scientists are excellent communicators, to their peers. But this requires careful attention to detail and logical explanation, open acknowledgement of uncertainties, and dispassionate delivery. These qualities become liabilities when communicating to a non-scientific audience where entertainment, attention grabbing, 15 second sound bites, and self assuredness reign (e.g. Olson 2009). Here we report on a program initiated by NCAR and UCAR to develop new approaches to science communication and to equip present and future scientists with the requisite skills. If we start from a sound scientific finding with general scientific consensus, such as the warming of the planet by greenhouse gases, then the primary emphasis moves from the “science” to the “art” of communication. The art cannot have free reign, however, as there remains a strong requirement for objectivity, honesty, consistency, and above all a resistance to advocating particular policy positions. Targeting audience

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

    Science.gov (United States)

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

    2016-10-01

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

  5. African Crop Science Journal

    African Journals Online (AJOL)

    AFRICAN JOURNALS ONLINE (AJOL) · Journals · Advanced Search · USING AJOL ... The African Crop Science Journal, a quarterly publication, publishes original ... interactions, information science, environmental science and soil science.

  6. Content Analysis of Science Books for Upper Primary Stage in Jordan and Intermediate Stage in Saudi Arabia from an Islamic Perspective: Analytical Comparative Study

    Science.gov (United States)

    Aldossari, Ali Tarad; Al Khaldi, Jamal Khalil; Altarawneh, Mohammad Hasan

    2016-01-01

    This study aims to identify the current situation of science books in Jordan and Saudi Arabia from an Islamic perspective. For this end, the content analysis approach has been used through the analysis of the unit concept in the science books for the seventh, eighth and ninth grades in the academic year (2015/2016) in Jordan and Saudi Arabia. The…

  7. 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...

  8. Life sciences and environmental sciences

    Energy Technology Data Exchange (ETDEWEB)

    1992-02-01

    The DOE laboratories play a unique role in bringing multidisciplinary talents -- in biology, physics, chemistry, computer sciences, and engineering -- to bear on major problems in the life and environmental sciences. Specifically, the laboratories utilize these talents to fulfill OHER's mission of exploring and mitigating the health and environmental effects of energy use, and of developing health and medical applications of nuclear energy-related phenomena. At Lawrence Berkeley Laboratory (LBL) support of this mission is evident across the spectrum of OHER-sponsored research, especially in the broad areas of genomics, structural biology, basic cell and molecular biology, carcinogenesis, energy and environment, applications to biotechnology, and molecular, nuclear and radiation medicine. These research areas are briefly described.

  9. Life sciences and environmental sciences

    Energy Technology Data Exchange (ETDEWEB)

    1992-02-01

    The DOE laboratories play a unique role in bringing multidisciplinary talents -- in biology, physics, chemistry, computer sciences, and engineering -- to bear on major problems in the life and environmental sciences. Specifically, the laboratories utilize these talents to fulfill OHER`s mission of exploring and mitigating the health and environmental effects of energy use, and of developing health and medical applications of nuclear energy-related phenomena. At Lawrence Berkeley Laboratory (LBL) support of this mission is evident across the spectrum of OHER-sponsored research, especially in the broad areas of genomics, structural biology, basic cell and molecular biology, carcinogenesis, energy and environment, applications to biotechnology, and molecular, nuclear and radiation medicine. These research areas are briefly described.

  10. Bayero Journal of Pure and Applied Sciences: Editorial Policies

    African Journals Online (AJOL)

    Also, areas of Laboratory Science, Technology, Mathematical Sciences, Microbiology, Physics, Medical Sciences and Zoology form part of the contents ... BUSINESS/CIRCULATION EDITOR ... Environment, Bayero University, Kano, Nigerian.

  11. The aurora, Mars, and more! Increasing science content in elementary grades through art and literacy programs in earth and space science

    Science.gov (United States)

    Renfrow, S.; Wood, E. L.

    2011-12-01

    Although reading, writing, and math examinations are often conducted early in elementary school, science is not typically tested until 4th or 5th grade. The result is a refocus on the tested topics at the expense of the untested ones, despite that standards exist for each topic at all grades. On a national level, science instruction is relegated to a matter of a few hours per week. A 2007 Education Policy study states that elementary school students spend an average of 178 minutes a week on science while spending 500 minutes on literacy. A recent NSTA report in July of elementary and middle school teachers confirms that teachers feel pressured to teach math and literacy at the expense of other programs. One unintended result is that teachers in grades where science is tested must play catch-up with students for them to be successful on the assessment. A unique way to combat the lack of science instruction at elementary grades is to combine literacy, social studies, and math into an integrated science program, thereby increasing the number of science contact hours. The Dancing Lights program, developed at the Laboratory for Atmospheric and Space Physics, is a science, art, and literacy program about the aurora designed to easily fit into a typical 3rd-5th grade instructional day. It mirrors other successful literacy programs and will provide a basis for the literacy program being developed for the upcoming MAVEN mission to Mars. We will present early findings, as well as "lessons learned" during our development and implementation of the Dancing Lights program and will highlight our goals for the MAVEN mission literacy program.

  12. National Science Bowl | NREL

    Science.gov (United States)

    Science Bowl National Science Bowl The Department of Energy's Office of Science sponsors the National Science Bowl competition. This fun, fast-paced academic tournament tests the brainpower of middle and high school student teams on science and math topics. The National Science Bowl provides an

  13. National Science Teachers Association

    Science.gov (United States)

    ; Resources Books, Articles, and More NSTA Press® NSTA Journals Science and Children Science Scope The Science Teacher Journal of College Science Teaching Connected Science Learning NSTA Learning Center Online Resources: Calendar, Freebies ... e-Newsletters NSTA Science Store New Releases Bestsellers Award Winners

  14. Do Gender-Science Stereotypes Predict Science Identification and Science Career Aspirations among Undergraduate Science Majors?

    Science.gov (United States)

    Cundiff, Jessica L.; Vescio, Theresa K.; Loken, Eric; Lo, Lawrence

    2013-01-01

    The present research examined whether gender-science stereotypes were associated with science identification and, in turn, science career aspirations among women and men undergraduate science majors. More than 1,700 students enrolled in introductory science courses completed measures of gender-science stereotypes (implicit associations and…

  15. The Role of Content and Context in PISA Interest Scales: A study of the embedded interest items in the PISA 2006 science assessment

    Science.gov (United States)

    Drechsel, Barbara; Carstensen, Claus; Prenzel, Manfred

    2011-01-01

    This paper focuses interest in science as one of the attitudinal aspects of scientific literacy. Large-scale data from the Programme for International Student Assessment (PISA) 2006 are analysed in order to describe student interest more precisely. So far the analyses have provided a general indicator of interest, aggregated over all contexts and contents in the science test. With its innovative approach PISA embeds interest items within the cognitive test unit and its contents and contexts. The main difference from conventional interest measures is that in most questionnaires, a relatively small number of interest items cover broad fields of contents and contexts. The science units represent a number of systematically differentiated scientific contexts and contents. The units' stimulus texts allow for concrete descriptions of relevant content aspects, applications, and contexts. In the analyses, multidimensional item response models are applied in order to disentangle student interest. The results indicate that multidimensional models fit the data. A two-dimensional model separating interest into two different knowledge of science dimensions described in the PISA science framework is further analysed with respect to gender, performance differences, and country. The findings give a comprehensive description of students' interest in science. The paper deals with methodological problems and describes requirements of the test construction for further assessments. The results are discussed with regard to their significance for science education.

  16. Students' Attitudes toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

    Science.gov (United States)

    Newell, Alana D.; Zientek, Linda R.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.

    2015-01-01

    High-quality after-school programs devoted to science have the potential to enhance students' science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Because of the unique nature of these informal learning environments, an understanding of the relationships among aspects of students' content…

  17. Soviet science

    International Nuclear Information System (INIS)

    Medvedev, Z.A.

    1979-01-01

    In this brief history of science in the Soviet Union the emphasis is on the interaction between scientific and technological developments and the political objectives of the Soviet government Reference is made to the development of nuclear energy for military and for peaceful purposes. In an appendix, a rather detailed account is given of a 'nuclear disaster in the South Urals area'; reference is made to ecological, genetic and population researches in the areas contaminated by long-lived products of radioactive waste (e.g. Sr-90 and Cs-137). Section headings are: lakes; mammals; population genetics and radiation genetics (covering plants, animals and soil activity). (U.K.)

  18. Science commons

    CERN Multimedia

    CERN. Geneva

    2007-01-01

    SCP: Creative Commons licensing for open access publishing, Open Access Law journal-author agreements for converting journals to open access, and the Scholar's Copyright Addendum Engine for retaining rights to self-archive in meaningful formats and locations for future re-use. More than 250 science and technology journals already publish under Creative Commons licensing while 35 law journals utilize the Open Access Law agreements. The Addendum Engine is a new tool created in partnership with SPARC and U.S. universities. View John Wilbanks's biography

  19. Science toys

    Science.gov (United States)

    Crease, Robert P.

    2009-01-01

    "I have a low boredom threshold," Tim Rowett explains, ushering in my son Alex and me. Rowett is a jovial, professorishlooking man with wire-rimmed glasses and a short, white beard. Alex and I have gone to his flat in Twickenham, on the edge of London, to see his collection of fun stuff - jokes, games, puzzles and other toys related to science. When I ask what they have in common, Rowett has a ready, if not illuminating, answer: "They're just things that make people go 'Wow!'."

  20. Science blogging

    CERN Document Server

    Wilcox, Christie

    2016-01-01

    Here is the essential how-to guide for communicating scientific research and discoveries online, ideal for journalists, researchers, and public information officers looking to reach a wide lay audience. Drawing on the cumulative experience of twenty-seven of the greatest minds in scientific communication, this invaluable handbook targets the specific questions and concerns of the scientific community, offering help in a wide range of digital areas, including blogging, creating podcasts, tweeting, and more. With step-by-step guidance and one-stop expertise, this is the book every scientist, science writer, and practitioner needs to approach the Wild West of the Web with knowledge and confidence.

  1. Science Night

    CERN Multimedia

    2004-01-01

    Would it surprise you to know that you can measure the speed of light using chocolate and a microwave oven? If you're interested in this and in finding out much more, come along to the Museum of the History of Science on 3 and 4 July 2004, when dozens of companies, institutions, colleges and organizations will be running exhibits, shows, and displays on the theme of counting and measuring. CERN will be there with a display stand that includes two particle detectors. Full details are available from the Museum website at: http://www.lanuitdelascience.ch/

  2. Catholic Science

    OpenAIRE

    Laplanche, François

    2008-01-01

    My research is a prolongation of a book published in 1994 by Albin Michel entitled La Bible en France entre mythe et critique (The Bible in France between myth and criticism). This book examined the birth of “Catholic Science” following de Lamennais. The forthcoming book will deal with the possible and unpredictable demise of this science. The period described covers the turn of the century (the crisis of modernism) to the 1970s, when the publication of several works that marked a pause in th...

  3. Understanding How Science Works: The Nature of Science as The Foundation for Science Teaching and Learning

    Science.gov (United States)

    McComas, William F.

    2017-01-01

    The nature of science (NOS) is a phrase used to represent the rules of the game of science. Arguably, NOS is the most important content issue in science instruction because it helps students understand the way in which knowledge is generated and validated within the scientific enterprise. This article offers a proposal for the elements of NOS that…

  4. Nanomaterials science

    Directory of Open Access Journals (Sweden)

    Heinrich Rohrer

    2010-01-01

    Full Text Available The nanometer regime covers the transition from condensed matter behavior to atomic and molecular properties and thus is a very rich but also very demanding area in materials science. Close to the condensed matter side, properties and functions might still very well be scalable, whereas close to the atomic and molecular side, the scalability is mostly lost. Properties and functions change qualitatively or quantitatively by orders of magnitude when the dimensions become smaller than a critical size in the nanometer range. Examples are the ballistic regime for electron or spin transport at dimensions below the mean free path, near-field effects in scanning near-field optical microscopy and quantum wells when the dimensions are below an appropriate wavelength, novel electronic, mechanical, and chemical properties when the number of bulk atoms becomes smaller than that of surface atoms, quantum conduction, and Coulomb blockade. Thus, by going below a certain size, an abundance of novel properties and functions are at one's disposal, or, in other words, we can functionalize materials simply by reducing their size to the nanoscale.The key to the future lies in the functions that we give to materials, not just in finding 'novel functional materials'. This catch expression in many materials science programs and initiatives of the past two decades sounds great, but it is not what really counts. All materials are functional in one way or another and, therefore, all new materials are 'novel functional materials'. Certainly, finding new materials is always an important part of progress, but we should also focus on the much larger domain of novel functions that we can give to existing or modified materials. A good example is semiconductors: they are fifty or more years old and their properties are very well known, but they were not of widespread interest and use until the transistor changed their destiny into being the central material in the information

  5. Analysis of chemistry textbook content and national science education standards in terms of air quality-related learning goals

    Science.gov (United States)

    Naughton, Wendy

    In this study's Phase One, representatives of nine municipal agencies involved in air quality education were interviewed and interview transcripts were analyzed for themes related to what citizens need to know or be able to do regarding air quality concerns. Based on these themes, eight air quality Learning Goal Sets were generated and validated via peer and member checks. In Phase Two, six college-level, liberal-arts chemistry textbooks and the National Science Education Standards (NSES) were analyzed for congruence with Phase One learning goals. Major categories of desired citizen understandings highlighted in agency interviews concerned air pollution sources, impact, detection, and transport. Identified cognitive skills focused on information-gathering and -evaluating skills, enabling informed decision-making. A content match was found between textbooks and air quality learning goals, but most textbooks fail to address learning goals that remediate citizen misconceptions and inabilities---particularly those with a "personal experience" focus. A partial match between NSES and air quality learning goals was attributed to differing foci: Researcher-derived learning goals deal specifically with air quality, while NSES focus is on "fundamental science concepts," not "many science topics." Analysis of findings within a situated cognition framework suggests implications for instruction and NSES revision.

  6. Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks

    Science.gov (United States)

    Yore, Larry D.

    Science textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate a Science and Reading Questionnaire to assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428 British Columbia secondary science teachers was conducted and 215 science teachers responded. Results on a 12-item Likert attitude scale indicated that teachers place high value on reading as an important strategy to promote learning in science and that they generally accept responsibility for teaching content reading skills to science students. Results on a 13-item Likert belief scale indicated that science teachers generally reject the text-driven model of reading, but they usually do not have well-formulated alternative models to guide their teaching practices. Teachers have intuitive beliefs about science reading that partially agree with many research findings, but their beliefs are fragmented and particularly sketchy in regard to the cognitive and metacognitive skills required by readers to learn from science texts. The findings for attitude, belief, and total scales were substantiated by further questions in the Science and Reading Questionnaire regarding classroom practice and by individual interviews and classroom observations of a 15-teacher subsample of the questionnaire respondents.

  7. Next Generation Science Partnerships

    Science.gov (United States)

    Magnusson, J.

    2016-02-01

    I will provide an overview of the Next Generation Science Standards (NGSS) and demonstrate how scientists and educators can use these standards to strengthen and enhance their collaborations. The NGSS are rich in content and practice and provide all students with an internationally-benchmarked science education. Using these state-led standards to guide outreach efforts can help develop and sustain effective and mutually beneficial teacher-researcher partnerships. Aligning outreach with the three dimensions of the standards can help make research relevant for target audiences by intentionally addressing the science practices, cross-cutting concepts, and disciplinary core ideas of the K-12 science curriculum that drives instruction and assessment. Collaborations between researchers and educators that are based on this science framework are more sustainable because they address the needs of both scientists and educators. Educators are better able to utilize science content that aligns with their curriculum. Scientists who learn about the NGSS can better understand the frameworks under which educators work, which can lead to more extensive and focused outreach with teachers as partners. Based on this model, the International Ocean Discovery Program (IODP) develops its education materials in conjunction with scientists and educators to produce accurate, standards-aligned activities and curriculum-based interactions with researchers. I will highlight examples of IODP's current, successful teacher-researcher collaborations that are intentionally aligned with the NGSS.

  8. Enacting science

    Science.gov (United States)

    MacDonald, Anthony Leo

    My study examines the development of forms of knowing that arise when students engage in open-ended explorations involving self-directed design and building involving simple materials. It is grounded in an enactivist theoretical perspective on cognition which holds that the creation of action-thought processes for engaging the world is interwoven with the meanings that are constructed for these experiences. A dynamic conception of persons-acting-in-a-setting is fundamental to an enactivist view of cognition. How is understanding enacted in building activity? How does the shape of a problem emerge? How do students enact meaning and understanding when they experience a high degree of physical engagement in building things? What are some characteristics of an enactive learning/teaching environment? My research settings comprise a range of individual, group and classroom engagements of varying lengths over a three and one-half year period. The first research episode involved two grade eight students in an investigation of Paper Towels. The second four month engagement was in a grade nine science class that culminated in the building of a Solar House. The third grade ten episode involved a one month project to build a Mousetrap Powered Car. A fourth Invent a Machine project was conducted in two grade eight science classes taught by the teacher who participated in the Solar House project. Two students were present in three of the four projects. I interviewed one of these students upon completion of his high school physics courses. I found that building is a form of thinking which develops competency in managing complex practical tasks. A triadic relationship of exploration, planning and acting is present. Practical and procedural understandings emerge as students enter and re-enter self-directed problem settings. Thinking patterns depend on the kinds of materials chosen, the ways they are used, and on how students contextualize the problem. Classroom assessment

  9. FOREWORD Nanomaterials science Nanomaterials science

    Science.gov (United States)

    Rohrer, Heinrich

    2010-10-01

    The nanometer regime covers the transition from condensed matter behavior to atomic and molecular properties and thus is a very rich but also very demanding area in materials science. Close to the condensed matter side, properties and functions might still very well be scalable, whereas close to the atomic and molecular side, the scalability is mostly lost. Properties and functions change qualitatively or quantitatively by orders of magnitude when the dimensions become smaller than a critical size in the nanometer range. Examples are the ballistic regime for electron or spin transport at dimensions below the mean free path, near-field effects in scanning near-field optical microscopy and quantum wells when the dimensions are below an appropriate wavelength, novel electronic, mechanical, and chemical properties when the number of bulk atoms becomes smaller than that of surface atoms, quantum conduction, and Coulomb blockade. Thus, by going below a certain size, an abundance of novel properties and functions are at one's disposal, or, in other words, we can functionalize materials simply by reducing their size to the nanoscale. The key to the future lies in the functions that we give to materials, not just in finding 'novel functional materials'. This catch expression in many materials science programs and initiatives of the past two decades sounds great, but it is not what really counts. All materials are functional in one way or another and, therefore, all new materials are 'novel functional materials'. Certainly, finding new materials is always an important part of progress, but we should also focus on the much larger domain of novel functions that we can give to existing or modified materials. A good example is semiconductors: they are fifty or more years old and their properties are very well known, but they were not of widespread interest and use until the transistor changed their destiny into being the central material in the information technology revolution

  10. Supercomputational science

    CERN Document Server

    Wilson, S

    1990-01-01

    In contemporary research, the supercomputer now ranks, along with radio telescopes, particle accelerators and the other apparatus of "big science", as an expensive resource, which is nevertheless essential for state of the art research. Supercomputers are usually provided as shar.ed central facilities. However, unlike, telescopes and accelerators, they are find a wide range of applications which extends across a broad spectrum of research activity. The difference in performance between a "good" and a "bad" computer program on a traditional serial computer may be a factor of two or three, but on a contemporary supercomputer it can easily be a factor of one hundred or even more! Furthermore, this factor is likely to increase with future generations of machines. In keeping with the large capital and recurrent costs of these machines, it is appropriate to devote effort to training and familiarization so that supercomputers are employed to best effect. This volume records the lectures delivered at a Summer School ...

