WorldWideScience

Sample records for science dept implementations

  1. WiS-2015 Report By Dr M S Jogad, Coordinator WiS-2015 Dept. of ...

    Indian Academy of Sciences (India)

    ranjeetha

    Dept. of Physics, Karnataka State Women's University Bijapur-586 108 ... Riddhi Shah, Professor of Mathematics, School of Physical Sciences, Jawaharlal Nehru University, .... functional J(Ω) over a family F of admissible domains Ω. In many cases, the ... subjects during their lectures (iii) performance of the resource persons ...

  2. The Department of Food Science at Aarhus University

    DEFF Research Database (Denmark)

    2014-01-01

    The Dept. of Food Science at Aarhus University is all about food and food quality. Everyone has an expertise in food whether they are focused on taste, health-promoting qualities, sustainable food production or developing new food products. At Dept. of Food Science we carry out research on a high...

  3. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    , Dr Manindra. Date of birth: 20 May 1966. Specialization: Computer Science and Engineering Address during Associateship: Dept. of Computer Science & Engg., Indian Institute of Technology, Kanpur 208 016. YouTube; Twitter; Facebook ...

  4. Using Vega Linux Cluster at Reactor Physics Dept

    International Nuclear Information System (INIS)

    Zefran, B.; Jeraj, R.; Skvarc, J.; Glumac, B.

    1999-01-01

    Experience using a Linux-based cluster for the reactor physics calculations are presented in this paper. Special attention is paid to the MCNP code in this environment and to practical guidelines how to prepare and use the paralel version of the code. Our results of a time comparison study are presented for two sets of inputs. The results are promising and speedup factor achieved on the Linux cluster agrees with previous tests on other parallel systems. We also tested tools for parallelization of other programs used at our Dept..(author)

  5. STIP Community Listing | OSTI, US Dept of Energy Office of Scientific and

    Science.gov (United States)

    National Laboratory/Battelle Energy Alliance Chris Kowalczyk STI Manager (208) 526-9047 Support and Test Services, LLC. Mona Higgins Directives & Documents Dept, Supervisor (702) 295-5428 Energy Alliance Chris Kowalczyk STI Manager (208) 526-9047 christopher.kowalczyk@inl.gov Idaho National

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

    Science.gov (United States)

    Qablan, Ahmad M.; DeBaz, Theodora

    2015-01-01

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

  7. Fellowship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Elected: 2011 Section: Engineering & Technology. Haritsa, Prof. Jayant Ramaswamy Ph.D. (Wisconsin), FNAE, FNASc, FIEEE. Date of birth: 10 March 1964. Specialization: Database Systems Address: FACM Professor, Dept. of Computational & Data Sciences, Indian Institute of Science, Bengaluru 560 012, Karnataka

  8. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Date of birth: 15 December 1983. Specialization: Cryptography, Secure distributed Computing, Information Security Address: Dept. of Computer Science & Automation, Indian Institute of Science, Bangalore 560 012, Karnataka Contact: Office: (080) 2293 3566. Residence: 80409 43424, 88612 65180. Fax: (080) 2360 2911

  9. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Fellowship; Associateship. Associate Profile. Period: 1994–1998. Roy Chowdhury, Dr Dipanwita. Date of birth: 4 October 1963. Specialization: Computer Science Address during Associateship: Dept. of Computer Science and, Engineering, Indian Institute of Technology, Kharagpur 721 302. YouTube; Twitter ...

  10. Perception of Science Standards' Effectiveness and Their Implementation by Science Teachers

    Science.gov (United States)

    Klieger, Aviva; Yakobovitch, Anat

    2011-06-01

    The introduction of standards into the education system poses numerous challenges and difficulties. As with any change, plans should be made for teachers to understand and implement the standards. This study examined science teachers' perceptions of the effectiveness of the standards for teaching and learning, and the extent and ease/difficulty of implementing science standards in different grades. The research used a mixed methods approach, combining qualitative and quantitative research methods. The research tools were questionnaires that were administered to elementary school science teachers. The majority of the teachers perceived the standards in science as effective for teaching and learning and only a small minority viewed them as restricting their pedagogical autonomy. Differences were found in the extent of implementation of the different standards and between different grades. The teachers perceived a different degree of difficulty in the implementation of the different standards. The standards experienced as easiest to implement were in the field of biology and materials, whereas the standards in earth sciences and the universe and technology were most difficult to implement, and are also those evaluated by the teachers as being implemented to the least extent. Exposure of teachers' perceptions on the effectiveness of standards and the implementation of the standards may aid policymakers in future planning of teachers' professional development for the implementation of standards.

  11. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Address: Dept. of Electrical Engineering, Indian Institute of Technology, Kandi, ... Specialization: Elementary Particle Physics Address during Associateship: Centre for Theoretical Studies, Indian Institute of Science, Bangalore 560 012.

  12. Never the twain shall meet?--a comparison of implementation science and policy implementation research.

    Science.gov (United States)

    Nilsen, Per; Ståhl, Christian; Roback, Kerstin; Cairney, Paul

    2013-06-10

    Many of society's health problems require research-based knowledge acted on by healthcare practitioners together with implementation of political measures from governmental agencies. However, there has been limited knowledge exchange between implementation science and policy implementation research, which has been conducted since the early 1970s. Based on a narrative review of selective literature on implementation science and policy implementation research, the aim of this paper is to describe the characteristics of policy implementation research, analyze key similarities and differences between this field and implementation science, and discuss how knowledge assembled in policy implementation research could inform implementation science. Following a brief overview of policy implementation research, several aspects of the two fields were described and compared: the purpose and origins of the research; the characteristics of the research; the development and use of theory; determinants of change (independent variables); and the impact of implementation (dependent variables). The comparative analysis showed that there are many similarities between the two fields, yet there are also profound differences. Still, important learning may be derived from several aspects of policy implementation research, including issues related to the influence of the context of implementation and the values and norms of the implementers (the healthcare practitioners) on implementation processes. Relevant research on various associated policy topics, including The Advocacy Coalition Framework, Governance Theory, and Institutional Theory, may also contribute to improved understanding of the difficulties of implementing evidence in healthcare. Implementation science is at a relatively early stage of development, and advancement of the field would benefit from accounting for knowledge beyond the parameters of the immediate implementation science literature. There are many common issues in