  11. An exploration of administrators' perceptions of elementary science: A case study of the role of science in two elementary schools based on the interactions of administrators with colleagues, science content and state standards

    Science.gov (United States)

    Brogdon, Lori-Anne Stelmark

    This research is a case study on the perceptions and attitudes of administrators in the area of elementary science and how their responses reflect agreement or dissonance with the perceptions of elementary teachers on the subject of science within the same district. The study used Likert-type surveys and interviews from both administrators and teachers on five key areas: 1) Attitudes towards science and teaching 2) Attitudes towards teaching science 3) Attitudes towards administrators 4) Time teaching science and 5) Attitudes about policy and standards. Survey data was analyzed within and across areas to identify similarity and difference within each group. The medians from the administrative and teacher surveys were then crossed referenced through the use of a Mann Whitney test to identify areas of similarity. Interview data was coded around three major themes: 1) Standards 2) Classroom Instruction and 3) Conversations. The findings show that even though administrators' perceptions favor the inclusion of science in the elementary classroom, both administrators and teachers in this study reported limited involvement from, and conversation with, each other on the topic of science education. Heavy reliance by the administrators was placed on the use of consultants to provide professional development in the area of science instruction and to review the use of state standards, resulting in limited conversation between administrators and teachers about science. Teachers reported a heavy reliance upon their colleagues in the area of science instruction and curriculum planning. In addition, both administrators and teachers reported a greater focus on math and English for classroom instruction. Findings in this research support implications that more focus should be placed on the role of administrators in the implementation of science instruction. Administrators can play a crucial role in the success of science programs at the building, district and state levels

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

    Science.gov (United States)

    Ochsner, Karl

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

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

    Science.gov (United States)

    Torres, Hector Neftali, Sr.

    2000-11-01

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

  14. Partnering and teamwork to create content for spherical display systems to enhance public literacy in earth system and ocean sciences

    Science.gov (United States)

    Beaulieu, S. E.; Patterson, K.; Joyce, K.; Silva, T.; Madin, K.; Spargo, A.; Brickley, A.; Emery, M.

    2013-12-01

    Spherical display systems, also known as digital globes, are technologies that, in person or online, can be used to help visualize global datasets and earth system processes. Using the InterRidge Global Database of Active Submarine Hydrothermal Vent Fields and imagery from deep-sea vehicles, we are creating content for spherical display systems to educate and excite the public about dynamic geophysical and biological processes and exploration in the deep ocean. The 'Global Viewport for Virtual Exploration of Deep-Sea Hydrothermal Vents' is a collaboration between the Woods Hole Oceanographic Institution and the Ocean Explorium at New Bedford Seaport, hosting a Magic Planet and Science On a Sphere (SOS), respectively. The main activities in the first year of our project were geared towards team building and content development. Here we will highlight the partnering and teamwork involved in creating and testing the effectiveness of our new content. Our core team is composed of a lead scientist, educators at both institutions, graphic artists, and a professional evaluator. The new content addresses key principles of Earth Science Literacy and Ocean Literacy. We will share the collaborative, iterative process by which we developed two educational pieces, 'Life without sunlight' and 'Smoke and fire underwater' - each focusing on a different set of 3 literacy principles. We will share how we conducted our front-end and formative evaluations and how we focused on 2 NSF Informal Education Impact Categories for our evaluation questionnaire for the public. Each educational piece is being produced as a stand-alone movie and as an interactive, docent-led presentation integrating a number of other datasets available from NOAA's SOS Users Network. The proximity of our two institutions enables a unique evaluation of the learning attained with a stand-alone spherical display vs. live presentations with an SOS.

  15. 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.

  16. Materials Science | NREL

    Science.gov (United States)

    microscopy and imaging science, interfacial and surface science, materials discovery, and thin-film material Science Materials Science Illustration with bottom row showing a ball-and-stick model and top row dense black band. State-of-the-art advances in materials science come from a combination of experiments

  17. Presenting Food Science Effectively

    Science.gov (United States)

    Winter, Carl K.

    2016-01-01

    While the need to present food science information effectively is viewed as a critical competency for food scientists by the Institute of Food Technologists, most food scientists may not receive adequate training in this area. Effective presentations combine both scientific content and delivery mechanisms that demonstrate presenter enthusiasm for…

  18. Constructing a philosophy of science of cognitive science.

    Science.gov (United States)

    Bechtel, William

    2009-07-01

    Philosophy of science is positioned to make distinctive contributions to cognitive science by providing perspective on its conceptual foundations and by advancing normative recommendations. The philosophy of science I embrace is naturalistic in that it is grounded in the study of actual science. Focusing on explanation, I describe the recent development of a mechanistic philosophy of science from which I draw three normative consequences for cognitive science. First, insofar as cognitive mechanisms are information-processing mechanisms, cognitive science needs an account of how the representations invoked in cognitive mechanisms carry information about contents, and I suggest that control theory offers the needed perspective on the relation of representations to contents. Second, I argue that cognitive science requires, but is still in search of, a catalog of cognitive operations that researchers can draw upon in explaining cognitive mechanisms. Last, I provide a new perspective on the relation of cognitive science to brain sciences, one which embraces both reductive research on neural components that figure in cognitive mechanisms and a concern with recomposing higher-level mechanisms from their components and situating them in their environments. Copyright © 2009 Cognitive Science Society, Inc.

  19. Is science metaphysically neutral?

    Science.gov (United States)

    Fry, Iris

    2012-09-01

    This paper challenges the claim that science is metaphysically neutral upheld by contenders of the separation of peacefully co-existent science and religion and by evolutionary theists. True, naturalistic metaphysical claims can neither be refuted nor proved and are thus distinct from empirical hypotheses. However, metaphysical assumptions not only regulate the theoretical and empirical study of nature, but are increasingly supported by the growing empirical body of science. This historically evolving interaction has contributed to the development of a naturalistic worldview that renounces the necessity of a transcendent god and of purposeful design. The thesis presented here differs not only from the claims of the "separatists" and of evolutionary theists. In pointing to the metaphysical aspects of science, I also criticize the failure of some evolutionary naturalists to distinguish between empirical and metaphysical contentions. Most important, based on the examination of science suggested here, creationists' false accusation that science is only a naturalistic dogma is refuted. Finally, the difficulties involved in the position endorsed here for the public support of evolution are acknowledged, taking into account the high religious profile of the American society and the social and political context in the US and in other countries. Copyright © 2012 Elsevier Ltd. All rights reserved.

  20. Integrative activities content (aic: an auxiliary tool for the teaching of Biochemistry in the course of biological sciences at UFRN

    Directory of Open Access Journals (Sweden)

    F. D. Silva

    2015-08-01

    Full Text Available There are constant changes in the development of science, technology, politics, culture and society; the need for change is also evident in the training of teachers. The ease of access to information makes us realize that traditional teaching needs to be updated.The increasing demotivation of students,followed by high reprobation rates, has become a real challenge to the teaching practice.The objective of this work was to awaken in students enrolled in the discipline of MOLECULAR DIVERSITY (MD, a required curricular component in the Course of Biological Sciences at UFRN, an interest in studying the chemistry and functions of biomolecules, better relating the two to each other, and the content already studied in the course, in order to improve the teaching-learning process. This work was developed in a tutoring project registered at PROGRAD/UFRN. This discipline, MD, addresses chemical and structural features of the main organic molecules.The methodology focused on applying problem integrators called INTEGRATIVE ACTIVITIES OF CONTENT. This refers specifically to the application of problems that integrate the topics taught in the discipline, and also those administered in the disciplines processed in parallel, or even in previous semesters. In this way students realize that molecules relate and interact in all bodies; this gives rise to life through metabolism. The discipline is expected to promote meaningful and inter-related learning. We obtained the following results: greater participation and involvement of students in answering the questions posed; greater interest in the discipline;positive changes regarding the number of students who dropped the class, and in reprobation;and greater integration between teachers, students, and teaching assistants. The methodology used in this work was extremely important to achieve the proposed objectives, helping to facilitate the process of teaching-learning, as also to important relate content.

  1. Ten Decades of the Science Textbook: A Revealing Mirror of Science Education Past and Present.

    Science.gov (United States)

    Lynch, Paddy P.; Strube, Paul D.

    1985-01-01

    Indicates that trends in science education can be examined by examining science textbook content. Suggests that a historical overview is important and pertinent to contemporary thinking and contemporary problems in science education. (Author/JN)

  2. Marine Sciences

    International Nuclear Information System (INIS)

    Anon.

    1986-01-01

    PNL research in the marine sciences is focused on establishing a basic understanding of the mechanisms of stress and tolerance in marine organisms exposed to contaminants. Several environmental stressors had been investigated in earlier energy-related research. In a landmark study, for example, PNL had established that the severity of fish disease caused by the common infectious agent, Flexobacter columnaris, was seriously aggravated by thermal enhancement and certain ecological factors. Subsequent studies demonstrated that the primary immune response in fish, challenged by columnaris, could be permanently suppressed by comparatively low tritium exposures. The research has suggested that a potential exists for a significant biological impact when an aquatic stressor is added to an ambient background of other stressors, which may include heat, heavy metal ions, radiation or infectious microorganisms. More recently, PNL investigators have shown that in response to heavy metal contaminants, animals synthesize specific proteins (metallothioneins), which bind and sequester metals in the animals, thus decreasing metal mobility and effects. Companion studies with host-specific intracellular pathogens are being used to investigate the effects of heavy metals on the synthesis of immune proteins, which mitigate disease processes. The results of these studies aid in predicting the ecological effects of energy-related contaminants on valued fin and shellfish species

  3. Astromaterial Science

    Science.gov (United States)

    Caplan, Matthew E.

    Recent work has used large scale molecular dynamics simulations to study the structures and phases of matter in the crusts of neutron stars, with an emphasis on applying techniques in material science to the study of astronomical objects. In the outer crust of an accreting neutron star, a mixture of heavy elements forms following an X-ray burst, which is buried and freezes. We will discuss the phase separation of this mixture, and the composition of the crust that forms. Additionally, calculations of the properties of the crust, such as diffusion coefficients and static structure factors, may be used to interpret observations. Deeper in the neutron star crust, at the base of the inner crust, nuclei are compressed until they touch and form structures which have come to be called 'nuclear pasta.' We study the phases of nuclear pasta with classical molecular dynamics simulations, and discuss how simulations at low density may be relevant to nucleosynthesis in neutron star mergers. Additionally, we discuss the structure factor of nuclear pasta and its impact on the properties of the crust, and use this to interpret observations of crust cooling in low mass X-ray binaries. Lastly, we discuss a correspondence between the structure of nuclear pasta and biophysics.

  4. Ghanaian Junior High School Science Teachers' attitude towards ...

    African Journals Online (AJOL)

    Contextualising science instruction has been found to improve pupils' understanding of science content since it links science content to the context of the pupil. Science teachers play vital roles in this effort to make science teaching relevant to the Ghanaian child through contextualisation of science instruction.

  5. Making Sense of New Science Assessments

    Science.gov (United States)

    Pellegrino, James W.

    2016-01-01

    What we choose to assess in science is what will end up being the focus of instruction. US science standards once treated content and inquiry as fairly separate strands of science learning, with content standards stating what students should know and inquiry standards stating what they should be able to do. In its content coverage, these standards…

  6. Applications of Nuclear Science for Stewardship Science

    International Nuclear Information System (INIS)

    Cizewski, Jolie A

    2013-01-01

    Stewardship science is research important to national security interests that include stockpile stewardship science, homeland security, nuclear forensics, and non-proliferation. To help address challenges in stewardship science and workforce development, the Stewardship Science Academic Alliances (SSAA) was inaugurated ten years ago by the National Nuclear Security Administration of the U. S. Department of Energy. The goal was to enhance connections between NNSA laboratories and the activities of university scientists and their students in research areas important to NNSA, including low-energy nuclear science. This paper presents an overview of recent research in low-energy nuclear science supported by the Stewardship Science Academic Alliances and the applications of this research to stewardship science.

  7. Lights, Camera, Action Research: The Effects of Didactic Digital Movie Making on Students' Twenty-First Century Learning Skills and Science Content in the Middle School Classroom

    Science.gov (United States)

    Ochsner, Karl

    2010-01-01

    Students are moving away from content consumption to content production. Short movies are uploaded onto video social networking sites and shared around the world. Unfortunately they usually contain little to no educational value, lack a narrative and are rarely created in the science classroom. According to new Arizona Technology standards and…

  8. Acquiring Science and Social Studies Knowledge in Kindergarten through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

    Science.gov (United States)

    Connor, Carol McDonald; Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

    2017-01-01

    With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed content-area literacy instruction (CALI) as an individualized (or personalized)…

  9. Journal of Mineralogical and Petrological Sciences

    Science.gov (United States)

    Official journal of Japan Association of Mineralogical Sciences (JAMS), focusing on mineralogical and petrological sciences and their related fields. Journal of Mineralogical and Petrological Sciences (JMPS) is the successor journal to both “Journal of Mineralogy, Petrology and Economic Geology” and “Mineralogical Journal”. Journal of Mineralogical and Petrological Sciences (JMPS) is indexed in the ISI database (Thomson Reuters), the Science Citation Index-Expanded, Current Contents/Physical, Chemical & Earth Sciences, and ISI Alerting Services.

  10. 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

  11. 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...

  12. Rhetoric of Science.

    Science.gov (United States)

    Harris, R. Allen

    1991-01-01

    Places rhetoric of science in context with sociology, psychology, history, and philosophy of science. Generates a typology of concerns for rhetoric of science. Characterizes the central issues of the field. (RS)

  13. Genetic Science Learning Center

    Science.gov (United States)

    Genetic Science Learning Center Making science and health easy for everyone to understand Home News Our Team What We Do ... Collaboration Conferences Current Projects Publications Contact The Genetic Science Learning Center at The University of Utah is a ...

  14. 77 FR 55863 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Applied Sciences Advisory...

    Science.gov (United States)

    2012-09-11

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

  15. Cognitive science contributions to decision science.

    Science.gov (United States)

    Busemeyer, Jerome R

    2015-02-01

    This article briefly reviews the history and interplay between decision theory, behavioral decision-making research, and cognitive psychology. The review reveals the increasingly important impact that psychology and cognitive science have on decision science. One of the main contributions of cognitive science to decision science is the development of dynamic models that describe the cognitive processes that underlay the evolution of preferences during deliberation phase of making a decision. Copyright © 2014 Elsevier B.V. All rights reserved.

  16. Understanding children's science identity through classroom interactions

    Science.gov (United States)

    Kim, Mijung

    2018-01-01

    Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity. It asks how children conceive of doing science like scientists and how they develop views of science beyond the stereotypes. This study employs positioning theory to examine how children and their teacher position themselves in science learning contexts and develop science identity through classroom interactions. Fifteen students in grades 4-6 science classrooms in Western Canada participated in this study. Classroom activities and interactions were videotaped, transcribed, and analysed to examine how the teacher and students position each other as scientists in the classroom. A descriptive explanatory case analysis showed how the teacher's positioning acted to develop students' science identity with responsibilities of knowledge seeking, perseverance, and excitement about science.

  17. Science + Maths = A Better Understanding of Science!

    Science.gov (United States)

    Markwick, Andy; Clark, Kris

    2016-01-01

    Science and mathematics share a common purpose: to explore, understand and explain the pure beauty of our universe and how it works. Using mathematics in science enquiry can enhance children's understanding of science and also provide opportunities for children to apply their mathematical knowledge to "real" contexts. The authors…

  18. Computational Materials Science | Materials Science | NREL

    Science.gov (United States)

    Computational Materials Science Computational Materials Science An image of interconnecting, sphere science capabilities span many research fields and interests. Electronic, Optical, and Transport Properties of Photovoltaic Materials Material properties and defect physics of Si, CdTe, III-V, CIGS, CZTS

  19. Software Testing as Science

    Directory of Open Access Journals (Sweden)

    Ingrid Gallesdic

    2013-06-01

    Full Text Available The most widespread opinion among people who have some connection with software testing is that this activity is an art. In fact, books have been published widely whose titles refer to it as art, role or process. But because software complexity is increasing every year, this paper proposes a new approach, conceiving the test as a science. This is because the processes by which they are applied are the steps of the scientific method: inputs, processes, outputs. The contents of this paper examines the similarities and test characteristics as science.

  20. Semantic-JSON: a lightweight web service interface for Semantic Web contents integrating multiple life science databases.

    Science.gov (United States)

    Kobayashi, Norio; Ishii, Manabu; Takahashi, Satoshi; Mochizuki, Yoshiki; Matsushima, Akihiro; Toyoda, Tetsuro

    2011-07-01

    Global cloud frameworks for bioinformatics research databases become huge and heterogeneous; solutions face various diametric challenges comprising cross-integration, retrieval, security and openness. To address this, as of March 2011 organizations including RIKEN published 192 mammalian, plant and protein life sciences databases having 8.2 million data records, integrated as Linked Open or Private Data (LOD/LPD) using SciNetS.org, the Scientists' Networking System. The huge quantity of linked data this database integration framework covers is based on the Semantic Web, where researchers collaborate by managing metadata across public and private databases in a secured data space. This outstripped the data query capacity of existing interface tools like SPARQL. Actual research also requires specialized tools for data analysis using raw original data. To solve these challenges, in December 2009 we developed the lightweight Semantic-JSON interface to access each fragment of linked and raw life sciences data securely under the control of programming languages popularly used by bioinformaticians such as Perl and Ruby. Researchers successfully used the interface across 28 million semantic relationships for biological applications including genome design, sequence processing, inference over phenotype databases, full-text search indexing and human-readable contents like ontology and LOD tree viewers. Semantic-JSON services of SciNetS.org are provided at http://semanticjson.org.

  1. Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy

    Science.gov (United States)

    Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant

    2016-01-01

    This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and…

  2. Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers' Pedagogical Content Knowledge for Teaching Nature of Science

    Science.gov (United States)

    Akerson, Valarie L.; Pongsanon, Khemmawadee; Park Rogers, Meredith A.; Carter, Ingrid; Galindo, Enrique

    2017-01-01

    This study explored a modified version of Japanese Lesson Study to determine whether and how it influenced preservice elementary teachers in their abilities to deliver science lessons that included nature of science (NOS) to their own students. We used a case study approach that focused on one subset of a cohort of preservice elementary teachers…

  3. Help | ScienceCinema

    Science.gov (United States)

    , Conversion, and Utilization Engineering Environmental Sciences Fission and Nuclear Technologies Fossil Fuels Geosciences Materials Science Mathematics Nanotechnology Nuclear Materials and Reactors Particle Accelerators

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

    Science.gov (United States)

    Aslan, Oktay

    2015-01-01

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

  5. Negotiating Science and Engineering: An Exploratory Case Study of a Reform-Minded Science Teacher

    Science.gov (United States)

    Guzey, S. Selcen; Ring-Whalen, Elizabeth A.

    2018-01-01

    Engineering has been slowly integrated into K-12 science classrooms in the United States as the result of recent science education reforms. Such changes in science teaching require that a science teacher is confident with and committed to content, practices, language, and cultures related to both science and engineering. However, from the…

  6. Synthesizing research and education: Ecology and genetics of independent fern gametophytes and teaching science inquiry and content through simulations

    Science.gov (United States)

    Duffy, Aaron M.

    Two of the main areas of focus in university academics are research and education. The mission statements of Utah State University and the Department of Biology emphasize both areas, as do the requirements of funding agencies. I attempted to integrate research and education by using tools that I developed to support and inform my biological research projects to teach science. Ferns have a life cycle with alternating haploid and diploid life stages, both of which are free-living and potentially long-lived. The haploid gametophytes of some ferns reproduce asexually and may have different environmental requirements than the diploid sporophytes, so it is possible for populations of gametophytes to exist without sporophytes. This dissertation includes a description of surveys for Hymenophyllum wrightii, a fern with independent gametophytes in the Pacific Northwest, and improves our understanding of the range, distribution, and habitat requirements of these plants which were previously assumed to be rare. It also describes an attempt to explore the population genetics of gametophytes of Crepidomanes intricatum, a widespread fern in the Appalachian Mountains for which no sporophytes have ever been found. To help visualize evolutionary processes in independent gametophyte populations I developed the Virtual Population Genetics Simulator (VPGsim) to simulate populations of ferns in a 3-dimensional environment. This dissertation includes a description of VPGsim, a learning module using it to teach undergraduate genetics, and a study demonstrating its effectiveness at improving students' understanding of science content and confidence in their ability to perform science inquiry. That simulation tool led to a collaboration to find other ways to teach science with simulations, and to the development of a Virtual Plant Community simulator (VPCsim) for teaching middle school students about the effects of the environment and human impacts on living organisms. This dissertation

  7. But science is international! Finding time and space to encourage intercultural learning in a content-driven physiology unit.

    Science.gov (United States)

    Etherington, Sarah J

    2014-06-01

    Internationalization of the curriculum is central to the strategic direction of many modern universities and has widespread benefits for student learning. However, these clear aspirations for internationalization of the curriculum have not been widely translated into more internationalized course content and teaching methods in the classroom, particularly in scientific disciplines. This study addressed one major challenge to promoting intercultural competence among undergraduate science students: finding time to scaffold such learning within the context of content-heavy, time-poor units. Small changes to enhance global and intercultural awareness were incorporated into existing assessments and teaching activities within a second-year biomedical physiology unit. Interventions were designed to start a conversation about global and intercultural perspectives on physiology, to embed the development of global awareness into the assessment and to promote cultural exchanges through peer interactions. In student surveys, 40% of domestic and 60% of international student respondents articulated specific learning about interactions in cross-cultural groups resulting from unit activities. Many students also identified specific examples of how cultural beliefs would impact on the place of biomedical physiology within the global community. In addition, staff observed more widespread benefits for student engagement and learning. It is concluded that a significant development of intercultural awareness and a more global perspective on scientific understanding can be supported among undergraduates with relatively modest, easy to implement adaptations to course content.

  8. 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 ...

  9. Journal of Earth System Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Earth System Science. P C S Devara. Articles written in Journal of Earth System Science. Volume 112 Issue 2 June 2003 pp 205-221. Study of total column atmospheric aerosol optical depth, ozone and precipitable water content over Bay of Bengal during BOBMEX-99 · K K Dani R S ...

  10. GLOBE Atmosphere and AMS Diversity Program Content to Foster Weather and Climate Science Awareness at HBCUs: A Curriculum Enhancement Model

    Science.gov (United States)

    Padgett, D.

    2017-12-01

    Tennessee State University (TSU) is a member of the "Global Learning and Observations to Benefit the Environment (GLOBE) Mission Earth" project. The World Regional Geography (GEOG 1010/1020) courses are required for Education majors. Pre-service teachers must complete several exercises to be certified in the GLOBE Atmosphere Protocols. The pre-service teachers are required to develop GLOBE-based lessons to high school students. The exercise theme is "Exploring the Impacts of Urban Heat Islands (UHI) using Geospatial Technology." Surface temperature, ambient air temperature, and cloud cover data are collected. Sample point locations are logged using Garmin GPS receivers and then mapped using ArcGIS Online (http://arcg.is/1oiD379). The service learning outreach associated with this experience requires collegians to thoroughly understand the physical, social, and health science content associated with UHIs and then impart the information to younger learners. The precollegiate students are motivated due to their closeness in age and social context to the college students. All of the students have the advantage of engaging in hands-on problem-based learning of complex meteorology, climate science, and geospatial technology concepts. The optimal result is to have pre-service teachers enroll in the Weather and Climate (GEOG 3500) course, which is supported by the American Meteorological Society (AMS) Weather and Climate Studies Curriculum. Tennessee State University faculty have completed training to deliver the curriculum through the AMS Diversity Program. The AMS Weather Studies and Climate Studies programs have been institutionalized at Tennessee State University (TSU) since fall 2005. Approximately 250 undergraduate students have been exposed to the interactive AMS learning materials over the past 10-plus years. Non-STEM, and education majors are stimulated by the real-time course content and are encouraged to think critically about atmospheric systems science, and

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

    Science.gov (United States)

    Salgado, Robina

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

  12. Information-seeking strategies and science content understandings of sixth-grade students using on-line learning environments

    Science.gov (United States)

    Hoffman, Joseph Loris

    1999-11-01

    This study examined the information-seeking strategies and science content understandings learners developed as a result of using on-line resources in the University of Michigan Digital Library and on the World Wide Web. Eight pairs of sixth grade students from two teachers' classrooms were observed during inquiries for astronomy, ecology, geology, and weather, and a final transfer task assessed learners' capabilities at the end of the school year. Data included video recordings of students' screen activity and conversations, journals and completed activity sheets, final artifacts, and semi-structured interviews. Learners' information-seeking strategies included activities related to asking, planning, tool usage, searching, assessing, synthesizing, writing, and creating. Analysis of data found a majority of learners posed meaningful, openended questions, used technological tools appropriately, developed pertinent search topics, were thoughtful in queries to the digital library, browsed sites purposefully to locate information, and constructed artifacts with novel formats. Students faced challenges when planning activities, assessing resources, and synthesizing information. Possible explanations were posed linking pedagogical practices with learners' growth and use of inquiry strategies. Data from classroom-lab video and teacher interviews showed varying degrees of student scaffolding: development and critique of initial questions, utilization of search tools, use of journals for reflection on activities, and requirements for final artifacts. Science content understandings included recalling information, offering explanations, articulating relationships, and extending explanations. A majority of learners constructed partial understandings limited to information recall and simple explanations, and these occasionally contained inaccurate conceptualizations. Web site design features had some influence on the construction of learners' content understandings. Analysis of

  13. Earth Science: It's All about the Processes

    Science.gov (United States)

    King, Chris

    2013-01-01

    Readers of the draft new English primary science curriculum (DfE, 2012) might be concerned to see that there is much more detail on the Earth science content than previously in the United Kingdom. In this article, Chris King, a professor of Earth Science Education at Keele University and Director of the Earth Science Education Unit (ESEU),…

  14. Learning Science Through Visualization

    Science.gov (United States)

    Chaudhury, S. Raj

    2005-01-01

    In the context of an introductory physical science course for non-science majors, I have been trying to understand how scientific visualizations of natural phenomena can constructively impact student learning. I have also necessarily been concerned with the instructional and assessment approaches that need to be considered when focusing on learning science through visually rich information sources. The overall project can be broken down into three distinct segments : (i) comparing students' abilities to demonstrate proportional reasoning competency on visual and verbal tasks (ii) decoding and deconstructing visualizations of an object falling under gravity (iii) the role of directed instruction to elicit alternate, valid scientific visualizations of the structure of the solar system. Evidence of student learning was collected in multiple forms for this project - quantitative analysis of student performance on written, graded assessments (tests and quizzes); qualitative analysis of videos of student 'think aloud' sessions. The results indicate that there are significant barriers for non-science majors to succeed in mastering the content of science courses, but with informed approaches to instruction and assessment, these barriers can be overcome.

  15. ICT use in science and mathematics teacher education in Tanzan: Developing Technological Pedagogical Content Knowledge

    NARCIS (Netherlands)

    Kafyulilo, A.; Fisser, P.; Pieters, J.; Voogt, J.

    2015-01-01

    Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge

  16. 21st Century Pedagogical Content Knowledge and Science Teaching and Learning

    Science.gov (United States)

    Slough, Scott; Chamblee, Gregory

    2017-01-01

    Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework that has enjoyed widespread applications as it applies to the integration of technology in the teaching and learning process. This paper reviews the background for TPACK, discusses some of its limitations, and reviews and introduces a new theoretical framework, 21st…

  17. Text Genre and Science Content: Ease of Reading, Comprehension, and Reader Preference

    Science.gov (United States)

    Cervetti, Gina N.; Bravo, Marco A.; Hiebert, Elfrieda H.; Pearson, P. David; Jaynes, Carolyn A.

    2009-01-01

    This study examined ease of reading, comprehension, and recall and preference for the same scientific content under two conditions: an informational text and a fictional narrative text. Seventy-four third and fourth graders were assessed individually around the reading of fictional narrative and informational texts that were about either snails or…

  18. Relationship between "Form" and "Content" in Science Writing among English Language Learners

    Science.gov (United States)

    Lee, Okhee; Penfield, Randall D.; Buxton, Cory A.

    2011-01-01

    Background/Context: While different instructional approaches have been proposed to integrate academic content and English proficiency for English language learning (ELL) students, studies examining the magnitude of the relationship are non-existent. This study examined the relationship between the "form" (i.e., conventions, organization, and…

  19. ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge

    NARCIS (Netherlands)

    Kafyulilo, Ayoub; Fisser, Petra; Pieters, Julius Marie; Voogt, Joke

    2015-01-01

    Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge

  20. Closing down the Conversation: Discouraging Student Talk on Unfamilar Science Content

    Science.gov (United States)

    Carlsen, William

    2015-01-01

    This paper describes strategies used by novice biology teachers to exert sociolinguistic control over conversations when teaching unfamiliar subject-matter content. These discourse control strategies were identified in a year-long study of teacher subject-matter knowledge and its effects on teaching, and are illustrated in three lessons taught by…

  1. Not a Stale Metaphor: The Continued Relevance of Pedagogical Content Knowledge for Science Research and Education

    Science.gov (United States)

    Hayden, H. Emily; Eades Baird, Michelle

    2018-01-01

    Recently, theorists have raised concerns that pedagogical content knowledge (PCK) has become "a stale metaphor" that disregards diversity and equity, offers little to help teachers address students' misconceptions, and portrays knowledge as "in the head" versus in practice. We refute these notions using grounded theory to…

  2. Has Political Science Ignored Religion?

    Science.gov (United States)

    Kettell, Steven

    2012-01-01

    A common complaint from political scientists involved in the study of religion is that religious issues have been largely overlooked by political science. Through a content analysis of leading political science and sociology journals from 2000 to 2010, this article considers the extent of this claim. The results show that political science…

  3. Egyptian Journal of Biomedical Sciences

    African Journals Online (AJOL)

    The Egyptian Journal of Biomedical Sciences publishes in all aspects of biomedical research sciences. Both basic and clinical research papers are welcomed. Vol 23 (2007). DOWNLOAD FULL TEXT Open Access DOWNLOAD FULL TEXT Subscription or Fee Access. Table of Contents. Articles. Phytochemical And ...

  4. Berkeley Lab - Materials Sciences Division

    Science.gov (United States)

    , which aims to showcase some of the latest material science and metallurgy content published in the Synthesis Condensed Matter and Materials Physics Scattering and Instrumentation Science Centers Center for intrinsically consist of atomic rotation Scientists Discover Material Ideal for Smart Photovoltaic Windows A

  5. Science to the People

    CERN Document Server

    Doswaldbeck, L; Brancati, D; Colombo, U; Coyaud, S; De Semir, V; Dupuy, G; Ellis, Jonathan Richard; Lecourt, D; Llewellyn Smith, Christopher Hubert; Mettan, G; Montagnier, L; Morrison, Douglas Robert Ogston; Rampini, F; Ting, Samuel C C; Ugo, R; Widman, A; CERN. Geneva

    1994-01-01

    Science & society : urgent topics Risk perception : Ringing the alarm bells Basic research : Understanding its relevance Science and Economics : Comparing puplic costs and puplic benefits Language(s) : Translating expert knowledge into common culture Science and ethics : Freedom of research and limits to its applications Science,Media & Society: A confrontation

  6. 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…

  7. Science Fiction & Scientific Literacy

    Science.gov (United States)

    Czerneda, Julie E.

    2006-01-01

    The term "science fiction" has become synonymous, in the media at least, for any discovery in science too incredible or unexpected for the nonscientist to imagine. One of the most common classroom uses of science fiction is for students to pick out flaws in science fiction movies or television shows. Unfortunately, this approach can result in…

  8. Future-saving audiovisual content for Data Science: Preservation of geoinformatics video heritage with the TIB|AV-Portal

    Science.gov (United States)

    Löwe, Peter; Plank, Margret; Ziedorn, Frauke

    2015-04-01

    of Science and Technology. The web-based portal allows for extended search capabilities based on enhanced metadata derived by automated video analysis. By combining state-of-the-art multimedia retrieval techniques such as speech-, text-, and image recognition with semantic analysis, content-based access to videos at the segment level is provided. Further, by using the open standard Media Fragment Identifier (MFID), a citable Digital Object Identifier is displayed for each video segment. In addition to the continuously growing footprint of contemporary content, the importance of vintage audiovisual information needs to be considered: This paper showcases the successful application of the TIB|AV-Portal in the preservation and provision of a newly discovered version of a GRASS GIS promotional video produced by US Army -Corps of Enginers Laboratory (US-CERL) in 1987. The video is provides insight into the constraints of the very early days of the GRASS GIS project, which is the oldest active Free and Open Source Software (FOSS) GIS project which has been active for over thirty years. GRASS itself has turned into a collaborative scientific platform and a repository of scientific peer-reviewed code and algorithm/knowledge hub for future generation of scientists [1]. This is a reference case for future preservation activities regarding semantic-enhanced Web 2.0 content from geospatial software projects within Academia and beyond. References: [1] Chemin, Y., Petras V., Petrasova, A., Landa, M., Gebbert, S., Zambelli, P., Neteler, M., Löwe, P.: GRASS GIS: a peer-reviewed scientific platform and future research Repository, Geophysical Research Abstracts, Vol. 17, EGU2015-8314-1, 2015 (submitted)

  9. Science Concierge: A Fast Content-Based Recommendation System for Scientific Publications.

    Science.gov (United States)

    Achakulvisut, Titipat; Acuna, Daniel E; Ruangrong, Tulakan; Kording, Konrad

    2016-01-01

    Finding relevant publications is important for scientists who have to cope with exponentially increasing numbers of scholarly material. Algorithms can help with this task as they help for music, movie, and product recommendations. However, we know little about the performance of these algorithms with scholarly material. Here, we develop an algorithm, and an accompanying Python library, that implements a recommendation system based on the content of articles. Design principles are to adapt to new content, provide near-real time suggestions, and be open source. We tested the library on 15K posters from the Society of Neuroscience Conference 2015. Human curated topics are used to cross validate parameters in the algorithm and produce a similarity metric that maximally correlates with human judgments. We show that our algorithm significantly outperformed suggestions based on keywords. The work presented here promises to make the exploration of scholarly material faster and more accurate.

  10. Science Concierge: A Fast Content-Based Recommendation System for Scientific Publications.

    Directory of Open Access Journals (Sweden)

    Titipat Achakulvisut

    Full Text Available Finding relevant publications is important for scientists who have to cope with exponentially increasing numbers of scholarly material. Algorithms can help with this task as they help for music, movie, and product recommendations. However, we know little about the performance of these algorithms with scholarly material. Here, we develop an algorithm, and an accompanying Python library, that implements a recommendation system based on the content of articles. Design principles are to adapt to new content, provide near-real time suggestions, and be open source. We tested the library on 15K posters from the Society of Neuroscience Conference 2015. Human curated topics are used to cross validate parameters in the algorithm and produce a similarity metric that maximally correlates with human judgments. We show that our algorithm significantly outperformed suggestions based on keywords. The work presented here promises to make the exploration of scholarly material faster and more accurate.