  13. Never the twain shall meet? - a comparison of implementation science and policy implementation research

    Science.gov (United States)

    2013-01-01

    Background Many of society’s health problems require research-based knowledge acted on by healthcare practitioners together with implementation of political measures from governmental agencies. However, there has been limited knowledge exchange between implementation science and policy implementation research, which has been conducted since the early 1970s. Based on a narrative review of selective literature on implementation science and policy implementation research, the aim of this paper is to describe the characteristics of policy implementation research, analyze key similarities and differences between this field and implementation science, and discuss how knowledge assembled in policy implementation research could inform implementation science. Discussion Following a brief overview of policy implementation research, several aspects of the two fields were described and compared: the purpose and origins of the research; the characteristics of the research; the development and use of theory; determinants of change (independent variables); and the impact of implementation (dependent variables). The comparative analysis showed that there are many similarities between the two fields, yet there are also profound differences. Still, important learning may be derived from several aspects of policy implementation research, including issues related to the influence of the context of implementation and the values and norms of the implementers (the healthcare practitioners) on implementation processes. Relevant research on various associated policy topics, including The Advocacy Coalition Framework, Governance Theory, and Institutional Theory, may also contribute to improved understanding of the difficulties of implementing evidence in healthcare. Implementation science is at a relatively early stage of development, and advancement of the field would benefit from accounting for knowledge beyond the parameters of the immediate implementation science literature. Summary

  14. Career Insight | Women in Science | Initiatives | Indian Academy of ...

    Indian Academy of Sciences (India)

    Indian journals like Current Science, Indian Journal of Medical Research provide ... Dept. of Science & Technology provides scholarships to Women Scientists and ... An article published in "The Guardian" on 10 best unsung female scientists.

  15. Integration and Implementation Sciences: Building a New Specialization

    Directory of Open Access Journals (Sweden)

    Gabriele Bammer

    2005-12-01

    Full Text Available Developing a new specialization - Integration and Implementation Sciences - may be an effective way to draw together and significantly strengthen the theory and methods necessary to tackle complex societal issues and problems. This paper presents an argument for such a specialization, beginning with a brief review of calls for new research approaches that combine disciplines and interact more closely with policy and practice. It posits that the core elements of Integration and Implementation Sciences already exist, but that the field is currently characterized by fragmentation and marginalization. The paper then outlines three sets of characteristics that will delineate Integration and Implementation Sciences. First is that the specialization will aim to find better ways to deal with the defining elements of many current societal issues and problems: namely complexity, uncertainty, change, and imperfection. Second is that there will be three theoretical and methodological pillars for doing this: 1 systems thinking and complexity science, 2 participatory methods, and 3 knowledge management, exchange, and implementation. Third, operationally, Integration and Implementation Sciences will be grounded in practical application, and generally involve large-scale collaboration. The paper concludes by examining where Integration and Implementation Sciences would sit in universities, and outlines a program for further development of the field. An appendix provides examples of Integration and Implementation Sciences in action.

  16. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    dependent Phase Stability, TEM Address: Dept. of Materials Engineering, Indian Institute of Science, Bengaluru 560 012, Karnataka Contact: Office: (080) 2293 2834. Residence: 99006 26327. Email: csrivastava@materials.iisc.ernet.in. YouTube ...

  17. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Associate Profile. Period: 1993–1996. Das, Dr P P . Date of birth: 30 July 1961. Specialization: Computer Engineering Address during Associateship: Dept. of Computer Science and, Engineering, Indian Institute of Technology, Kharagpur 721 302.

  18. A Statewide Partnership for Implementing Inquiry Science

    Science.gov (United States)

    Lytle, Charles

    The North Carolina Infrastructure for Science Education (NC-ISE) is a statewide partnership for implementing standards-based inquiry science using exemplary curriculum materials in the public schools of North Carolina. North Carolina is the 11th most populous state in the USA with 8,000,000 residents, 117 school districts and a geographic area of 48,718 miles. NC-ISE partners include the state education agency, local school systems, three branches of the University of North Carolina, the state mathematics and science education network, businesses, and business groups. The partnership, based upon the Science for All Children model developed by the National Science Resources Centre, was initiated in 1997 for improvement in teaching and learning of science and mathematics. This research-based model has been successfully implemented in several American states during the past decade. Where effectively implemented, the model has led to significant improvements in student interest and student learning. It has also helped reduce the achievement gap between minority and non-minority students and among students from different economic levels. A key program element of the program is an annual Leadership Institute that helps teams of administrators and teachers develop a five-year strategic plan for their local systems. Currently 33 of the117 local school systems have joined the NC-ISE Program and are in various stages of implementation of inquiry science in grades K-8.

  19. Strategic outlook for the US Dept. of Energy uranium enrichment enterprise

    International Nuclear Information System (INIS)

    Longenecker, J.R.