  11. Building a biodiversity content management system for science, education, and outreach

    Directory of Open Access Journals (Sweden)

    C S Parr

    2006-01-01

    Full Text Available We describe the system architecture and data template design for the Animal Diversity Web (http://www.animaldiversity.org, an online natural history resource serving three audiences: 1 the scientific community, 2 educators and learners, and 3 the general public. Our architecture supports highly scalable, flexible resource building by combining relational and object-oriented databases. Content resources are managed separately from identifiers that relate and display them. Websites targeting different audiences from the same database handle large volumes of traffic. Content contribution and legacy data are robust to changes in data models. XML and OWL versions of our data template set the stage for making ADW data accessible to other systems.

  12. [Models, methods, clinical contents in the specialized degree in nursing sciences].

    Science.gov (United States)

    Zannini, Lucia

    2003-01-01

    The document presented is the result of a consensus conference where nurses involved in teaching, direct care and management discussed with professionals and experts of other disciplines on the role of the clinical teaching at specialistic level. Nursing education in fact recently underwent a re-organization therefore after the degree (first level) there is a second level (Specialistic degree and PhD) first and second level master courses. The main question of the consensus conference was if there is a role and what are the contents of clinical nursing to be taught at specialistic level. A consensus was reached on the importance of not separating the teaching of the methods from the contents of care, to allow the production of new knowledge relevant for patients' care. A nurse with a specialistic degree should be able to plan and implement innovative models of care based on scientific knowledge; to recognise unexpected and rapidly evolving problems; to plan and implement, in collaboration with other professionals, complex educational interventions; study and explore principles and theories of helping relationship. The differences in contents and methods of clinical teaching between master and specialistic degree need to be further discussed and explored.

  13. Science education ahead?

    Science.gov (United States)

    1999-01-01

    In spite of the achievements and successes of science education in recent years, certain problems undoubtedly remain. Firstly the content taught at secondary level has largely remained unchanged from what had been originally intended to meet the needs of those who would go on to become scientists. Secondly the curriculum is overloaded with factual content rather than emphasizing applications of scientific knowledge and skills and the connections between science and technology. Thirdly the curriculum does not relate to the needs and interests of the pupils. A recent report entitled Beyond 2000: Science Education for the Future, derived from a series of seminars funded by the Nuffield Foundation, attempts to address these issues by setting out clear aims and describing new approaches to achieve them. Joint editors of the report are Robin Millar of the University of York and Jonathan Osborne of King's College London. The recommendations are that the curriculum should contain a clear statement of its aims, with the 5 - 16 science curriculum seen as enhancing general `scientific literacy'. At key stage 4 there should be more differentiation between the literacy elements and those designed for the early stages of a specialist training in science; up to the end of key stage 3 a common curriculum is still appropriate. The curriculum should be presented clearly and simply, following on from the statement of aims, and should provide young people with an understanding of some key `ideas about science'. A wide variety of teaching methods and approaches should be encouraged, and the assessment approaches for reporting on students' performance should focus on their ability to understand and interpret information as well as their knowledge and understanding of scientific ideas. The last three recommendations in the report cover the incorporation of aspects of technology and the applications of science into the curriculum, with no substantial change overall in the short term but a

  14. The development of pedagogical content knowledge in science teachers: New opportunities through technology-mediated reflection and peer-exchange

    Science.gov (United States)

    Madeira, M. Cheryl-Ann

    This design-based research study investigates the development of pedagogical content knowledge among nine teacher-participants (N = 9) in three design phases. PCK is a particular type of teacher knowledge that addresses not only the teacher's understanding of the content to be instructed, but also ways of how to teach that content effectively. This knowledge has been well documented over several decades, and is seen as central to teacher expertise. However, its actual development has been difficult for researchers to investigate. This study offers a detailed perspective on how teachers developed PCK with their engagement in lesson planning and enactment of a project-based technology-enhanced lesson. The study includes two specific interventions designed to enhance teachers' development of PCK: (1) scaffolded reflection that occurs throughout the practices; and (2) peer-exchange of lesson plans, enactment ideas, and completed reflections. The findings demonstrate that teachers improve their planning and enactment of project-based technology-enhanced lessons with scaffolded reflection and peer exchange. Positive correlations were seen between teachers' engagement in the reflections and the quality of their lesson planning. Teachers who participated more deeply in the scaffolded reflections were able to understand how their lesson plans and enactment patterns fostered student understanding of relevant science concepts. Positive correlations were also seen between community influence and teacher lesson plans and enactment. Additionally, positive correlations were confirmed between teachers' level of participation in the peer exchange activities and the quality of their lesson planning and enactments. Teachers who contributed more deeply within the online and face-to-face peer community meetings benefited from the different perspectives of their peers about student learning and the best ways to succeed with project-based instruction. This study allowed some insight into

  15. Spirometry training courses: Content, delivery and assessment - a position statement from the Australian and New Zealand Society of Respiratory Science.

    Science.gov (United States)

    Swanney, Maureen P; O'Dea, Christopher A; Ingram, Emily R; Rodwell, Leanne T; Borg, Brigitte M

    2017-10-01

    Spirometry training courses are provided by health services and training organizations to enable widespread use of spirometry testing for patient care or for monitoring health. The primary outcome of spirometry training courses should be to enable participants to perform spirometry to international best practice, including testing of subjects, quality assurance and interpretation of results. Where valid results are not achieved or quality assurance programmes identify errors in devices, participants need to be able to adequately manage these issues in accordance with best practice. It is important that potential participants are confident in the integrity of the course they attend and that the course meets their expectations in terms of training. This position statement lists the content that the Australian and New Zealand Society of Respiratory Science (ANZSRS) has identified as required in a spirometry training course to adequately meet the primary outcomes mentioned above. The content requirements outlined in this position statement are based on the current international spirometry standards set out by the American Thoracic Society and European Respiratory Society. Furthermore, recommendations around course delivery for theoretical and practical elements of spirometry testing and post-course assessment are outlined in this statement. © 2017 The Authors. Respirology published by John Wiley & Sons Australia, Ltd on behalf of Asian Pacific Society of Respirology.

  16. Science in Cinema. Teaching Science Fact through Science Fiction Films.

    Science.gov (United States)

    Dubeck, Leroy W.; And Others

    Many feel that secondary school graduates are not prepared to compete in a world of rapidly expanding technology. High school and college students in the United States often prefer fantasy to science. This book offers a strategy for overcoming student apathy toward the physical sciences by harnessing the power of the cinema. In it, ten popular…

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

    Directory of Open Access Journals (Sweden)

    Eliany Alvarenga de Araújo

    2006-07-01

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

  18. The World of Science Fiction.

    Science.gov (United States)

    Schwartz, Sheila

    1971-01-01

    Science fiction is discussed from the following standpoints: What Is Science Fiction?; The History of Science Fiction; and The Themes of Science Fiction. A list of films, books, and records about science fiction is given. (DB)

  19. Radiologic science for technologists

    International Nuclear Information System (INIS)

    Bushong, S.C.

    1988-01-01

    This book provides in-depth coverage of physics, biology and protection for the radiologic technology student. It presents a significant portion of all of the science required of radiologic technology students under one cover. Chapter content reflects a readable and practical organization with outlines listed on the first page of each chapter and sample problems at the end. New to this edition are: new and expanded sections on radiation techniques, digital imaging, and magnetic resonance imaging and ultrasound

  20. Science Teacher Orientations and PCK across Science Topics in Grade 9 Earth Science

    Science.gov (United States)

    Campbell, Todd; Melville, Wayne; Goodwin, Dawne

    2017-01-01

    While the literature is replete with studies examining teacher knowledge and pedagogical content knowledge (PCK), few studies have investigated how science teacher orientations (STOs) shape classroom instruction. Therefore, this research explores the interplay between a STOs and the topic specificity of PCK across two science topics within a grade…

  1. Learning Science and the Science of Learning. Science Educators' Essay Collection.

    Science.gov (United States)

    Bybee, Rodger W., Ed.

    This yearbook addresses critical issues in science learning and teaching. Contents are divided into four sections: (1) "How Do Students Learn Science?"; (2) "Designing Curriculum for Student Learning"; (3) "Teaching That Enhances Student Learning"; and (4) "Assessing Student Learning." Papers include: (1) "How Students Learn and How Teachers…

  2. The science of ecological economics: a content analysis of Ecological Economics, 1989-2004.

    Science.gov (United States)

    Luzadis, Valerie A; Castello, Leandro; Choi, Jaewon; Greenfield, Eric; Kim, Sung-kyun; Munsell, John; Nordman, Erik; Franco, Carol; Olowabi, Flavien

    2010-01-01

    The Ecological Economics journal is a primary source for inquiry on ecological economics and sustainability. To explore the scholarly pursuit of ecological economics, we conducted a content analysis of 200 randomly sampled research, survey, and methodological articles published in Ecological Economics during the 15-year period of 1989-2004. Results of the analysis were used to investigate facets of transdisciplinarity within the journal. A robust qualitative approach was used to gather and examine data to identify themes representing substantive content found within the span of sampled journal papers. The extent to which each theme was represented was counted as well as additional data, such as author discipline, year published, etc. Four main categories were revealed: (1) foundations (self-reflexive themes stemming from direct discussions about ecological economics); (2) human systems, represented by the themes of values, social indicators of well-being, intergenerational distribution, and equity; (3) biophysical systems, including themes, such as carrying capacity and scarcity, energy, and resource use, relating directly to the biophysical aspects of systems; and (4) policy and management encompassing themes of development, growth, trade, accounting, and valuation, as well as institutional structures and management. The results provide empirical evidence for discussing the future direction of ecological economic efforts.

  3. Advancing Climate Literacy through Investment in Science Education Faculty, and Future and Current Science Teachers: Providing Professional Learning, Instructional Materials, and a Model for Locally-Relevant and Culturally-Responsive Content

    Science.gov (United States)

    Halversen, C.; Apple, J. K.; McDonnell, J. D.; Weiss, E.

    2014-12-01

    The Next Generation Science Standards (NGSS) call for 5th grade students to "obtain and combine information about ways individual communities use science ideas to protect Earth's resources and environment". Achieving this, and other objectives in NGSS, will require changes in the educational system for both students and teachers. Teachers need access to high quality instructional materials and continuous professional learning opportunities starting in pre-service education. Students need highly engaging and authentic learning experiences focused on content that is strategically interwoven with science practices. Pre-service and early career teachers, even at the secondary level, often have relatively weak understandings of the complex Earth systems science required for understanding climate change and hold alternative ideas and naïve beliefs about the nature of science. These naïve understandings cause difficulties in portraying and teaching science, especially considering what is being called for in NGSS. The ACLIPSE program focuses on middle school pre-service science teachers and education faculty because: (1) the concepts that underlie climate change align well with the disciplinary core ideas and practices in NGSS for middle grades; and (2) middle school is a critical time for capturing students interest in science as student engagement by eighth grade is the most effective predictor of student pursuit of science in high school and college. Capturing student attention at this age is critical for recruitment to STEM careers and lifelong climate literacy. THE ACLIPSE program uses cutting edge research and technology in ocean observing systems to provide educators with new tools to engage students that will lead to deeper understanding of the interactions between the ocean and climate systems. Establishing authentic, meaningful connections between indigenous and place-based, and technological climate observations will help generate a more holistic perspective

  4. Network science, nonlinear science and infrastructure systems

    CERN Document Server

    2007-01-01

    Network Science, Nonlinear Science and Infrastructure Systems has been written by leading scholars in these areas. Its express purpose is to develop common theoretical underpinnings to better solve modern infrastructural problems. It is felt by many who work in these fields that many modern communication problems, ranging from transportation networks to telecommunications, Internet, supply chains, etc., are fundamentally infrastructure problems. Moreover, these infrastructure problems would benefit greatly from a confluence of theoretical and methodological work done with the areas of Network Science, Dynamical Systems and Nonlinear Science. This book is dedicated to the formulation of infrastructural tools that will better solve these types of infrastructural problems. .

  5. From learning science to teaching science: What transfers?

    Science.gov (United States)

    Harlow, Danielle Boyd

    As educational researchers and teacher educators, we have the responsibility to help teachers gain the skills and knowledge necessary to provide meaningful learning activities for their students. For elementary school science, this means helping teachers create situations in which children can participate in the practices associated with scientific inquiry. Through the framework of transfer I investigated how a professional development course based on an inquiry-based physics curriculum influenced five elementary teachers teaching practices and identified the factors that led to or hindered this transfer. In this study, evidence of transfer consisted of episodes where the teachers used the ideas learned in the physics course to solve new problems such as transforming activities to be appropriate for their students and responding to unexpected students' ideas. The findings of this study highlight the many different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. What the teachers transferred depended upon their existing teaching context as well as their prior ideas about teaching science and physics content. Specifically, the findings of this study suggest that the teachers transferred only what they sought from the course. One implication of this study is that the sort of science training we provide teachers can affect far more than just the teachers' conceptual understanding of science and performance on written conceptual exams. Science courses have the potential to impact the sort of science education that K-5 children receive in elementary classrooms in terms of the topics taught but the way that science is represented. An additional implication is that teaching science to teachers in ways

  6. Using collaborative technology to enhance pre-service teachers' pedagogical content knowledge in Science

    Science.gov (United States)

    Donnelly, Dermot Francis; Hume, Anne

    2015-01-01

    Background:Supporting pre-service teacher (PT) collaboration as a means of professional learning is a challenging but essential task for effective practice. However, teacher placements or practicums in schools, which is common practice within teacher education programmes, can often isolate PTs from sharing their experiences with each other. Further, the articulation of effective pedagogical practices by high-quality teachers is limited, restricting PTs' ability to access such professional knowledge. Purpose:This study investigates how the introduction of a collaborative technology, a wiki, may enhance existing and new opportunities for pre-service teachers' (PTs) to develop pedagogical content knowledge (PCK). Sample:Seven PT chemistry teachers of varied backgrounds participated in this study. Design and method:The PTs were learning to collaboratively formulate and document their early topic-specific teaching knowledge using a pedagogical tool known as Content Representation (CoRe) design. Once scaffolded into this process, the PTs continued and extended this collaborative work online through the introduction of a wiki. Data were collected for qualitative analysis through the CoRe artefacts, a semi-structured focus group interview, and PTs' reflective essays about their collaborative experiences representing their teaching knowledge in CoRes through the wiki. Results:Data analysis highlighted that while wiki use showed some potential for collaborative representation when participants were not face-to-face, the PTs were hesitant in critiquing each other's work. As such, the online representations remained relatively static without face-to-face interaction. However, developing artefacts online was favoured over established practice and the access to artefacts of their peers on the wiki enhanced PTs' consideration for their own PCK. Conclusion:Wikis show some potential in the hosting of CoRes, but issues in simultaneous posting and lack of chat functionality may

  7. The effect of fifth grade science teachers' pedagogical content knowledge on their decision making and student learning outcomes on the concept of chemical change

    Science.gov (United States)

    Ogletree, Glenda Lee

    This study investigated the science pedagogical content knowledge (PCK) among teachers as they taught the concept of chemical change to fifth grade students. The purpose was to identify teachers' PCK and its impact in middle grade science classrooms. A second purpose was to investigate the possible relationship of teachers' science PCK to teacher actions and student learning outcomes in the classroom. The instruments used to capture PCK were background and demographic information, Content Representations (CoRe), and Professional and Pedagogical experience Repertoire (PaP-eR). The study investigated CoRe and PaP-eR with seven classroom teachers as they planned and taught chemical change to fifth grade students. Four levels of a Pedagogical Content Knowledge rubric were used to describe varying levels of PCK. The four levels were content knowledge of chemical change; knowledge of students' thinking; knowledge of how to represent chemical change to promote student learning; and professional development, collaboration, and leadership roles in science. The Reformed Teaching Observation Protocol (RTOP) described and evaluated science teaching performance levels of the teachers. In this study, 176 students were assessed to determine understanding of chemical change. There was a significant correlation between teachers' PCK scores and student achievement. The study also determined that a significant correlation existed between teachers' PCK scores and their RTOP scores revealing that RTOP scores could be predictors of PCK. Through this approach, understandings of PCK emerged that are of interest to university preservice preparation programs, research in understanding effective teachers and teaching, and the planning and implementation of professional development for teachers of science with middle grade students.

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

    OpenAIRE

    King , Chris John Henry

    2010-01-01

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

  9. Understanding Children's Science Identity through Classroom Interactions

    Science.gov (United States)

    Kim, Mijung

    2018-01-01

    Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity.…

  10. The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: "Ozone Layer Depletion" as an Example

    Science.gov (United States)

    Kaya, Osman N.

    2009-01-01

    The purpose of this study was to explore the relationships among the components of preservice science teachers' (PSTs) pedagogical content knowledge (PCK) involving the topic "ozone layer depletion". An open-ended survey was first administered to 216 PSTs in their final year at the Faculty of Education to determine their subject matter…

  11. The Impact of Using Student-Dictated Oral Review Stories on Science Vocabulary, Content Knowledge, and Non-Fiction Writing Skills of First Grade Students

    Science.gov (United States)

    Bishoff, Sandra Wells

    2010-01-01

    The purpose of this study was to determine if using an intervention called Student Dictated Oral Review Stories (SDORS) had an effect on science vocabulary usage and content knowledge for ninety-three students in six first grade classrooms and the subgroup of economically disadvantaged students in a mid-sized north Texas school district. The…

  12. Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program

    Science.gov (United States)

    Habowski, Thomas; Mouza, Chrystalla

    2014-01-01

    This study investigates pre-service teachers' TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the…

  13. High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content

    Science.gov (United States)

    Berland, Leema; Steingut, Rebecca; Ko, Pat

    2014-01-01

    Research and policy documents increasingly advocate for incorporating engineering design into K-12 classrooms in order to accomplish two goals: (1) provide an opportunity to engage with science content in a motivating real-world context; and (2) introduce students to the field of engineering. The present study uses multiple qualitative data…

  14. The Impact of a Racing Feature on Middle School Science Students' Performance in an Educational Game: The Effect of Content-Free Game-Actions

    Science.gov (United States)

    Ault, Marilyn; Craig-Hare, Jana; Frey, Bruce

    2016-01-01

    Reason Racer is an online, rate-based, multiplayer game designed to engage middle school students in the knowledge and skills related to scientific argumentation. Several game features are included as design considerations unrelated to science content or argumentation. One specific feature, a competitive racing component that occurs in between…

  15. Data Science Programs in U.S. Higher Education: An Exploratory Content Analysis of Program Description, Curriculum Structure, and Course Focus

    Science.gov (United States)

    Tang, Rong; Sae-Lim, Watinee

    2016-01-01

    In this study, an exploratory content analysis of 30 randomly selected Data Science (DS) programs from eight disciplines revealed significant gaps in current DS education in the United States. The analysis centers on linguistic patterns of program descriptions, curriculum requirements, and DS course focus as pertaining to key skills and domain…

  16. A Case Study of Beginning Science Teachers' Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey

    Science.gov (United States)

    Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo

    2011-01-01

    This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which…

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

    Science.gov (United States)

    Zimmerman, Heather

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

  18. Writing for Science Literacy

    Science.gov (United States)

    Chamberlin, Shannon Marie

    Scientific literacy is the foundation on which both California's currently adopted science standards and the recommended new standards for science are based (CDE, 2000; NRC, 2011). The Writing for Science Literacy (WSL) curriculum focuses on a series of writing and discussion tasks aimed at increasing students' scientific literacy. These tasks are based on three teaching and learning constructs: thought and language, scaffolding, and meta-cognition. To this end, WSL is focused on incorporating several strategies from the Rhetorical Approach to Reading, Writing, Listening and Speaking to engage students in activities designed to increase their scientific literacy; their ability to both identify an author's claim and evidence and to develop their own arguments based on a claim and evidence. Students participated in scaffolded activities designed to strengthen their written and oral discourse, hone their rhetorical skills and improve their meta-cognition. These activities required students to participate in both writing and discussion tasks to create meaning and build their science content knowledge. Students who participated in the WSL curriculum increased their written and oral fluency and were able to accurately write an evidence-based conclusion all while increasing their conceptual knowledge. This finding implies that a discourse rich curriculum can lead to an increase in scientific knowledge.

  19. A Content Analysis of Published Articles in Montenegrin Journal of Sports Science and Medicine from 2012 to 2017

    Directory of Open Access Journals (Sweden)

    Miomir Maros

    2017-08-01

    Full Text Available Montenegrin Journal of Sports Science and Medicine (MJSSM is a scientific journal that exists for five years and has so far released 65 scientific papers in 11 editions. The papers are from various fields of sports science - biomechanics, physiology, sports medicine, anthropology, methodology and other areas of sports. In this paper, we classified works by fields, method of address analysis and found that the most numerous works from the physiology of sports, which are the most cited and best quoted in scientific databases. We have also established that the published works had themes - the most up-to-date tendencies in sports science. These research can be useful for further theoretical research, as well as for theoreticians. The authors of the works are researchers from all over the world, as well as the editorial board. The MJSSM includes works from exact disciplines, primarily physiology of sports, as well as from social sciences, thus achieving a synergistic effect. The highly cited topics in the field of physiology of sports are raised by the work of social sciences. These topics when they find themselves in the magazine with a social label increase their own visibility.

  20. Informal science education at Science City

    Science.gov (United States)

    French, April Nicole

    The presentation of chemistry within informal learning environments, specifically science museums and science centers is very sparse. This work examines learning in Kansas City's Science City's Astronaut Training Center in order to identify specific behaviors associated with visitors' perception of learning and their attitudes toward space and science to develop an effective chemistry exhibit. Grounded in social-constructivism and the Contextual Model of Learning, this work approaches learning in informal environments as resulting from social interactions constructed over time from interaction between visitors. Visitors to the Astronaut Training Center were surveyed both during their visit and a year after the visit to establish their perceptions of behavior within the exhibit and attitudes toward space and science. Observations of visitor behavior and a survey of the Science City staff were used to corroborate visitor responses. Eighty-six percent of visitors to Science City indicated they had learned from their experiences in the Astronaut Training Center. No correlation was found between this perception of learning and visitor's interactions with exhibit stations. Visitor attitudes were generally positive toward learning in informal settings and space science as it was presented in the exhibit. Visitors also felt positively toward using video game technology as learning tools. This opens opportunities to developing chemistry exhibits using video technology to lessen the waste stream produced by a full scale chemistry exhibit.

  1. Teaching Science Fact with Science Fiction

    Science.gov (United States)

    Raham, R. Gary

    2004-01-01

    The literature of science fiction packs up the facts and discoveries of science and runs off to futures filled with both wonders and warnings. Kids love to take the journeys it offers for the thrill of the ride, but they can learn as they travel, too. This book will provide the reader with: (1) an overview of the past 500 years of scientific…

  2. Science & Engineering Indicators 2016. National Science Board

    Science.gov (United States)

    National Science Foundation, 2016

    2016-01-01

    "Science and Engineering Indicators" (SEI) is first and foremost a volume of record comprising high-quality quantitative data on the U.S. and international science and engineering enterprise. SEI includes an overview and seven chapters that follow a generally consistent pattern. The chapter titles are as follows: (1) Elementary and…

  3. Democratizing data science through data science training.

    Science.gov (United States)

    Van Horn, John Darrell; Fierro, Lily; Kamdar, Jeana; Gordon, Jonathan; Stewart, Crystal; Bhattrai, Avnish; Abe, Sumiko; Lei, Xiaoxiao; O'Driscoll, Caroline; Sinha, Aakanchha; Jain, Priyambada; Burns, Gully; Lerman, Kristina; Ambite, José Luis

    2018-01-01

    The biomedical sciences have experienced an explosion of data which promises to overwhelm many current practitioners. Without easy access to data science training resources, biomedical researchers may find themselves unable to wrangle their own datasets. In 2014, to address the challenges posed such a data onslaught, the National Institutes of Health (NIH) launched the Big Data to Knowledge (BD2K) initiative. To this end, the BD2K Training Coordinating Center (TCC; bigdatau.org) was funded to facilitate both in-person and online learning, and open up the concepts of data science to the widest possible audience. Here, we describe the activities of the BD2K TCC and its focus on the construction of the Educational Resource Discovery Index (ERuDIte), which identifies, collects, describes, and organizes online data science materials from BD2K awardees, open online courses, and videos from scientific lectures and tutorials. ERuDIte now indexes over 9,500 resources. Given the richness of online training materials and the constant evolution of biomedical data science, computational methods applying information retrieval, natural language processing, and machine learning techniques are required - in effect, using data science to inform training in data science. In so doing, the TCC seeks to democratize novel insights and discoveries brought forth via large-scale data science training.

  4. Science Matters Special Edition: Wildland Fire Science

    Science.gov (United States)

    EPA is applying its extensive expertise in air quality science to the study of wildland fires to help states and communities that are impacted. This issue of Science Matters newsletter highlights some of the research projects under way by EPA and partners.

  5. Advancing the Science of Team Science

    Science.gov (United States)

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

    2010-01-01

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

  6. Self-efficacy on Technological, Pedagogical and Content Knowledge (TPACK of Biological Science Pre-Service Teachers

    Directory of Open Access Journals (Sweden)

    Anania B. Aquino

    2015-11-01

    Full Text Available The teachers are the focal figure in education and play vital roles in learning. These roles have served as key point in designing the curriculum and preparing pre-service teachers. Turning students into competent teachers is an interplay of varied factors, one of which is technology. This impact necessitates the utilization of technology in teaching, described as technological pedagogical content knowledge (TPACK. The study aimed to investigate TPACK self-efficacies of pre - service biological science teachers who were enrolled in two academic years at the College of Teacher Education in a state university in the Philippines. It also examined whether the responses of the two groups of respondents on TPACK self – efficacy differ and whether these self-efficacies relate to sex, electronic gadget owned and access to internet. It used the descriptive survey method of research employing a questionnaire on TPACK to collect data. The study found out that there is more female than male. Majority have electronic gadgets but have limited access to internet. Findings showed that respondents have good TPACK self – efficacy. The findings showed that the responses of the two groups of participants on TPACK self – efficacies are statistically different . Further, their self – efficacies is very slightly affected by their sex, electronic gadgets owned and access to internet. The study recommends reviewing and improving instructional practices and curriculum of the college to enhance TPACK of respondents.

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

    African Journals Online (AJOL)

    Schulze, Salome

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

  8. Physical Sciences 2007 Science & Technology Highlights

    Energy Technology Data Exchange (ETDEWEB)

    Hazi, A U

    2008-04-07

    The Physical Sciences Directorate applies frontier physics and technology to grand challenges in national security. Our highly integrated and multidisciplinary research program involves collaborations throughout Lawrence Livermore National Laboratory, the National Nuclear Security Administration, the Department of Energy, and with academic and industrial partners. The Directorate has a budget of approximately $150 million, and a staff of approximately 350 employees. Our scientists provide expertise in condensed matter and high-pressure physics, plasma physics, high-energy-density science, fusion energy science and technology, nuclear and particle physics, accelerator physics, radiation detection, optical science, biotechnology, and astrophysics. This document highlights the outstanding research and development activities in the Physical Sciences Directorate that made news in 2007. It also summarizes the awards and recognition received by members of the Directorate in 2007.

  9. Physical Sciences 2007 Science and Technology Highlights

    International Nuclear Information System (INIS)

    Hazi, A.U.

    2008-01-01

    The Physical Sciences Directorate applies frontier physics and technology to grand challenges in national security. Our highly integrated and multidisciplinary research program involves collaborations throughout Lawrence Livermore National Laboratory, the National Nuclear Security Administration, the Department of Energy, and with academic and industrial partners. The Directorate has a budget of approximately $150 million, and a staff of approximately 350 employees. Our scientists provide expertise in condensed matter and high-pressure physics, plasma physics, high-energy-density science, fusion energy science and technology, nuclear and particle physics, accelerator physics, radiation detection, optical science, biotechnology, and astrophysics. This document highlights the outstanding research and development activities in the Physical Sciences Directorate that made news in 2007. It also summarizes the awards and recognition received by members of the Directorate in 2007

  10. The Logic of Science

    DEFF Research Database (Denmark)

    Jensen, Lars Bang

    (2011-2015) attempts to facilitate contact and provide a different kind of counselling and guidance between youths and youths who are ‘one step ahead’ in their educational trajectory. The meetings between the youths are both social and science subject oriented, and the intention is to establish...... of thought is brought to an encounter with the problematic regarding youths and their educational trajectory in Science and its Education. The approaches towards counselling and youth to youth relations in the Youth-to-Youth Project have thus been informed by the investigation and methodology...... of the dissertation. It has been an attempt to setup an encounter to potentially reach smooth space where the usual restrictions and regulations of education and counselling are temporarily absolved. The form of the dissertation reflects the content, which turns the very structure and synopsis of the dissertation...

  11. Use of tactual materials on the achievement of content specific vocabulary and terminology acquisition within an intermediate level science curriculum

    Science.gov (United States)

    Terry, Brian H.

    In this quasi-experimental study, the researcher investigated the effectiveness of three tactual strategies and one non-tactual strategy of content specific vocabulary acquisition. Flash cards, task cards, and learning wheels served as the tactual strategies, and vocabulary review sheets served as a non-tactual strategy. The sample (n=85) consisted of all middle school students in a small high performing middle school located in the northern suburbs of New York City. All of the vocabulary words and terms came from the New York State Intermediate Level Science Core Curriculum. Pre-tests and post-tests were used to collect the data. A repeated measures ANOVA was conducted on the gain scores from each of the treatments. Multiple paired sample t-tests were conducted to analyze the results. Repeated measures ANOVAs were used to determine if there was a variance between the academic achievement levels of the students, gender, and grade level for each of the treatments. All of the treatments significantly improved the science achievement of the students, but significance was found between them. Significance was found between the achievement groups with the above average students attaining a higher mean on the pre-test and post-test for each treatment, whereas the below average students had the lowest mean on both assessments. The sixth grade students showed significant improvement over the seventh grade students while using the flash cards (p=.004) and learning wheel (p=.007). During the learning wheel treatment, the males scored significantly better (p=.021) than the females on the pre-test and post-test. During the worksheet treatment, significance (p=.034) was found between gender and achievement group. The below average male students had the greatest gain from the pre-test to the post-test, but the post-test mean was still the lowest of the groups. Limitations, implications for future research and current practice are discussed. Key words are: flash cards, task cards

  12. Ife Journal of Science

    African Journals Online (AJOL)

    Ife Journal of Science (IJS) aims to publish articles resulting from original research in the broad areas of chemical, biological, mathematical and physical sciences. ... Review articles on research topics and books are also welcome.

  13. National Academy of Sciences

    Science.gov (United States)

    ... and Irma. Proceedings of the National Academy of Sciences (PNAS) PNAS is one of the world’s most- ... Exchange Evolution Resources Biographical Memoirs National Academy of Sciences About The NAS Mission History Organization Leadership and ...

  14. Materials Science and Engineering |

    Science.gov (United States)

    Engineering? What Is Materials Science and Engineering? MSE combines engineering, physics and chemistry to solve problems in nanotechnology, biotechnology, information technology, energy, manufacturing, and more ,' which could replace steel. Materials Science and Mechanical Engineering Professors work together to

  15. Science and Shakespeare.

    Science.gov (United States)

    Mah, Steven; Chinnery, Charlene

    2003-01-01

    Describes an assignment in which the preservice teacher must find a connection between science and Shakespeare. Connects the science of the witches in Shakespeare's "Macbeth" to the holistic approach of education. (SG)

  16. NWWA Science Award given

    Science.gov (United States)

    Back, Bill

    John G. Ferris, a U.S. Geological Survey retiree, received the National Water Well Association (NWWA) Science Award for 1985 on September 10, 1985, in Baltimore, Md. The award recognizes Ferris's renowned contributions to the science of groundwater.

  17. Integrating Forensic Science.

    Science.gov (United States)

    Funkhouser, John; Deslich, Barbara J.

    2000-01-01

    Explains the implementation of forensic science in an integrated curriculum and discusses the advantages of this approach. Lists the forensic science course syllabi studied in three high schools. Discusses the unit on polymers in detail. (YDS)

  18. Science | Argonne National Laboratory

    Science.gov (United States)

    Security Photon Sciences Physical Sciences & Engineering Energy Frontier Research Centers Scientific Publications Researchers Postdocs Exascale Computing Institute for Molecular Engineering at Argonne Work with Us About Safety News Careers Education Community Diversity Directory Argonne National Laboratory

  19. Journal of Aquatic Sciences

    African Journals Online (AJOL)

    The Journal of Aquatic Sciences publishes articles on problems and issues in Aquatic Sciences from all ... The journal accepts for publication manuscripts of very high international standard containing reports of original scientific research.

  20. African Health Sciences: Submissions

    African Journals Online (AJOL)

    African Health Sciences is an internationally refereed, free access, journal publishing original articles on research, clinical practice, public health, policy, planning, ... Makerere University School of Medicine, College of Health Sciences

  1. ICASE Computer Science Program

    Science.gov (United States)

    1985-01-01

    The Institute for Computer Applications in Science and Engineering computer science program is discussed in outline form. Information is given on such topics as problem decomposition, algorithm development, programming languages, and parallel architectures.

  2. Science Inventory | US EPA

    Science.gov (United States)

    The Science Inventory is a searchable database of research products primarily from EPA's Office of Research and Development. Science Inventory records provide descriptions of the product, contact information, and links to available printed material or websites.

  3. Science in General Education

    Science.gov (United States)

    Read, Andrew F.

    2013-01-01

    General education must develop in students an appreciation of the power of science, how it works, why it is an effective knowledge generation tool, and what it can deliver. Knowing what science has discovered is desirable but less important.

  4. Ghana Journal of Science

    African Journals Online (AJOL)

    The GHANA JOURNAL OF SCIENCE is published jointly by the Council for Scientific and Industrial Research of Ghana and the Ghana Science Association. It is open to all ... the authors belong. The topics need not be related to West Africa.

  5. Science Education Notes.

    Science.gov (United States)

    School Science Review, 1982

    1982-01-01

    Discusses: (1) the nature of science; (2) Ausubel's learning theory and its application to introductory science; and (3) mathematics and physics instruction. Outlines a checklist approach to Certificate of Extended Education (CSE) practical assessment in biology. (JN)

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

    Science.gov (United States)

    Brownstein, Erica M.; Horvath, Larry

    2016-01-01

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

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

    Science.gov (United States)

    King, Chris John Henry

    2010-01-01

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

  8. 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...

  9. THE NATURE OF SCIENCE

    OpenAIRE

    R. Trigg

    2014-01-01

    The study defines social science and its specific in contrast with history, psychology and physical sciences. Also it emphasizes the importance of the idea of a 'value-free' science for the social sciences is clear. Social scientists want to be seen to establish 'facts' about society in the same way that they think that a physicist or a chemist uncovers 'facts'. Using the theories of Hempel, Quine, Feyerabend and Kuhn, it addresses a series of questions concening scientific theories, their ro...

  10. Inequalities in Science

    OpenAIRE

    Xie, Y.

    2014-01-01

    Inequalities in scientists’ contributions to science and their rewards have always been very high. There are good reasons to propose that inequalities in science across research institutions and across individual scientists have increased in recent years. In the meantime, however, globalization and internet technology have narrowed inequalities in science across nations and facilitated the expansion of science and rapid production of scientific discoveries through international collaborative ...

  11. Inequalities in Science

    Science.gov (United States)

    Xie, Y.

    2014-01-01

    Inequalities in scientists’ contributions to science and their rewards have always been very high. There are good reasons to propose that inequalities in science across research institutions and across individual scientists have increased in recent years. In the meantime, however, globalization and internet technology have narrowed inequalities in science across nations and facilitated the expansion of science and rapid production of scientific discoveries through international collaborative networks. PMID:24855244

  12. Social science that matters

    DEFF Research Database (Denmark)

    Flyvbjerg, Bent

    2006-01-01

    Social science is headed down a dead end toward mere scientism, becoming a second-rate version of the hard sciences. We neeed to recognise and support a different kind of social science research - and so should those who demand accountability from researchers. This paper asks what kind of social...... science we - scholars, policy makers, administrators - should and should not promote in democratic societies, and how we may hold social scientists accountable to deliver what we ask them for....