    1987-01-01

    Mounting problems in the early 1980s resulted in a business crisis for the US uranium enrichment enterprise. To address these problems, the US Dept. of Energy (DOE) developed and announced in 1984 a plan for reestablishing its competitive position in the world marketplace. This recovery plan has been very successful. The US DOE is now implementing the third phase of that strategy, institutional restructuring. Maintaining a healthy, stable, and competitive uranium enrichment capability in the US is a high-priority effort for DOE, whose uranium enrichment enterprise has two major goals: in the near term, DOE's goal is to provide reliable, competitive enrichment services to commercial and defense customers in a manner that assures a reasonable return on the government's investment. In the future, to assure adequate supplies of competitively priced nuclear fuel, DOE must adapt to the changing needs of the marketplace. Thus, we must stabilize and maintain the long-term vitality of the US enrichment enterprise by restructuring it and by providing the means by which the private sector can become involved in the business. Restructuring and private ownership obviously will require the approval of Congress. To achieve these goals, DOE has developed strategic objectives, which are briefly described

  20. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Period: 1983–1986. Mehra, Prof. N K . Date of birth: 4 November 1949. Specialization: Clinical Immunology Address during Associateship: Officer-in-charge, Histocompati-, bility Lab., Dept. of Anotomy, All India Institute of Medical, Sciences, Ansari ...

  1. Implementing the Next Generation Science Standards

    Science.gov (United States)

    Penuel, William R.; Harris, Christopher J.; DeBarger, Angela Haydel

    2015-01-01

    The Next Generation Science Standards embody a new vision for science education grounded in the idea that science is both a body of knowledge and a set of linked practices for developing knowledge. The authors describe strategies that they suggest school and district leaders consider when designing strategies to support NGSS implementation.

  2. Surviving the Implementation of a New Science Curriculum

    Science.gov (United States)

    Lowe, Beverly; Appleton, Ken

    2015-12-01

    Queensland schools are currently teaching with the first National Curriculum for Australia. This new curriculum was one of a number of political responses to address the recurring low scores in literacy, mathematics, and science that continue to hold Australia in poor international rankings. Teachers have spent 2 years getting to know the new science curriculum through meetings, training, and exploring the new Australian curriculum documents. This article examines the support and preparation for implementation provided in two regional schools, with a closer look at six specific teachers and their science teaching practices as they attempted to implement the new science curriculum. The use of a survey, field observations, and interviews revealed the schools' preparation practices and the teachers' practices, including the support provided to implement the new science curriculum. A description and analysis of school support and preparation as well as teachers' views of their experiences implementing the new science curriculum reveal both achievements and shortcomings. Problematic issues for the two schools and teachers include time to read and comprehend the curriculum documents and content expectations as well as time to train and change the current processes effectively. The case teachers' experiences reveal implications for the successful and effective implementation of new curriculum and curriculum reform.

  3. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Associate Profile. Period: 2017–2020. Chakma, Dr Sankar Ph.D. (IIT, Guwahati). Date of birth: 2 March 1985. Specialization: Environmental Engineering, Sonochemistry, Advanced Oxidation Processes Address: Dept. of Chemical Engineering, Indian Institute of Science Edn., & Research, Bhauri, Bhopal 462 066, M.P.

  4. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Period: 2016–2019. Uday Kumar Reddy, Dr. Bondhugula Ph.D. (Ohio State). Date of birth: 10 September 1982. Specialization: Compiler Optimisation, High Performance Computing, Automatic Parallelisation Address: Dept. of Computer Sci. & Automation, Indian Institute of Science, Bangalore 560 012, Karnataka Contact:

  5. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Period: 2016–2019. Uday Kumar Reddy, Dr Bondhugula Ph.D. (Ohio State). Date of birth: 10 September 1982. Specialization: Compiler Optimisation, High Performance Computing, Automatic Parallelisation Address: Dept. of Computer Sci. & Automation, Indian Institute of Science, Bengaluru 560 012, Karnataka Contact:

  6. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Fellowship; Associateship. Associate Profile. Period: 1987–1989. Marimuthu, Dr G. Date of birth: 25 February 1954. Specialization: Chronobiology Address during Associateship: Dept. of Animal Behaviour & Physiol, School of Biological Sciences, Madurai Kamaraj University, Madurai 625 021. YouTube; Twitter ...

  7. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Fellowship; Associateship. Associate Profile. Period: 1990–1995. VijayRaghavan, Dr Usha. Date of birth: 25 August 1961. Specialization: Molecular Genetics Address during Associateship: Microbiology and Cell Biology Dept., Indian Institute of Science, Bangalore 560 012. YouTube; Twitter; Facebook; Blog ...

  8. SCIENCE WHERE CULTURE MATTERS: A NEO-CLASSICAL ...

    Indian Academy of Sciences (India)

    SCIENCE WHERE CULTURE MATTERS: A NEO-CLASSICAL APPROACH TO EXPLORE UNTAPPED BACTERIAL DIVERSITY. MILIND WATVE; Dept of Microbiology, Abasaheb Garware College, Pune. www.culturematters.org; * Life Research Foundation, Pune; * Evolvus Biotech Pvt. Ltd.,Pune ...

  9. Bridging the Gap between Research and Practice: Implementation Science

    Science.gov (United States)

    Olswang, Lesley B.; Prelock, Patricia A.

    2015-01-01

    Purpose: This article introduces implementation science, which focuses on research methods that promote the systematic application of research findings to practice. Method: The narrative defines implementation science and highlights the importance of moving research along the pipeline from basic science to practice as one way to facilitate…

  10. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Misra, Dr. Abha Ph.D. (IIT, Bombay). Date of birth: 7 July 1979. Specialization: Graphene & CNT-based NEMS/MEMS Devices, Sensors & Actuators, Hybrid Fuel Cells & Batteries Address: Dept. of Instrumentation & Applied Physics, Indian Institute of Science, Bengaluru 560 012, Karnataka Contact: Office: (080) 2293 3198

  11. Implementing Innovations in Global Women's, Children's, and Adolescents' Health: Realizing the Potential for Implementation Science.

    Science.gov (United States)

    Peterson, Herbert B; Haidar, Joumana; Fixsen, Dean; Ramaswamy, Rohit; Weiner, Bryan J; Leatherman, Sheila

    2018-03-01

    The launch of the United Nations Sustainable Development Goals and the new Secretary General's Global Strategy for Women's, Children's, and Adolescents' Health are a window of opportunity for improving the health and well-being of women, children, and adolescents in the United States and around the world. Realizing the full potential of this historic moment will require that we improve our ability to successfully implement life-saving and life-enhancing innovations, particularly in low-resource settings. Implementation science, a new and rapidly evolving field that addresses the "how-to" component of providing sustainable quality services at scale, can make an important contribution on this front. A synthesis of the implementation science evidence indicates that three interrelated factors are required for successful, sustainable outcomes at scale: 1) effective innovations, 2) effective implementation, and 3) enabling contexts. Implementation science addresses the interaction among these factors to help make innovations more usable, to build ongoing capacity to assure the effective implementation of these innovations, and to ensure enabling contexts to sustain their full and effective use in practice. Improving access to quality services will require transforming health care systems and, therefore, much of the focus of implementation science in global health is on improving the ability of health systems to serve as enabling contexts. The field of implementation science is inherently interdisciplinary and academe will need to respond by facilitating collaboration among scientists from relevant disciplines, including evaluation, improvement, and systems sciences. Platforms and programs to facilitate collaborations among researchers, practitioners, policymakers, and funders are likewise essential.

  12. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Period: 2015–2018. Tripathy, Dr Gyana Ranjan Ph.D. (PRL, Ahmedabad). Date of birth: 5 July 1981. Specialization: Re-OS Geochronology, Weathering & Erosion, Isotope Geochemistry Address: Dept. of Earth & Climate Sci., Indian Inst. of Science, Education & Research, Dr Homi Bhabha Road, Pune 411 008, Maharashtra

  13. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Period: 1995–1998. Tandon, Dr Nikhil. Date of birth: 28 November 1963. Specialization: Immunobiology Address during Associateship: Endocrinology and Metabolism Dept., All India Institute of Medical, Sciences, Ansari Nagar, New Delhi 110 029. Contact: Email: tandonn@aiims.ernet.in. YouTube; Twitter; Facebook; Blog ...

  14. Program summaries for 1979: energy sciences programs

    Energy Technology Data Exchange (ETDEWEB)

    1979-12-01

    This report describes the objectives of the various research programs being conducted by the Chemical Sciences, Metallurgy and Materials Science, and Process Science divisions of the BNL Dept. of Energy and Environment. Some of the more significant accomplishments during 1979 are also reported along with plans for 1980. Some of the topics under study include porphyrins, combustion, coal utilization, superconductors, semiconductors, coal, conversion, fluidized-bed combustion, polymers, etc. (DLC)

  15. Teaching implementation science in a new Master of Science Program in Germany: a survey of stakeholder expectations

    NARCIS (Netherlands)

    Ullrich, C.; Mahler, C.; Forstner, J.; Szecsenyi, J.; Wensing, M.

    2017-01-01

    BACKGROUND: Implementation science in healthcare is an evolving discipline in German-speaking countries. In 2015, the Medical Faculty of the University of Heidelberg, Germany, implemented a two-year full-time Master of Science program Health Services Research and Implementation Science. The

  16. From the Editor: An Introduction to the JSLHR Supplement on Implementation Science.

    Science.gov (United States)

    Paul, Rhea

    2015-12-01

    The JSLHR Supplement on Implementation Science is aimed at providing discussion and examples of research in implementation science, the study of methods designed to promote the incorporation of research findings into clinical practice. Practitioners in the language science area were invited to submit articles that address their experience with various aspects of implementation science. Six articles from several research groups comprise this supplement. Implementation science is an aspect of intervention research that merits consideration by communication disorders scientists. More extensive practice of implementation science will improve uptake of evidence-based practice in the clinical community.

  17. Historical short stories as nature of science instruction in secondary science classrooms: Science teachers' implementation and students' reactions

    Science.gov (United States)

    Reid-Smith, Jennifer Ann

    This study explores the use of historical short stories as nature of science (NOS) instruction in thirteen secondary science classes. The stories focus on the development of science ideas and include statements and questions to draw students' and teachers' attention to key NOS ideas and misconceptions. This study used mixed methods to examine how teachers implement the stories, factors influencing teachers' implementation, the impact on students' NOS understanding, students' interest in the stories and factors correlated with their interest. Teachers' implementation decisions were influenced by their NOS understanding, curricula, time constraints, perceptions of student ability and resistance, and student goals. Teachers implementing stories at a high-level of effectiveness were more likely to make instructional decisions to mitigate constraints from the school environment and students. High-level implementers frequently referred to their learning goals for students as a rationale for implementing the stories even when facing constraints. Teachers implementing at a low-level of effectiveness were more likely to express that constraints inhibited effective implementation. Teachers at all levels of implementation expressed concern regarding the length of the stories and time required to fully implement the stories. Additionally, teachers at all levels of implementation expressed a desire for additional resources regarding effective story implementation and reading strategies. Evidence exists that the stories can be used to improve students' NOS understanding. However, under what conditions the stories are effective is still unclear. Students reported finding the stories more interesting than textbook readings and many students enjoyed learning about scientists and the development of science idea. Students' interest in the stories is correlated with their attitudes towards reading, views of effective science learning, attributions of academic success, and interest in

  18. Nursing implementation science: how evidence-based nursing requires evidence-based implementation.

    NARCIS (Netherlands)

    Achterberg, T. van; Schoonhoven, L.; Grol, R.P.T.M.