  13. Open Science Training Handbook

    OpenAIRE

    Sonja Bezjak; April Clyburne-Sherin; Philipp Conzett; Pedro Fernandes; Edit Görögh; Kerstin Helbig; Bianca Kramer; Ignasi Labastida; Kyle Niemeyer; Fotis Psomopoulos; Tony Ross-Hellauer; René Schneider; Jon Tennant; Ellen Verbakel; Helene Brinken

    2018-01-01

    For a readable version of the book, please visit https://book.fosteropenscience.eu A group of fourteen authors came together in February 2018 at the TIB (German National Library of Science and Technology) in Hannover to create an open, living handbook on Open Science training. High-quality trainings are fundamental when aiming at a cultural change towards the implementation of Open Science principles. Teaching resources provide great support for Open Science instructors and trainers. The ...

  14. Science As A Second Language: Acquiring Fluency through Science Enterprises

    Science.gov (United States)

    Shope, R.; EcoVoices Expedition Team

    2013-05-01

    exploring, solving problems, seeking answers to questions, playing, reading for pleasure, conversing, discussing, where the focus is not specifically on language development, but on the activity, which is of interest to the participant. Language Learning is a formal education process, the language arts aspect of the school day: the direct teaching of reading, writing, grammar, spelling, and speaking. Fluency results primarily from language acquisition and secondarily from language learning. We can view the problem of science education and communication as similar to language acquisition. Science Learning is a formal education process, the school science aspect of the school day: the direct teaching of standards-aligned science content. Science Acquisition is an informal process that occurs in the midst of exploring, solving problems, seeking answers to questions, playing, experimenting for pleasure, conversing, discussing, where the focus is not specifically on science content development, but on the inquiry activity, driven by the curiosity of the participant. Treating Science as a Second Language shifts the evaluation of science learning to include gauging the extent to which students choose to deepen their pursuit of science learning.

  15. Sci-Fi Science.

    Science.gov (United States)

    Freudenrich, Craig C.

    2000-01-01

    Recommends using science fiction television episodes, novels, and films for teaching science and motivating students. Studies Newton's Law of Motion, principles of relativity, journey to Mars, interplanetary trajectories, artificial gravity, and Martian geology. Discusses science fiction's ability to capture student interest and the advantages of…

  16. Teaching Science through Inquiry

    Science.gov (United States)

    Wilcox, Jesse; Kruse, Jerrid W.; Clough, Michael P.

    2015-01-01

    Science education efforts have long emphasized inquiry, and inquiry and scientific practices are prominent in contemporary science education reform documents (NRC 1996; NGSS Lead States 2013). However, inquiry has not become commonplace in science teaching, in part because of misunderstandings regarding what it means and entails (Demir and Abell…

  17. Science Opens Doors

    Science.gov (United States)

    Smyth, Steve; Smyth, Jen

    2016-01-01

    Science Opens Doors is the creation of Clive Thompson of the Horners' Livery Company. The Science Opens Doors project philosophy is strongly based upon the King's College London ASPIRES project, which established that children like doing science in junior school (ages 7-11), but that by the age of 12-14 they are firmly against becoming scientists.…

  18. Why Earth Science?

    Science.gov (United States)

    Smith, Michael J.

    2004-01-01

    This article briefly describes Earth science. The study of Earth science provides the foundation for an understanding of the Earth, its processes, its resources, and its environment. Earth science is the study of the planet in its entirety, how its lithosphere, atmosphere, hydrosphere, and biosphere work together as systems and how they affect…

  19. Demystifying Nature of Science

    Science.gov (United States)

    Lederman, Judith; Bartels, Selina; Lederman, Norman; Gnanakkan, Dionysius

    2014-01-01

    With the emergence of the "Next Generation Science Standards" ("NGSS"; NGSS Lead States 2013), it is apparent that teaching and learning about nature of science (NOS) continues to be an important goal of science education for all K-12 students. With this emphasis on NOS, early childhood teachers are asking how to design…

  20. Forensic Science Technician

    Science.gov (United States)

    Tech Directions, 2010

    2010-01-01

    Forensic science technicians, also called crime laboratory technicians or police science technicians, help solve crimes. They examine and identify physical evidence to reconstruct a crime scene. This article discusses everything students need to know about careers for forensic science technicians--wages, responsibilities, skills needed, career…

  1. Emotionally Intense Science Activities

    Science.gov (United States)

    King, Donna; Ritchie, Stephen; Sandhu, Maryam; Henderson, Senka

    2015-01-01

    Science activities that evoke positive emotional responses make a difference to students' emotional experience of science. In this study, we explored 8th Grade students' discrete emotions expressed during science activities in a unit on Energy. Multiple data sources including classroom videos, interviews and emotion diaries completed at the end of…

  2. Science, Worldviews, and Education

    Science.gov (United States)

    Gauch, Hugh G., Jr.

    2009-01-01

    Whether science can reach conclusions with substantial worldview import, such as whether supernatural beings exist or the universe is purposeful, is a significant but unsettled aspect of science. For instance, various scientists, philosophers, and educators have explored the implications of science for a theistic worldview, with opinions spanning…

  3. Social Work and Science

    Science.gov (United States)

    Gehlert, Sarah

    2016-01-01

    Interest has grown in the past few years about the place of social work in science. Questions remain, such as whether social work should be considered a science, and if so, where it fits into the constellation of sciences. This article attempts to shed light on these questions. After briefly considering past and present constructions of science…

  4. History of Science

    Science.gov (United States)

    Oversby, John

    2010-01-01

    In this article, the author discusses why the history of science should be included in the science curriculum in schools. He also presents some opportunities that can come out of using historical contexts, and findings from a study assessing the place of history of science in readily available textbooks.

  5. Science Comic Strips

    Science.gov (United States)

    Kim, Dae Hyun; Jang, Hae Gwon; Shin, Dong Sun; Kim, Sun-Ja; Yoo, Chang Young; Chung, Min Suk

    2012-01-01

    Science comic strips entitled Dr. Scifun were planned to promote science jobs and studies among professionals (scientists, graduate and undergraduate students) and children. To this end, the authors collected intriguing science stories as the basis of scenarios, and drew four-cut comic strips, first on paper and subsequently as computer files.…

  6. Information science in transition

    CERN Document Server

    Gilchrist, Alan

    2013-01-01

    Are we at a turning point in digital information? The expansion of the internet is unprecedented. Will information science become part of computer science and does rise of the term informatics demonstrate convergence of information science and information technology - a convergence that must surely develop? This work reflects on such issues.

  7. Nursing science leaders.

    Science.gov (United States)

    Ortiz, Mario R

    2015-04-01

    This introduces the guest author's column on perspectives on the development of leaders in science. The need for leadership in science is discussed and a model for the development of science leaders in nursing is outlined. © The Author(s) 2015.

  8. Earth System Science Project

    Science.gov (United States)

    Rutherford, Sandra; Coffman, Margaret

    2004-01-01

    For several decades, science teachers have used bottles for classroom projects designed to teach students about biology. Bottle projects do not have to just focus on biology, however. These projects can also be used to engage students in Earth science topics. This article describes the Earth System Science Project, which was adapted and developed…

  9. Journal of Consumer Sciences

    African Journals Online (AJOL)

    The Journal of Consumer Sciences is an official publication of the South African Association of Family Ecology and Consumer Sciences (SAAFECS). The Journal of Consumer Sciences (JCS) publishes articles that focus on consumer experiences in different places and from different perspectives and methodological ...

  10. Safety Education and Science.

    Science.gov (United States)

    Ralph, Richard

    1980-01-01

    Safety education in the science classroom is discussed, including the beginning of safe management, attitudes toward safety education, laboratory assistants, chemical and health regulation, safety aids, and a case study of a high school science laboratory. Suggestions for safety codes for science teachers, student behavior, and laboratory…

  11. Dawn of Science

    Indian Academy of Sciences (India)

    2016-08-26

    Aug 26, 2016 ... Home; Journals; Resonance – Journal of Science Education; Volume 17; Issue 2 ... email addresses used by the office of Indian Academy of Sciences, including those of the staff, the journals, various programmes, and Current Science, has changed from 'ias.ernet.in' (or 'academy.ias.ernet.in') to 'ias.ac.in'.

  12. Remodeling Science Education

    Science.gov (United States)

    Hestenes, David

    2013-01-01

    Radical reform in science and mathematics education is needed to prepare citizens for challenges of the emerging knowledge-based global economy. We consider definite proposals to establish: (1) "Standards of science and math literacy" for all students. (2) "Integration of the science curriculum" with structure of matter,…

  13. A content analysis of dissemination and implementation science resource initiatives: what types of resources do they offer to advance the field?

    Science.gov (United States)

    Darnell, Doyanne; Dorsey, Caitlin N; Melvin, Abigail; Chi, Jonathan; Lyon, Aaron R; Lewis, Cara C

    2017-11-21

    The recent growth in organized efforts to advance dissemination and implementation (D & I) science suggests a rapidly expanding community focused on the adoption and sustainment of evidence-based practices (EBPs). Although promising for the D & I of EBPs, the proliferation of initiatives is difficult for any one individual to navigate and summarize. Such proliferation may also result in redundant efforts or missed opportunities for participation and advancement. A review of existing D & I science resource initiatives and their unique merits would be a significant step for the field. The present study aimed to describe the global landscape of these organized efforts to advance D & I science. We conducted a content analysis between October 2015 and March 2016 to examine resources and characteristics of D & I science resource initiatives using public, web-based information. Included resource initiatives must have engaged in multiple efforts to advance D & I science beyond conferences, offered D & I science resources, and provided content in English. The sampling method included an Internet search using D & I terms and inquiry among internationally representative D & I science experts. Using a coding scheme based on a priori and grounded approaches, two authors consensus coded website information including interactive and non-interactive resources and information regarding accessibility (membership, cost, competitive application, and location). The vast majority (83%) of resource initiatives offered at least one of seven interactive resources (consultation/technical assistance, mentorship, workshops, workgroups, networking, conferences, and social media) and one of six non-interactive resources (resource library, news and updates from the field, archived talks or slides, links pages, grant writing resources, and funding opportunities). Non-interactive resources were most common, with some appearing frequently across resource initiatives (e.g., news and updates from the

  14. A content analysis of dissemination and implementation science resource initiatives: what types of resources do they offer to advance the field?

    Directory of Open Access Journals (Sweden)

    Doyanne Darnell

    2017-11-01

    Full Text Available Abstract Background The recent growth in organized efforts to advance dissemination and implementation (D & I science suggests a rapidly expanding community focused on the adoption and sustainment of evidence-based practices (EBPs. Although promising for the D & I of EBPs, the proliferation of initiatives is difficult for any one individual to navigate and summarize. Such proliferation may also result in redundant efforts or missed opportunities for participation and advancement. A review of existing D & I science resource initiatives and their unique merits would be a significant step for the field. The present study aimed to describe the global landscape of these organized efforts to advance D & I science. Methods We conducted a content analysis between October 2015 and March 2016 to examine resources and characteristics of D & I science resource initiatives using public, web-based information. Included resource initiatives must have engaged in multiple efforts to advance D & I science beyond conferences, offered D & I science resources, and provided content in English. The sampling method included an Internet search using D & I terms and inquiry among internationally representative D & I science experts. Using a coding scheme based on a priori and grounded approaches, two authors consensus coded website information including interactive and non-interactive resources and information regarding accessibility (membership, cost, competitive application, and location. Results The vast majority (83% of resource initiatives offered at least one of seven interactive resources (consultation/technical assistance, mentorship, workshops, workgroups, networking, conferences, and social media and one of six non-interactive resources (resource library, news and updates from the field, archived talks or slides, links pages, grant writing resources, and funding opportunities. Non-interactive resources were most common, with some appearing frequently across

  15. Archives: Afrique Science: Revue Internationale des Sciences et ...

    African Journals Online (AJOL)

    Items 1 - 31 of 31 ... Archives: Afrique Science: Revue Internationale des Sciences et Technologie. Journal Home > Archives: Afrique Science: Revue Internationale des Sciences et Technologie. Log in or Register to get access to full text downloads.

  16. Opening science: New publication forms in science

    Directory of Open Access Journals (Sweden)

    Scheliga, Kaja

    2014-12-01

    Full Text Available [english] Digital technologies change how scientists access and process information and consequently impact publication forms in science. Even though the core of scientific publications has remained the same, established publication formats, such as the scientific paper or book, are succumbing to the transitions caused by digital technologies. At the same time, new online tools enable new publication forms, such as blogs, microblogs or wikis, to emerge. This article explores the changing and emerging publications forms in science and also reflects upon the changing role of libraries. The transformations of publishing forms are discussed in the context of open science.

  17. New science on the Open Science Grid

    Energy Technology Data Exchange (ETDEWEB)

    Pordes, R; Altunay, M; Sehgal, C [Fermi National Accelerator Laboratory, Batavia, IL 60510 (United States); Avery, P [University of Florida, Gainesville, FL 32611 (United States); Bejan, A; Gardner, R; Wilde, M [University of Chicago, Chicago, IL 60607 (United States); Blackburn, K [California Institute of Technology, Pasadena, CA 91125 (United States); Blatecky, A; McGee, J [Renaissance Computing Institute, Chapel Hill, NC 27517 (United States); Kramer, B; Olson, D; Roy, A [Lawrence Berkeley National Laboratory, Berkeley, CA 94720 (United States); Livny, M [University of Wisconsin, Madison, Madison, WI 53706 (United States); Potekhin, M; Quick, R; Wenaus, T [Indiana University, Bloomington, IN 47405 (United States); Wuerthwein, F [University of California, San Diego, La Jolla, CA 92093 (United States)], E-mail: ruth@fnal.gov

    2008-07-15

    The Open Science Grid (OSG) includes work to enable new science, new scientists, and new modalities in support of computationally based research. There are frequently significant sociological and organizational changes required in transformation from the existing to the new. OSG leverages its deliverables to the large-scale physics experiment member communities to benefit new communities at all scales through activities in education, engagement, and the distributed facility. This paper gives both a brief general description and specific examples of new science enabled on the OSG. More information is available at the OSG web site: www.opensciencegrid.org.

  18. New science on the Open Science Grid

    International Nuclear Information System (INIS)

    Pordes, R; Altunay, M; Sehgal, C; Avery, P; Bejan, A; Gardner, R; Wilde, M; Blackburn, K; Blatecky, A; McGee, J; Kramer, B; Olson, D; Roy, A; Livny, M; Potekhin, M; Quick, R; Wenaus, T; Wuerthwein, F

    2008-01-01

    The Open Science Grid (OSG) includes work to enable new science, new scientists, and new modalities in support of computationally based research. There are frequently significant sociological and organizational changes required in transformation from the existing to the new. OSG leverages its deliverables to the large-scale physics experiment member communities to benefit new communities at all scales through activities in education, engagement, and the distributed facility. This paper gives both a brief general description and specific examples of new science enabled on the OSG. More information is available at the OSG web site: www.opensciencegrid.org

  19. Effects of a Research-Infused Botanical Curriculum on Undergraduates' Content Knowledge, STEM Competencies, and Attitudes toward Plant Sciences

    Science.gov (United States)

    Ward, Jennifer Rhode; Clarke, H. David; Horton, Jonathan L.

    2014-01-01

    In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors' courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated…

  20. Exploring the Reasons for Using Electric Books and Technologic Pedagogical and Content Knowledge of Taiwanese Elementary Mathematics and Science Teachers

    Science.gov (United States)

    Chen, Ho-Yuan; Jang, Syh-Jong

    2013-01-01

    This study highlights trends and features of E-books and their versatility of this tool in elementary educational settings. There has been little quantitative research employed to examine teachers' reasons for using or not using E-books. The purpose of this study was to examine elementary school mathematics and science teachers' reasons for using…

  1. Enhancing Primary Science Teaching: Interconnections of Content, Policy and Practice in a New Zealand Professional Learning and Development Programme

    Science.gov (United States)

    Sexton, Steven S.

    2018-01-01

    This paper reports on an ongoing professional learning and development (PLD) initiative in New Zealand. The Academy is designed to provide primary and intermediate classroom teachers with the knowledge, materials and support needed for effective delivery of "The New Zealand Curriculum's" science subject area. Specifically, this paper…

  2. Urban Fifth Graders' Connections-Making between Formal Earth Science Content and Their Lived Experiences

    Science.gov (United States)

    Brkich, Katie Lynn

    2014-01-01

    Earth science education, as it is traditionally taught, involves presenting concepts such as weathering, erosion, and deposition using relatively well-known examples--the Grand Canyon, beach erosion, and others. However, these examples--which resonate well with middle- and upper-class students--ill-serve students of poverty attending urban schools…

  3. Content Analysis of the Practicum Course in the Master of Science in Educational Leadership/Administration Program

    Science.gov (United States)

    Norman, Scott W.

    2013-01-01

    In this study, I explored the overall efficacy of the Master of Science in Educational Leadership/ Administration (MSEL/A) program at Florida State University (FSU), by taking a closer look at the introductory course, Practicum in Educational Leadership (the Practicum), as well as the final assessment, the student e-portfolio. The MSEL/A at FSU is…

  4. Without blinders: Public values scholarship in Political Science, Economics, and Law—content and contribution to Public Administration

    NARCIS (Netherlands)

    de Graaf, Gjalt; van der Wal, Z.

    2017-01-01

    How and why are public values studied within public administration’s cognate disciplines? This question is addressed through a qualitative analysis of 50 public values (PVs) publications in political science, economics, and law published between 1969 and 2014. The findings show that political

  5. Pragmaticism, Science and Theology

    DEFF Research Database (Denmark)

    Brier, Søren

    2016-01-01

    This review assesses Ashley and Deely’s claims regarding the relation of science and religion, taking Einstein’s famous statement that “science without religion is lame, religion without science is blind” as its starting point. It argues that Ashley and Deely’s book How Science Enriches Theology...... demonstrates that the actual problem in the contemporary dialogue between the two seem to be whether the link between science and religion shall be based on an impersonal process spirituality arising from a void or on a personalism with a personal god at the source....

  6. BES Science Network Requirements

    Energy Technology Data Exchange (ETDEWEB)

    Biocca, Alan; Carlson, Rich; Chen, Jackie; Cotter, Steve; Tierney, Brian; Dattoria, Vince; Davenport, Jim; Gaenko, Alexander; Kent, Paul; Lamm, Monica; Miller, Stephen; Mundy, Chris; Ndousse, Thomas; Pederson, Mark; Perazzo, Amedeo; Popescu, Razvan; Rouson, Damian; Sekine, Yukiko; Sumpter, Bobby; Dart, Eli; Wang, Cai-Zhuang -Z; Whitelam, Steve; Zurawski, Jason

    2011-02-01

    The Energy Sciences Network (ESnet) is the primary provider of network connectivityfor the US Department of Energy Office of Science (SC), the single largest supporter of basic research in the physical sciences in the United States. In support of the Office ofScience programs, ESnet regularly updates and refreshes its understanding of the networking requirements of the instruments, facilities, scientists, and science programs that it serves. This focus has helped ESnet to be a highly successful enabler of scientific discovery for over 20 years.