    2008-01-01

    PURPOSE: Evidence is not always used in practice, and many examples of problematic implementation of research into practice exist. The aim of this paper is to provide an introduction and overview of current developments in implementation science and to apply these to nursing. METHODS: We discuss a

  19. Operationalizing Social Work Science through Research-Practice Partnerships: Lessons from Implementation Science

    Science.gov (United States)

    Palinkas, Lawrence A.; He, Amy S.; Choy-Brown, Mimi; Hertel, Amy Locklear

    2017-01-01

    Recent efforts to identify and promote a distinct science for the discipline of social work have led to an ongoing debate regarding the nature and function of such a science. Central to this debate is a lack of consensus as to how to operationalize a social work science. Drawing from the field of implementation science and its application in…

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

    Science.gov (United States)

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

    2018-04-01

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

  1. Operational research as implementation science: definitions, challenges and research priorities.

    Science.gov (United States)

    Monks, Thomas

    2016-06-06

    Operational research (OR) is the discipline of using models, either quantitative or qualitative, to aid decision-making in complex implementation problems. The methods of OR have been used in healthcare since the 1950s in diverse areas such as emergency medicine and the interface between acute and community care; hospital performance; scheduling and management of patient home visits; scheduling of patient appointments; and many other complex implementation problems of an operational or logistical nature. To date, there has been limited debate about the role that operational research should take within implementation science. I detail three such roles for OR all grounded in upfront system thinking: structuring implementation problems, prospective evaluation of improvement interventions, and strategic reconfiguration. Case studies from mental health, emergency medicine, and stroke care are used to illustrate each role. I then describe the challenges for applied OR within implementation science at the organisational, interventional, and disciplinary levels. Two key challenges include the difficulty faced in achieving a position of mutual understanding between implementation scientists and research users and a stark lack of evaluation of OR interventions. To address these challenges, I propose a research agenda to evaluate applied OR through the lens of implementation science, the liberation of OR from the specialist research and consultancy environment, and co-design of models with service users. Operational research is a mature discipline that has developed a significant volume of methodology to improve health services. OR offers implementation scientists the opportunity to do more upfront system thinking before committing resources or taking risks. OR has three roles within implementation science: structuring an implementation problem, prospective evaluation of implementation problems, and a tool for strategic reconfiguration of health services. Challenges facing OR

  2. Uncovering Portuguese teachers’ difficulties in implementing sciences curriculum

    Directory of Open Access Journals (Sweden)

    Clara Vasconcelos

    2015-12-01

    Full Text Available Many countries recognize the positive and effective results of improving science education through the introduction of reforms in the sciences curriculum. However, some important issues are generally neglected like, for example, the involvement of the teachers in the reform process. Taking the sciences curriculum reform under analysis and benefitting from 10 years of teachers’ experiences in teaching sciences based on this curriculum, 19 semi-structure interviews were applied so as to identify the major difficulties felt by science teachers when implementing the Portuguese sciences curriculum in the third cycle of middle school (pupils’ age range of 12–15. Some of the difficulties depicted by the data analysis include: length of the curriculum, lack of time, unsuitable laboratory facilities, insufficient means and materials for experimental work, pupils’ indiscipline and little interest in learning sciences. Although less frequently mentioned, the lack of professional development was also referred to as a constraint that seems to play an essential role in this process. Some recommendations for improving the success of sciences curriculum reforms’ implementation are given: defining and conceptualizing curricular policies by relating the reality of both the schools and the science classrooms; reorganizing and restructuring pre-service teachers’ courses; organizing professional development courses for in-service teachers.

  3. factors affecting implementation of practical activities in science

    African Journals Online (AJOL)

    Temechegn

    science education in some selected secondary and preparatory schools of Afar Region. ... Focusing on the Science and Technology Education is becoming common ... of their study while grade 11 is the stage at which students implement their ...

  4. Journal of Astrophysics and Astronomy | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    2016-01-27

    Jan 27, 2016 ... Astronomical Observatory & Theoretical Astrophysics Center, Juliane Maries Vej 30, 2100 Copenhagen ɸ, Denmark; The Royal Swedish Academy of Sciences, Stockholm Observatory, SE-13336 Saltsjöbaden, Sweden; Dept. of Physics and Astronomy, Michigan State University, East Lansing, MI 48824, ...

  5. Investigating Teachers' Beliefs in the Implementation of Science Inquiry and Science Fair in Three Boston High Schools

    Science.gov (United States)

    De Barros Miller, Anne Marie

    In previous decades, inquiry has been the focus of science education reform in the United States. This study sought to investigate how teachers' beliefs affect their implementation of inquiry science and science fair. It was hypothesized that science teachers' beliefs about inquiry science and science fair are predictive of their implementation of such strategies. A case study approach and semi-structured interviews were employed to collect the data, and an original thematic approach was created to analyze the data. Findings seem to suggest that science teachers who embrace science inquiry and science fair believe these practices enhance students' performance, facilitate their learning experience, and allow them to take ownership of their learning. However, results also suggest that teachers who do not fully embrace inquiry science as a central teaching strategy tend to believe that it is not aligned with standardized tests and requires higher cognitive skills from students. Overall, the study seems to indicate that when inquiry is presented as a prescribed teaching approach, this elicits strong negative feelings/attitudes amongst science teachers, leading them not only to resist inquiry as a teaching tool, but also dissuading them from participating in science fair. Additionally, the findings suggest that such feelings among teachers could place the school at risk of not implementing inquiry science and science fair. In conclusion, the study reveals that science inquiry and science fair should not be prescribed to teachers as a top-down, mandatory approach for teaching science. In addition, the findings suggest that adequate teacher training in content knowledge and pedagogy in science inquiry and science fair should be encouraged, as this could help build a culture of science inquiry and implementation amongst teachers. This should go hand-in-hand with offering mentoring to science teachers new to inquiry and science fair for 2-5 years.

  6. Harnessing Implementation Science to Increase the Impact of Health Equity Research.

    Science.gov (United States)

    Chinman, Matthew; Woodward, Eva N; Curran, Geoffrey M; Hausmann, Leslie R M

    2017-09-01

    Health disparities are differences in health or health care between groups based on social, economic, and/or environmental disadvantage. Disparity research often follows 3 steps: detecting (phase 1), understanding (phase 2), and reducing (phase 3), disparities. Although disparities have narrowed over time, many remain. We argue that implementation science could enhance disparities research by broadening the scope of phase 2 studies and offering rigorous methods to test disparity-reducing implementation strategies in phase 3 studies. We briefly review the focus of phase 2 and phase 3 disparities research. We then provide a decision tree and case examples to illustrate how implementation science frameworks and research designs could further enhance disparity research. Most health disparities research emphasizes patient and provider factors as predominant mechanisms underlying disparities. Applying implementation science frameworks like the Consolidated Framework for Implementation Research could help disparities research widen its scope in phase 2 studies and, in turn, develop broader disparities-reducing implementation strategies in phase 3 studies. Many phase 3 studies of disparity-reducing implementation strategies are similar to case studies, whose designs are not able to fully test causality. Implementation science research designs offer rigorous methods that could accelerate the pace at which equity is achieved in real-world practice. Disparities can be considered a "special case" of implementation challenges-when evidence-based clinical interventions are delivered to, and received by, vulnerable populations at lower rates. Bringing together health disparities research and implementation science could advance equity more than either could achieve on their own.

  7. Building capacity in implementation science research training at the University of Nairobi.

    Science.gov (United States)

    Osanjo, George O; Oyugi, Julius O; Kibwage, Isaac O; Mwanda, Walter O; Ngugi, Elizabeth N; Otieno, Fredrick C; Ndege, Wycliffe; Child, Mara; Farquhar, Carey; Penner, Jeremy; Talib, Zohray; Kiarie, James N

    2016-03-08

    Health care systems in sub-Saharan Africa, and globally, grapple with the problem of closing the gap between evidence-based health interventions and actual practice in health service settings. It is essential for health care systems, especially in low-resource settings, to increase capacity to implement evidence-based practices, by training professionals in implementation science. With support from the Medical Education Partnership Initiative, the University of Nairobi has developed a training program to build local capacity for implementation science. This paper describes how the University of Nairobi leveraged resources from the Medical Education Partnership to develop an institutional program that provides training and mentoring in implementation science, builds relationships between researchers and implementers, and identifies local research priorities for implementation science. The curriculum content includes core material in implementation science theory, methods, and experiences. The program adopts a team mentoring and supervision approach, in which fellows are matched with mentors at the University of Nairobi and partnering institutions: University of Washington, Seattle, and University of Maryland, Baltimore. A survey of program participants showed a high degree satisfaction with most aspects of the program, including the content, duration, and attachment sites. A key strength of the fellowship program is the partnership approach, which leverages innovative use of information technology to offer diverse perspectives, and a team model for mentorship and supervision. As health care systems and training institutions seek new approaches to increase capacity in implementation science, the University of Nairobi Implementation Science Fellowship program can be a model for health educators and administrators who wish to develop their program and curricula.

  8. Resonance – Journal of Science Education | Indian Academy of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 2; Issue 7. Silica from Ash - A Valuable Product from Waste Material. Davinder Mittal. General ... Author Affiliations. Davinder Mittal1. Chemical Technology Dept. Sont Longowal Institute of Engg. & Tech. Longowal 148 106, Distt.Sangrur, Punjab, India ...

  9. A multi-disciplinary approach to implementation science: the NIH-PEPFAR PMTCT implementation science alliance.

    Science.gov (United States)

    Sturke, Rachel; Harmston, Christine; Simonds, R J; Mofenson, Lynne M; Siberry, George K; Watts, D Heather; McIntyre, James; Anand, Nalini; Guay, Laura; Castor, Delivette; Brouwers, Pim; Nagel, Joan D

    2014-11-01

    In resource-limited countries, interventions to prevent mother-to-child HIV transmission (PMTCT) have not yet realized their full potential health impact, illustrating the common gap between the scientific proof of an intervention's efficacy and effectiveness and its successful implementation at scale into routine health services. For PMTCT, this gap results, in part, from inadequate adaptation of PMTCT interventions to the realities of the implementation environment, including client and health care worker behaviors and preferences, health care policies and systems, and infrastructure and resource constraints. Elimination of mother-to-child HIV transmission can only be achieved through understanding of key implementation barriers and successful adaptation of scientifically proven interventions to the local environment. Central to such efforts is implementation science (IS), which aims to investigate and address major bottlenecks that impede effective implementation and to test new approaches to identifying, understanding, and overcoming barriers to the adoption, adaptation, integration, scale-up, and sustainability of evidence-based interventions. Advancing IS will require deliberate and strategic efforts to facilitate collaboration, communication, and relationship-building among researchers, implementers, and policy-makers. To speed the translation of effective PMTCT interventions into practice and advance IS more broadly, the US National Institutes of Health, in collaboration with the President's Emergency Plan for AIDS Relief launched the National Institutes of Health/President's Emergency Plan for AIDS Relief PMTCT IS Alliance, comprised of IS researchers, PMTCT program implementers, and policy-makers as an innovative platform for interaction and coordination.

  10. An Official American Thoracic Society Research Statement: Implementation Science in Pulmonary, Critical Care, and Sleep Medicine.