  7. BES Science Network Requirements

    International Nuclear Information System (INIS)

    Dart, Eli; Tierney, Brian; Biocca, A.; Carlson, R.; Chen, J.; Cotter, S.; Dattoria, V.; Davenport, J.; Gaenko, A.; Kent, P.; Lamm, M.; Miller, S.; Mundy, C.; Ndousse, T.; Pederson, M.; Perazzo, A.; Popescu, R.; Rouson, D.; Sekine, Y.; Sumpter, B.; Wang, C.-Z.; Whitelam, S.; Zurawski, J.

    2011-01-01

    The Energy Sciences Network (ESnet) is the primary provider of network connectivity for the US Department of Energy Office of Science (SC), the single largest supporter of basic research in the physical sciences in the United States. In support of the Office of Science programs, ESnet regularly updates and refreshes its understanding of the networking requirements of the instruments, facilities, scientists, and science programs that it serves. This focus has helped ESnet to be a highly successful enabler of scientific discovery for over 20 years.

  8. Science and Paranormal Phenomena

    Energy Technology Data Exchange (ETDEWEB)

    Noyes, H. Pierre

    1999-06-03

    In order to ground my approach to the study of paranormal phenomena, I first explain my operational approach to physics, and to the ''historical'' sciences of cosmic, biological, human, social and political evolution. I then indicate why I believe that ''paranormal phenomena'' might-but need not- fit into this framework. I endorse the need for a new theoretical framework for the investigation of this field presented by Etter and Shoup at this meeting. I close with a short discussion of Ted Bastin's contention that paranormal phenomena should be defined as contradicting physics.

  9. The Double Helix: Why Science Needs Science Fiction.

    Science.gov (United States)

    Andreadis, Athena

    2003-01-01

    Discusses why science needs science fiction, commenting on the author's book about science that draws heavily on the "Star Trek" series. The best science, in spite of popular thinking, comes from leaps of intuition, and science fiction provides a creative spark that encourages participation in science. (SLD)

  10. Science Process Skills in Science Curricula Applied in Turkey

    Science.gov (United States)

    Yumusak, Güngör Keskinkiliç

    2016-01-01

    One of the most important objectives of the science curricula is to bring in science process skills. The science process skills are skills that lie under scientific thinking and decision-making. Thus it is important for a science curricula to be rationalized in such a way that it brings in science process skills. New science curricula were…

  11. WikiScience: Wikipedia for science and technology

    OpenAIRE

    Aibar Puentes, Eduard

    2015-01-01

    Peer-reviewed Presentació de la conferència "WikiScience: Wikipedia for science and technology". Presentación de la conferencia "WikiScience: Wikipedia for science and technology". Presentation of the conference "Science Wiki: Wikipedia for science and technology".

  12. A Community College Instructor's Reflective Journey Toward Developing Pedagogical Content Knowledge for Nature of Science in a Non-majors Undergraduate Biology Course

    Science.gov (United States)

    Krajewski, Sarah J.; Schwartz, Renee

    2014-08-01

    Research supports an explicit-reflective approach to teaching about nature of science (NOS), but little is reported on teachers' journeys as they attempt to integrate NOS into everyday lessons. This participatory action research paper reports the challenges and successes encountered by an in-service teacher, Sarah, implementing NOS for the first time throughout four units of a community college biology course (genetics, molecular biology, evolution, and ecology). Through the action research cycles of planning, implementing, and reflecting, Sarah identified areas of challenge and success. This paper reports emergent themes that assisted her in successfully embedding NOS within the science content. Data include weekly lesson plans and pre/post reflective journaling before and after each lesson of this lecture/lab combination class that met twice a week. This course was taught back to back semesters, and this study is based on the results of a year-long process. Developing pedagogical content knowledge (PCK) for NOS involves coming to understand the overlaps and connections between NOS, other science subject matter, pedagogical strategies, and student learning. Sarah found that through action research she was able to grow and assimilate her understanding of NOS within the biology content she was teaching. A shift in orientation toward teaching products of science to teaching science processes was a necessary shift for NOS pedagogical success. This process enabled Sarah's development of PCK for NOS. As a practical example of putting research-based instructional recommendations into practice, this study may be very useful for other teachers who are learning to teach NOS.

  13. JPRS Report Science & Technology Europe Economic Competitiveness

    National Research Council Canada - National Science Library

    1992-01-01

    Partial Contents: Science and Technology Policy, Corporate Alliances, Corporate Strategies, East West Relations, Europe Asia Relations, Infrastruction, Budget, Semiconductors, Strategy, Government, Industrial Policy...

  14. THE EFFECTS OF ELECTIVE COURSE DESIGNED WITH DIFFERENT CONTENTS ON PRE-SERVICE SCIENCE TEACHERS’ SELF-EFFICACY BELIEFS AND KNOWLEDGE ABOUT ORGANIZING CURRICULUM BASED FIELD TRIPS

    Directory of Open Access Journals (Sweden)

    Aykut Emre Bozdoğan

    2018-06-01

    Full Text Available This research examined the effect of a course designed with different content on pre-service science teachers’ self-efficacy beliefs and knowledge about organizing curriculum-based trips. A pre-test post-test quasi experimental design was used in the research. One-hundred and thirty pre-service science teachers participated in the research. The research was carried out within the context of an elective course called “Informal Learning Environments in Science Education” and was conducted over 14 weeks in total for two hours per week. The research data were obtained by means of a questionnaire, self–efficacy scale for designing curriculum-based field trips (CFTSES and semi-structured focus-group interviews. As a result of the research, it was found that the course content which included in-class and out-of-school setting practices in the 3rd group was the most effective. This was followed by the 2nd group which included only in-class implementations. The first group which was supported with visuals and theoretical related presented information was the group which was the least effected. The results of the research revealed that pre-service science teachers had mainly different concerns about safety, but that this did not deter them, as they still continued to design curriculum-based field trips for learners.

  15. Special science-fiction (Science Fiction Special).

    Science.gov (United States)

    Francais dans le Monde, 1985

    1985-01-01

    An issue devoted to the use of science fiction in the French language classroom discusses such topics as the development of the genre, literary techniques, themes, imagery, sociolinguistic elements, and potential classroom activities. (MSE)

  16. Science at Your Fingertips. Teaching Science.

    Science.gov (United States)

    Leyden, Michael B.

    1993-01-01

    Describes the use of fingerprinting to interest students in the practical applications of science. Teachers can have students fingerprint each other, compare prints, and learn how they are used to solve crimes and find missing children. (MDM)

  17. Media, risk and science

    CERN Document Server

    Allan, Stuart

    2002-01-01

    How is science represented by the media? Who defines what counts as a risk, threat or hazard, and why? In what ways do media images of science shape public perceptions? What can cultural and media studies tell us about current scientific controversies? "Media, Risk and Science" is an exciting exploration into an array of important issues, providing a much needed framework for understanding key debates on how the media represent science and risk. In a highly effective way, Stuart Allan weaves together insights from multiple strands of research across diverse disciplines. Among the themes he examines are: the role of science in science fiction, such as "Star Trek"; the problem of 'pseudo-science' in "The X-Files"; and how science is displayed in science museums. Science journalism receives particular attention, with the processes by which science is made 'newsworthy' unravelled for careful scrutiny. The book also includes individual chapters devoted to how the media portray environmental risks, HIV-AIDS, food s...

  18. The science writing tool

    Science.gov (United States)

    Schuhart, Arthur L.

    This is a two-part dissertation. The primary part is the text of a science-based composition rhetoric and reader called The Science Writing Tool. This textbook has seven chapters dealing with topics in Science Rhetoric. Each chapter includes a variety of examples of science writing, discussion questions, writing assignments, and instructional resources. The purpose of this text is to introduce lower-division college science majors to the role that rhetoric and communication plays in the conduct of Science, and how these skills contribute to a successful career in Science. The text is designed as a "tool kit," for use by an instructor constructing a science-based composition course or a writing-intensive Science course. The second part of this part of this dissertation reports on student reactions to draft portions of The Science Writing Tool text. In this report, students of English Composition II at Northern Virginia Community College-Annandale were surveyed about their attitudes toward course materials and topics included. The findings were used to revise and expand The Science Writing Tool.

  19. African Journals Online: Environmental Sciences

    African Journals Online (AJOL)

    Items 1 - 28 of 28 ... African Journals Online: Environmental Sciences ... Anthropology, Technology, Computer Science & Engineering, Veterinary Science ... and Metabolism (AJEM) is a biomedical peer-reviewed journal with international circulation. ... AFRREV STECH: An International Journal of Science and Technology.

  20. Teaching Science Fiction by Women.

    Science.gov (United States)

    Donawerth, Jane

    1990-01-01

    Reviews the 200-year-old tradition of women science fiction authors. Discusses the benefits of teaching science fiction written by women. Describes 5 science fiction short stories and 5 science fiction novels suitable for high school students. (RS)

  1. Science News of the Year.

    Science.gov (United States)

    Science News, 1983

    1983-01-01

    Highlights important 1983 news stories reported in Science News. Stories are categorized under: anthropology/paleontology; behavior; biology; chemistry; earth sciences; energy; environment; medicine; physics; science and society; space sciences and astronomy; and technology and computers. (JN)

  2. Cameroon Journal of Agricultural Science

    African Journals Online (AJOL)

    Journal Camerounais des Sciences Agricoles The Cameroon Journal of Agricultural Science publishes new information on all aspects of agricultural science – agronomy, breeding, crop protection, economics, rural sociology, forestry and animal science, health and production ...

  3. Science policy up close

    CERN Document Server

    Marburger, John H

    2015-01-01

    In a career that included tenures as president of Stony Brook University, director of Brookhaven National Laboratory, and science advisor to President George W. Bush, John Marburger (1941 2011) found himself on the front line of battles that pulled science ever deeper into the political arena. From nuclear power to global warming and stem cell research, science controversies, he discovered, are never just about science. Science Policy Up Close" presents Marburger s reflections on the challenges science administrators face in the twenty-first century. In each phase of public service Marburger came into contact with a new dimension of science policy. The Shoreham Commission exposed him to the problem of handling a volatile public controversy over nuclear power. The Superconducting Super Collider episode gave him insights into the collision between government requirements and scientists expectations and feelings of entitlement. The Directorship of Brookhaven taught him how to talk to the public about the risks ...

  4. Empirical philosophy of science

    DEFF Research Database (Denmark)

    Wagenknecht, Susann; Nersessian, Nancy J.; Andersen, Hanne

    2015-01-01

    A growing number of philosophers of science make use of qualitative empirical data, a development that may reconfigure the relations between philosophy and sociology of science and that is reminiscent of efforts to integrate history and philosophy of science. Therefore, the first part...... of this introduction to the volume Empirical Philosophy of Science outlines the history of relations between philosophy and sociology of science on the one hand, and philosophy and history of science on the other. The second part of this introduction offers an overview of the papers in the volume, each of which...... is giving its own answer to questions such as: Why does the use of qualitative empirical methods benefit philosophical accounts of science? And how should these methods be used by the philosopher?...

  5. A guided science

    DEFF Research Database (Denmark)

    Valsiner, Jaan

    That sciences are guided by explicit and implicit ties to their surrounding social world is not new. Jaan Valsiner fills in the wide background of scholarship on the history of science, the recent focus on social studies of sciences, and the cultural and cognitive analyses of knowledge making....... The theoretical scheme that he uses to explain the phenomena of social guidance of science comes from his thinking about processes of development in general—his theory of bounded indeterminacy—and on the relations of human beings with their culturally organized environments. Valsiner examines reasons for the slow...... and nonlinear progress of ideas in psychology as a science at the border of natural and social sciences. Why is that intellectual progress occurs in different countries at different times? Most responses are self-serving blinders for presenting science as a given rather than understanding it as a deeply human...

  6. The latest science and human

    International Nuclear Information System (INIS)

    Kim, Sang Il; Lee, Hae Du; Lee, Geun Hui

    1985-04-01

    The book is collective reports on the science and human. The contents of this book are life ethics and technology ethics, conception of human and human science, biotechnology. The tower of Babel in computer age, human brain and robot, new media and communication innovation, status of computer engineering, current condition of development of new media, mass media and violence, crime and scientification of terror, condition of the life and peace, period of machine and literature, religious prophecy and scientific prophecy and hi-tech age and education of science.

  7. The latest science and human

    Energy Technology Data Exchange (ETDEWEB)

    Kim, Sang Il; Lee, Hae Du; Lee, Geun Hui

    1985-04-15

    The book is collective reports on the science and human. The contents of this book are life ethics and technology ethics, conception of human and human science, biotechnology. The tower of Babel in computer age, human brain and robot, new media and communication innovation, status of computer engineering, current condition of development of new media, mass media and violence, crime and scientification of terror, condition of the life and peace, period of machine and literature, religious prophecy and scientific prophecy and hi-tech age and education of science.

  8. Laboratory Notebooks in the Science Classroom

    Science.gov (United States)

    Roberson, Christine; Lankford, Deanna

    2010-01-01

    Lab notebooks provide students with authentic science experiences as they become active, practicing scientists. Teachers gain insight into students' understanding of science content and processes, while students create a lasting personal resource. This article provides high school science teachers with guidelines for implementing lab notebooks in…

  9. How to Motivate Science Teachers to Use Science Experiments

    Directory of Open Access Journals (Sweden)

    Josef Trna

    2012-10-01

    Full Text Available A science experiment is the core tool in science education. This study describes the science teachers' professional competence to implement science experiments in teaching/learning science. The main objective is the motivation of science teachers to use science experiments. The presented research tries to answer questions aimed at the science teachers' skills to use science experiments in teaching/learning science. The research discovered the following facts: science teachers do not include science experiments in teaching/learning in a suitable way; are not able to choose science experiments corresponding to the teaching phase; prefer teachers' demonstration of science experiments; are not able to improvise with the aids; use only a few experiments. The important research result is that an important motivational tool for science teachers is the creation of simple experiments. Examples of motivational simple experiments used into teachers' training for increasing their own creativity and motivation are presented.

  10. Science for Diplomacy, Diplomacy for Science

    Science.gov (United States)

    Colglazier, E. Wiliam

    2015-04-01

    I was a strong proponent of ``science diplomacy'' when I became Science and Technology Adviser to the Secretary of State in 2011. I thought I knew a lot about the subject after being engaged for four decades on international S&T policy issues and having had distinguished scientists as mentors who spent much of their time using science as a tool for building better relations between countries and working to make the world more peaceful, prosperous, and secure. I learned a lot from my three years inside the State Department, including great appreciation and respect for the real diplomats who work to defuse conflicts and avoid wars. But I also learned a lot about science diplomacy, both using science to advance diplomacy and diplomacy to advance science. My talk will focus on the five big things that I learned, and from that the one thing where I am focusing my energies to try to make a difference now that I am a private citizen again.

  11. 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

  12. Science and Innovation at Los Alamos

    Science.gov (United States)

    Alamos National Laboratory Delivering science and technology to protect our nation and promote world stability Science & Innovation Collaboration Careers Community Environment Science & Innovation Facilities Science Pillars Research Library Science Briefs Science News Science Highlights Lab Organizations

  13. An atom is known by the company it keeps: Content, representation and pedagogy within the epistemic revolution of the complexity sciences

    Science.gov (United States)

    Blikstein, Paulo

    The goal of this dissertation is to explore relations between content, representation, and pedagogy, so as to understand the impact of the nascent field of complexity sciences on science, technology, engineering and mathematics (STEM) learning. Wilensky & Papert coined the term "structurations" to express the relationship between knowledge and its representational infrastructure. A change from one representational infrastructure to another they call a "restructuration." The complexity sciences have introduced a novel and powerful structuration: agent-based modeling. In contradistinction to traditional mathematical modeling, which relies on equational descriptions of macroscopic properties of systems, agent-based modeling focuses on a few archetypical micro-behaviors of "agents" to explain emergent macro-behaviors of the agent collective. Specifically, this dissertation is about a series of studies of undergraduate students' learning of materials science, in which two structurations are compared (equational and agent-based), consisting of both design research and empirical evaluation. I have designed MaterialSim, a constructionist suite of computer models, supporting materials and learning activities designed within the approach of agent-based modeling, and over four years conducted an empirical inves3 tigation of an undergraduate materials science course. The dissertation is comprised of three studies: Study 1 - diagnosis . I investigate current representational and pedagogical practices in engineering classrooms. Study 2 - laboratory studies. I investigate the cognition of students engaging in scientific inquiry through programming their own scientific models. Study 3 - classroom implementation. I investigate the characteristics, advantages, and trajectories of scientific content knowledge that is articulated in epistemic forms and representational infrastructures unique to complexity sciences, as well as the feasibility of the integration of constructionist

  14. Exploring elementary school teachers' perception of their role in teaching content literacy in the elementary science and social studies classrooms: A mixed methods study

    Science.gov (United States)

    Jones-Moore, Lisa Michelle

    2011-12-01

    This mixed-methods study explored third, fourth, and fifth grade teachers' perceptions of their role in teaching content literacy in the elementary science and social studies classroom. The rationale for this study was the growing number of studies questioning the reliance on the inoculation theory for content area literacy comprehension. The study was a mixed methods study so as to provide insight into the participants' thought processes in decision making and instructional planning. Data sources included timed instructional observations, tiered checklist to identify strategy instruction, and prompted critical reflections. The three-tiered observation instrument categorized strategies used by teachers in tiers according to the focus of the strategy. Tier I strategies were those identified as strategies good readers use, typically taught with narrative text. The inoculation theory posits these skills transfer to reading informational and expository text. Tier II strategies were those identified as strategies appropriate for informational or expository text. Use of these strategies acknowledged that narrative and informational/expository text require different strategies, but does not differentiate between expository text drawn from particular content area. Tier III strategies were those identified as strategies particularly suited to informational or expository text drawn from specific content areas. These strategies embody cognitive processes used to comprehend text drawn from specific content areas. The findings showed the participating teachers used a preferential Tier of strategy instruction. Some participants felt that reading comprehension was more important than content. They viewed reading as a subject instead of an integral part of science and social studies instruction.