    Science.gov (United States)

    Weiss, Curtis H; Krishnan, Jerry A; Au, David H; Bender, Bruce G; Carson, Shannon S; Cattamanchi, Adithya; Cloutier, Michelle M; Cooke, Colin R; Erickson, Karen; George, Maureen; Gerald, Joe K; Gerald, Lynn B; Goss, Christopher H; Gould, Michael K; Hyzy, Robert; Kahn, Jeremy M; Mittman, Brian S; Mosesón, Erika M; Mularski, Richard A; Parthasarathy, Sairam; Patel, Sanjay R; Rand, Cynthia S; Redeker, Nancy S; Reiss, Theodore F; Riekert, Kristin A; Rubenfeld, Gordon D; Tate, Judith A; Wilson, Kevin C; Thomson, Carey C

    2016-10-15

    Many advances in health care fail to reach patients. Implementation science is the study of novel approaches to mitigate this evidence-to-practice gap. The American Thoracic Society (ATS) created a multidisciplinary ad hoc committee to develop a research statement on implementation science in pulmonary, critical care, and sleep medicine. The committee used an iterative consensus process to define implementation science and review the use of conceptual frameworks to guide implementation science for the pulmonary, critical care, and sleep community and to explore how professional medical societies such as the ATS can promote implementation science. The committee defined implementation science as the study of the mechanisms by which effective health care interventions are either adopted or not adopted in clinical and community settings. The committee also distinguished implementation science from the act of implementation. Ideally, implementation science should include early and continuous stakeholder involvement and the use of conceptual frameworks (i.e., models to systematize the conduct of studies and standardize the communication of findings). Multiple conceptual frameworks are available, and we suggest the selection of one or more frameworks on the basis of the specific research question and setting. Professional medical societies such as the ATS can have an important role in promoting implementation science. Recommendations for professional societies to consider include: unifying implementation science activities through a single organizational structure, linking front-line clinicians with implementation scientists, seeking collaborations to prioritize and conduct implementation science studies, supporting implementation science projects through funding opportunities, working with research funding bodies to set the research agenda in the field, collaborating with external bodies responsible for health care delivery, disseminating results of implementation

  11. Changing Epistemological Beliefs with Nature of Science Implementations

    Science.gov (United States)

    Johnson, Keith; Willoughby, Shannon

    2018-01-01

    This article discusses our investigation regarding nature of science (NOS) implementations and epistemological beliefs within an undergraduate introductory astronomy course. The five year study consists of two years of baseline data in which no explicit use of NOS material was implemented, then three years of subsequent data in which specific NOS…

  12. The Ohio Partnership for the Far East Region Science Teachers

    Science.gov (United States)

    Beiersdorfer, Raymond; Sturrus, W. Gregg

    2008-03-01

    The Ohio Partnership for Far East Region Science Teachers (OPFERST) is a three-year project funded by Federal Math Science Partnership Funds through a grant to the Ohio Dept. of Education. OPFERST is a partnership (opferst.ysu.edu) of Youngstown State University science and education faculty, trained facilitators and the county and city science consultants. Every (47) school district in the region signed on and during the first year 32 districts participated. During the first two years, 198 teachers representing Ashtabula, Columbiana, Mahoning and Trumbull Counties, as well as Warren City and Youngstown City schools have participated. The vision of OPFERST is to improve the teaching and learning of the Ohio Science Academic Content Standards. Project goals are: 1) Increase science content knowledge of teachers; 2) Implement effective instructional practices; 3) Improve students performance in science; and 4) Develop professional learning communities which will lead to programmatic changes within districts. Goals one through three are met by modeling inquiry-based methods for teaching science content standards. Goal four is met by ongoing meetings through-out the school year, classroom visits by YSU faculty and fieldtrips to the YSU Campus by classes led by OPFERST teachers. Evaluation of OPFERST includes demographic and classroom practice data, pre- and post-tests of participants, journals, homework and the administration of evaluation instruments with some OPFERST participants' students.

  13. Framework for Leading Next Generation Science Standards Implementation

    Science.gov (United States)

    Stiles, Katherine; Mundry, Susan; DiRanna, Kathy

    2017-01-01

    In response to the need to develop leaders to guide the implementation of the Next Generation Science Standards (NGSS), the Carnegie Corporation of New York provided funding to WestEd to develop a framework that defines the leadership knowledge and actions needed to effectively implement the NGSS. The development of the framework entailed…

  14. Implementation Science: Why It Matters for the Future of Social Work

    Science.gov (United States)

    Cabassa, Leopoldo J.

    2016-01-01

    Bridging the gap between research and practice is a critical frontier for the future of social work. Integrating implementation science into social work can advance our profession's effort to bring research and practice closer together. Implementation science examines the factors, processes, and strategies that influence the uptake, use, and…

  15. Hiding in plain sight: communication theory in implementation science.

    Science.gov (United States)

    Manojlovich, Milisa; Squires, Janet E; Davies, Barbara; Graham, Ian D

    2015-04-23

    Poor communication among healthcare professionals is a pressing problem, contributing to widespread barriers to patient safety. The word "communication" means to share or make common. In the literature, two communication paradigms dominate: (1) communication as a transactional process responsible for information exchange, and (2) communication as a transformational process responsible for causing change. Implementation science has focused on information exchange attributes while largely ignoring transformational attributes of communication. In this paper, we debate the merits of encompassing both paradigms. We conducted a two-staged literature review searching for the concept of communication in implementation science to understand how communication is conceptualized. Twenty-seven theories, models, or frameworks were identified; only Rogers' Diffusion of Innovations theory provides a definition of communication and includes both communication paradigms. Most models (notable exceptions include Diffusion of Innovations, The Ottawa Model of Research Use, and Normalization Process Theory) describe communication as a transactional process. But thinking of communication solely as information transfer or exchange misrepresents reality. We recommend that implementation science theories (1) propose and test the concept of shared understanding when describing communication, (2) acknowledge that communication is multi-layered, identify at least a few layers, and posit how identified layers might affect the development of shared understanding, (3) acknowledge that communication occurs in a social context, providing a frame of reference for both individuals and groups, (4) acknowledge the unpredictability of communication (and healthcare processes in general), and (5) engage with and draw on work done by communication theorists. Implementation science literature has conceptualized communication as a transactional process (when communication has been mentioned at all), thereby

  16. Teaching implementation science in a new Master of Science Program in Germany: a survey of stakeholder expectations.

    Science.gov (United States)

    Ullrich, Charlotte; Mahler, Cornelia; Forstner, Johanna; Szecsenyi, Joachim; Wensing, Michel