  15. Management of science policy, sociology of science policy and economics of science policy

    CERN Document Server

    Ruivo, Beatriz

    2017-01-01

    'Management of science policy, sociology of science policy and economics of science policy' is a theoretical essay on the scientific foundation of science policy (formulation, implementation, instruments and procedures). It can be also used as a textbook.

  16. Fascinating! Popular Science Communication and Literary Science Fiction

    DEFF Research Database (Denmark)

    Meyer, Gitte

    2017-01-01

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

  17. Science teacher orientations and PCK across science topics in grade 9 earth science

    Science.gov (United States)

    Campbell, Todd; Melville, Wayne; Goodwin, Dawne

    2017-07-01

    While the literature is replete with studies examining teacher knowledge and pedagogical content knowledge (PCK), few studies have investigated how science teacher orientations (STOs) shape classroom instruction. Therefore, this research explores the interplay between a STOs and the topic specificity of PCK across two science topics within a grade 9 earth science course. Through interviews and observations of one teacher's classroom across two sequentially taught, this research contests the notion that teachers hold a single way of conceptualising science teaching and learning. In this, we consider if multiple ontologies can provide potential explanatory power for characterising instructional enactments. In earlier work with the teacher in this study, using generic interview prompts and general discussions about science teaching and learning, we accepted the existence of a unitary STO and its promise of consistent reformed instruction in the classroom. However, upon close examination of instruction focused on different science topics, evidence was found to demonstrate the explanatory power of multiple ontologies for shaping characteristically different epistemological constructions across science topics. This research points to the need for care in generalising about teacher practice, as it reveals that a teacher's practice, and orientation, can vary, dependent on the context and science topics taught.

  18. Effects of a research-infused botanical curriculum on undergraduates' content knowledge, STEM competencies, and attitudes toward plant sciences.

    Science.gov (United States)

    Ward, Jennifer Rhode; Clarke, H David; Horton, Jonathan L

    2014-01-01

    In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors' courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers' field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students' knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules' assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project's pedagogical impact. © 2014 J. R. Ward et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http

  19. Science in Schools Project

    Science.gov (United States)

    Waugh, Mike

    As part of a program to increase learning and engagement in science classes 124 Victorian schools are trialing a best practice teaching model. The Science in Schools Research Project is a DEET funded project under the Science in Schools Strategy, developed in response to recent research and policy decisions at national and state levels through which literacy, numeracy and science have been identified as key priorities for learning. This major science research project aims to identify, develop and trial best practice in Science teaching and learning. The Department will then be able to provide clear advice to Victoria's schools that can be adopted and sustained to: * enhance teaching and learning of Science * enhance student learning outcomes in Science at all year levels * increase student access to, and participation in Science learning from Prep through to Year 10, and hence in the VCE as well. The nature of the SiS program will be detailed with specific reference to the innovative programs in solar model cars, robotics and environmental science developed at Forest Hill College in response to this project.

  20. Operational Design that Synthesizes Art and Science

    Science.gov (United States)

    2011-05-04

    FINAL 3. DATES COVERED (From - To) Feb - May 2011 4. TITLE AND SUBTITLE OPERATIONAL DESIGN THAT SYNTHESIZES ART AND SCIENCE 5a...TITLE AND SUBTITLE Operational Design That Synthesizes Art And Science 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR...proponents of EBO view warfare as only a science and not a combination of art and science . 9 Another main point of contention centered on the term

  1. The World Science Festival

    Science.gov (United States)

    Pazmino, J.

    2012-06-01

    (Abstract only) New York City in the late 20th century rose to be a planetary capital for the sciences, not just astronomy. This growth was mainly in the academic sector but a parallel growth occurred in the public and home field. With the millennium crossing, scientists in New York agitated for a celebration of the City as a place for a thriving science culture. In 2008 they began World Science Festival. 2011 is the fourth running, on June 1-5, following the AAVSO/AAS meetings. World Science Festival was founded by Dr. Brian Greene, Columbia University, and is operated through the World Science Foundation. The Festival is "saturation science" all over Manhattan in a series of lectures, shows, exhibits, performances. It is staged in "science" venues like colleges and musea, but also in off-science spaces like theaters and galleries. It is a blend from hard science, with lectures like those by us astronomers, to science-themed works of art, dance, music. Events are fitted for the public, either for free or a modest fee. While almost all events are on Manhattan, effort has been made to geographically disperse them, even to the outer boroughs. The grand finale of World Science Festival is a street fair in Washington Square. Science centers in booths, tents, and pavilions highlight their work. In past years this fair drew 100,000 to 150,000 visitors. The entire Festival attracts about a quarter-million attendees. NYSkies is a proud participant at the Washington Square fair. It interprets the "Earth to the Universe" display, debuting during IYA-2009. Attendance at "Earth..." on just the day of the fair plausibly is half of all visitors in America. The presentation shows the scale and scope of World Science Festival, its relation to the City, and how our astronomers work with it.

  2. Effects of a Research-Infused Botanical Curriculum on Undergraduates’ Content Knowledge, STEM Competencies, and Attitudes toward Plant Sciences

    Science.gov (United States)

    Clarke, H. David; Horton, Jonathan L.

    2014-01-01

    In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors’ courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers’ field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students’ knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules’ assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project's pedagogical impact. PMID:25185223

  3. Science as theater, theater as science

    Science.gov (United States)

    Lustig, Harry

    2002-04-01

    Beginning with Bertold Brecht's "Galileo" in 1942 and Friedrich Dürrenmatt's "The Physicists" in 1962, physics and other sciences have served a number of dramatists as backdrops for the exposition of existential problems, as well as the provision of entertainment. Michael Frayn's 1998 play "Copenhagen" broke new ground by giving a central role to the presentation of scientific substance and ideas and to the examination of recent controversial and emotionally charged events in the history of science and of the "real world". A rash of "science plays" erupted. How should we physicists react to this development? Surely, it can be argued, any exposure of science to the public is better than none and will help break down the barriers between the "two cultures". But what if the science or the scientists are badly misrepresented or the play is a weapon to strip science of its legitimacy and its claims to reality and truth? After reviewing a half dozen of the new plays, I conclude that "Copenhagen", though flawed, is not only the best of show, but a positive, even admirable endeavor. The contributions of Bohr, Heisenberg, Born, Schrödinger, and other scientists and their interactions in the golden years of the creation of quantum mechanics are accurately and thrillingly rendered. There may be no better non-technical exposition of complementarity and the uncertainty principle than the one that Frayn puts into the mouths of Bohr and Heisenberg. The treatment of the history of the atomic bomb and Heisenberg's role in Germany's failure to achieve a bomb is another matter. Frayn can also be criticized for applying uncertainly and complementarity to the macroscopic world and, in particular, to human interactions, thereby giving some aid and comfort to the post-modernists. These reservations aside, Copenhagen is a beautiful contribution to the appreciation of science.

  4. What Is Heat? Inquiry regarding the Science of Heat

    Science.gov (United States)

    Rascoe, Barbara

    2010-01-01

    This lab activity uses inquiry to help students define heat. It is generic in that it can be used to introduce a plethora of science content across middle and high school grade levels and across science disciplines that include biology, Earth and space science, and physical science. Even though heat is a universal science phenomenon that is…

  5. Environmental Science: 49 Science Fair Projects. Science Fair Projects Series.

    Science.gov (United States)

    Bonnet, Robert L.; Keen, G. Daniel

    This book contains 49 science fair projects designed for 6th to 9th grade students. Projects are organized by the topics of soil, ecology (projects in habitat and life cycles), pests and controls (projects in weeds and insects), recycling (projects in resources and conservation), waste products (projects in decomposition), microscopic organisms,…

  6. 75 FR 10845 - Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council

    Science.gov (United States)

    2010-03-09

    ... OFFICE OF SCIENCE AND TECHNOLOGY POLICY Subcommittee on Forensic Science; Committee on Science... participants. SUMMARY: The Subcommittee on Forensic Science of the National Science and Technology Council's... . Kenneth E. Melson, Co-Chair, Subcommittee on Forensic Science. [FR Doc. 2010-4899 Filed 3-8-10; 8:45 am...

  7. Instructional leaders for all? High school science department heads and instructional leadership across all science disciplines

    Science.gov (United States)

    Sanborn, Stephen

    Many high school science departments are responding to changes in state standards with respect to both curricular content and instructional practices. In the typical American high school organization, the academic department head is ideally positioned to influence change in the instructional practices of teachers within the department. Even though science department heads are well situated to provide leadership during this period of transition, the literature has not addressed the question of how well science department heads believe they can provide instructional leadership for all of the teachers in their department, whether they are teaching within and outside of the head's own sub-discipline. Nor is it known how science department heads view the role of pedagogical content knowledge in teaching different science disciplines. Using an online survey comprised of 26 objective questions and one open response question, a 54-respondent sample of science department heads provided no strong consensus regarding their beliefs about the role of pedagogical content knowledge in science instruction. However, science department heads expressed a significant difference in their views about their capacity to provide instructional leadership for teachers sharing their science content area compared to teachers instructing other science content areas. Given wide-spread science education reform efforts introduced in response to the Next Generation Science Standards, these findings may serve to provide some direction for determining how to best support the work of science department heads as they strive to provide instructional leadership for the teachers in their departments.

  8. Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

    Science.gov (United States)

    Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

    2005-01-01

    Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science

  9. Games in Science Education

    DEFF Research Database (Denmark)

    Magnussen, Rikke

    2014-01-01

    , 2007). Some of these newer formats are developed in partnerships between research and education institutions and game developers and are based on learning theory as well as game design methods. Games well suited for creating narrative framework or simulations where students gain first-hand experience......This paper presents a categorisation of science game formats in relation to the educational possibilities or limitations they offer in science education. This includes discussion of new types of science game formats and gamification of science. Teaching with the use of games and simulations...... in science education dates back to the 1970s and early 80s were the potentials of games and simulations was discussed extensively as the new teaching tool ( Ellington et al. , 1981). In the early 90s the first ITC -based games for exploration of science and technical subjects was developed (Egenfeldt...

  10. Science, expertise, and democracy.

    Science.gov (United States)

    Weinberg, Justin; Elliott, Kevin C

    2012-06-01

    The combination of government's significant involvement in science, science's significant effects on the public, and public ignorance (of both politics and science) raise important challenges for reconciling scientific expertise with democratic governance. Nevertheless, there have recently been a variety of encouraging efforts to make scientific activity more responsive to social values and to develop citizens' capacity to engage in more effective democratic governance of science. This essay introduces a special issue of the Kennedy Institute of Ethics Journal, "Science, Expertise, and Democracy," consisting of five papers that developed from the inaugural Three Rivers Philosophy conference held at the University of South Carolina in April 2011. The pieces range from a general analysis of the in-principle compatibility of scientific expertise and democracy to much more concrete studies of the intersection between scientific practices and democratic values in areas such as weight-of-evidence analysis, climate science, and studies of locally undesirable land uses.

  11. Nuclear science teaching

    International Nuclear Information System (INIS)

    1968-01-01

    A Panel of Experts on Nuclear Science Teaching met in Bangkok from 15 to 23 July 1968 to review the present status of an need for teaching of topics related to nuclear science at the secondary and early university level including teacher training, and to suggest appropriate ways of introducing these topics into the science curricula. This report contains the contributions of the members of the Panel, together with the general conclusions and recommendations for the development of school and early university curricula and training programs, for the improvement of teaching materials and for the safest possible handing of radioactive materials in school and university laboratories. It is hoped that the report will be of use to all nuclear scientists and science educators concerned with modernizing their science courses by introducing suitable topics and experiments in nuclear science

  12. Materials science symposium 'materials science using accelerators'

    International Nuclear Information System (INIS)

    Ishii, Tetsuro; Asai, Masato; Chimi, Yasuhiro

    2005-07-01

    The facility of the JAERI-Tokai tandem accelerator and its booster has been contributing to advancing heavy-ion sciences in the fields of nuclear physics, nuclear chemistry, atomic and solid-state physics and materials science, taking advantage of its prominent performance of heavy-ion acceleration. This facility was recently upgraded by changing the acceleration tubes and installing an ECR ion-source at the terminal. The radioactive nuclear beam facility (Tokai Radioactive Ion Accelerator Complex, TRIAC) was also installed by the JAERI-KEK joint project. On this occasion, this meeting was held in order to provide a new step for the advancement of heavy-ion science, and to exchange information on recent activities and future plans using the tandem facility as well as on promising new experimental techniques. This meeting was held at Tokai site of JAERI on January 6th and 7th in 2005, having 24 oral presentations, and was successfully carried out with as many as 90 participants and lively discussions among scientists from all the fields of heavy-ion science, including solid-sate physics, nuclear physics and chemistry, and accelerator physics. This summary is the proceedings of this meeting. We would like to thank all the staffs of the accelerators section, participants and office workers in the Department of Materials Science for their support. The 24 of the presented papers are indexed individually. (J.P.N.)

  13. The Science of Strategic Communication | Science Inventory ...

    Science.gov (United States)

    The field of Strategic Communication involves a focused effort to identify, develop, and present multiple types of communication media on a given subject. A Strategic Communication program recognizes the limitations of the most common communication models (primarily “one size fits all” and “presenting everything and letting the audience decide what is important”) and specifically focuses on building a communication framework that is composed of three interlinked pillars: (1) Message – Identifying the right content for a given audience and a vehicle, (2) Audience – Identify the right target group for a given message and vehicle, (3) Vehicle – Identifying the right types of media for a given message and audience. In addition to serving as an organizational framework, the physical structure of a Strategic Communication plan also can serve as a way to show an audience where they, the message, and vehicle fit into the larger picture (i.e., “you are here”). This presentation explores the tenets of Strategic Communication and its use in natural resources management as it relates to advancing restoration activities in the Greater Everglades. This presentation is aimed at restoration practitioners and decision makers. This presentation provides an introduction to the field of strategic communication and presents a generalizable framework for use in the natural sciences. The presentation also gives an example of a communication implementation matrix,

  14. Data science from scratch

    CERN Document Server

    Grus, Joel

    2015-01-01

    This is a first-principles-based, practical introduction to the fundamentals of data science aimed at the mathematically-comfortable reader with some programming skills. The book covers: * The important parts of Python to know * The important parts of Math / Probability / Statistics to know * The basics of data science * How commonly-used data science techniques work (learning by implementing them) * What is Map-Reduce and how to do it in Python * Other applications such as NLP, Network Analysis, and more

  15. COMPUTATIONAL SCIENCE CENTER

    Energy Technology Data Exchange (ETDEWEB)

    DAVENPORT,J.

    2004-11-01

    The Brookhaven Computational Science Center brings together researchers in biology, chemistry, physics, and medicine with applied mathematicians and computer scientists to exploit the remarkable opportunities for scientific discovery which have been enabled by modern computers. These opportunities are especially great in computational biology and nanoscience, but extend throughout science and technology and include for example, nuclear and high energy physics, astrophysics, materials and chemical science, sustainable energy, environment, and homeland security.

  16. Towards Data Science

    OpenAIRE

    Zhu, Yangyong; Xiong, Yun

    2015-01-01

    Currently, a huge amount of data is being rapidly generated in cyberspace. Datanature (all data in cyberspace) is forming due to a data explosion. Exploring the patterns and rules in datanature is necessary but difficult. A new discipline called Data Science is coming. It provides a type of novel research method (a data-intensive method) for natural and social sciences and goes beyond computer science in researching data. This paper presents the challenges presented by data and discusses what...

  17. Data-intensive science

    CERN Document Server

    Critchlow, Terence

    2013-01-01

    Data-intensive science has the potential to transform scientific research and quickly translate scientific progress into complete solutions, policies, and economic success. But this collaborative science is still lacking the effective access and exchange of knowledge among scientists, researchers, and policy makers across a range of disciplines. Bringing together leaders from multiple scientific disciplines, Data-Intensive Science shows how a comprehensive integration of various techniques and technological advances can effectively harness the vast amount of data being generated and significan

  18. NEWS: Why choose science?

    Science.gov (United States)

    2000-05-01

    National concerns over the uptake of science subjects and an analysis of how school science departments together with careers programmes influence students' subject choices feature in a recent report from the UK's National Institute for Careers Education and Counselling. It points out that decisions on science subjects are taken very early in pupils' education, often well before the implications of those choices can be clearly understood. If pupils are to be encouraged to keep science options open, then both science teachers and careers advisers have important roles to play. Physics is in fact singled out in the report's recommendations as in need of special attention, due to its perceived difficulty both within the double-award science course and also at A-level. The lack of qualified teachers in physics is noted as a problem for schools and the many initiatives to address these issues should be encouraged according to the report, but within an overall high-profile and well funded national strategy for developing science education in schools. The report also notes that science teachers do not feel able to keep up with career information, whilst few careers advisers have a science background and have little opportunity to build up their knowledge of science syllabuses or of science and engineering careers. More contact between both types of specialist is naturally advocated. Copies of the full report, Choosing Science at 16 by Mary Munro and David Elsom, are available from NICEC, Sheraton House, Castle Park, Cambridge CB3 0AX on receipt of an A4 stamped (70p) addressed envelope. A NICEC briefing summary is also available from the same address (20p stamp required).

  19. Biomolecular Science (Fact Sheet)

    Energy Technology Data Exchange (ETDEWEB)

    2012-04-01

    A brief fact sheet about NREL Photobiology and Biomolecular Science. The research goal of NREL's Biomolecular Science is to enable cost-competitive advanced lignocellulosic biofuels production by understanding the science critical for overcoming biomass recalcitrance and developing new product and product intermediate pathways. NREL's Photobiology focuses on understanding the capture of solar energy in photosynthetic systems and its use in converting carbon dioxide and water directly into hydrogen and advanced biofuels.

  20. Shark Citizen Science

    OpenAIRE

    Bear, Michael

    2017-01-01

    Traditionally, academic science has used graduate students to collect data in many cases, but community science, the term by which citizen science is also known, has revolutionized the process by which large amounts of data can be collected accurately by large numbers of non-scientists under the training and mentorship of scientists. There has been some discussion in the scientific community about whether the data collected by citizen scientists is as scientifically valid as data collected by...