    2017-04-27

    Implementation science in healthcare is an evolving discipline in German-speaking countries. In 2015, the Medical Faculty of the University of Heidelberg, Germany, implemented a two-year full-time Master of Science program Health Services Research and Implementation Science. The curriculum introduces implementation science in the context of a broader program that also covers health services research, healthcare systems, research methods, and generic academic skills. Our aim was to assess the expectations of different stakeholder groups regarding the master's program. An online survey listing desired competencies of prospective graduates was developed and administered to four groups: national experts in the field (including potential employers of graduates), teaching staff, enrolled students, and prospective students (N = 169). Competencies were extracted from the curriculum's module handbook. A five-point Likert scale was used for the assessment of 42 specific items. Data were analyzed descriptively. A total of 83 people participated in the survey (response rate 49%). The online survey showed a strong agreement across the groups concerning the desired competencies of graduates. About two-thirds of the listed competencies (27 items) were felt to be crucial or very important by 80% or more of participants, with little difference between stakeholder groups. Of the eight items specifically related to implementation in practice, six were in this category. Knowledge of implementation strategies (90% very important), knowledge of barriers and enablers of implementation (89%), and knowledge of evidence-based practice (89%) were the top priorities. The master's program is largely orientated towards the desired competencies of graduates according to students, teaching staff, and national experts.

  17. Science Fiction in Education: Case Studies from Classroom Implementations

    Science.gov (United States)

    Vrasidas, Charalambos; Avraamidou, Lucy; Theodoridou, Katerina; Themistokleous, Sotiris; Panaou, Petros

    2015-01-01

    This manuscript reports on findings from the implementation of the EU project "Science Fiction in Education" (Sci-Fi-Ed). The project provides teachers with tools, training, and guidance that will assist them in enhancing their teaching, making science more attractive to students, connecting it with real-life issues such as the…

  18. Transformative Pulsed Power Science and Technology

    Science.gov (United States)

    2014-12-16

    al. eds. Plasma for Bio - Martin Gundersen 4 Decontamination, Medicine and Food Security, NATO Science for Peace and Security Series A: Chemistry...Pulsed Energy Field Treatments on White Wine Grapes," in Annual Meeting Poster Session, American Society for Enology and Viticulture , Napa...group at U.C. Davis Dept. of Enology and Viticulture . Martin Gundersen 10 Graduated  PhD  Students  2009-­‐2014     Electrical

  19. Analytic innovations for air quality modeling | Science ...

    Science.gov (United States)

    The presentation provides an overview of ongoing research activities at the U.S. EPA, focusing on improving long-term emission projections and the development of decision support systems for coordinated environmental, climate and energy planning. This presentation will be given on October 10th, 2016, at the Johns Hopkins Dept. of Environmental Health and Engineering as part of the Environmental Science and Management Seminar Series.

  20. Directions in implementation research methods for behavioral and social science.

    Science.gov (United States)

    Irwin, Molly; Supplee, Lauren H

    2012-10-01

    There is a growing interest, by researchers, policymakers, and practitioners, in evidence-based policy and practice. As a result, more dollars are being invested in program evaluation in order to establish "what works," and in some cases, funding is specifically tied to those programs found to be effective. However, reproducing positive effects found in research requires more than simply adopting an evidence-based program. Implementation research can provide guidance on which components of an intervention matter most for program impacts and how implementation components can best be implemented. However, while the body of rigorous research on effective practices continues to grow, research on implementation lags behind. To address these issues, the Administration for Children and Families and federal partners convened a roundtable meeting entitled, Improving Implementation Research Methods for Behavioral and Social Science, in the fall of 2010. This special section of the Journal of Behavioral Health Services & Research includes papers from the roundtable and highlights the role implementation science can play in shedding light on the difficult task of taking evidence-based practices to scale.

  1. Implementation science: a reappraisal of our journal mission and scope

    NARCIS (Netherlands)

    Foy, R.; Sales, A.; Wensing, M.J.; Aarons, G.A.; Flottorp, S.; Kent, B.; Michie, S.; O'Connor, D.; Rogers, A.; Sevdalis, N.; Straus, S.; Wilson, P.

    2015-01-01

    The implementation of research findings into healthcare practice has become increasingly recognised as a major priority for researchers, service providers, research funders and policymakers over the past decade. Nine years after its establishment, Implementation Science, an international online open

  2. Implementing Curriculum-Embedded Formative Assessment in Primary School Science Classrooms

    Science.gov (United States)

    Hondrich, Annika Lena; Hertel, Silke; Adl-Amini, Katja; Klieme, Eckhard

    2016-01-01

    The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers' implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between…

  3. Experiencing the Implementation of New Inquiry Science Curricula

    Science.gov (United States)

    Ower, Peter S.

    Using a phenomenological methodology, a cohort of four experienced science teachers was interviewed about their experience transitioning from traditional, teacher and fact-centered science curricula to inquiry-based curricula. Each teacher participated in two interviews that focused on their teaching backgrounds, their experience teaching the prior traditional curriculum, and their experience teaching the new inquiry-based curriculum. The findings are presented as a narrative of each teachers' experience with the new curriculum implementation. Analyzing the data revealed four key themes. 1) The teachers felt trapped by the old curriculum as it did not align with their positive views of teaching science through inquiry. 2) The teachers found a way to fit their beliefs and values into the old and new curriculum. This required changes to the curriculum. 3) The teachers attempted to make the science curriculum as meaningful as possible for their students. 4) The teachers experienced a balancing act between their beliefs and values and the various aspects of the curriculum. The revealed essence of the curriculum transition is one of freedom and reconciliation of their beliefs. The teachers experienced the implementation of the new curriculum as a way to ensure their values and beliefs of science education were embedded therein. They treated the new curriculum as a malleable structure to impart their grander ideas of science education (e.g. providing important skills for future careers, creating a sense of wonder, future problem solving) to the students. Their changes were aligned with the philosophy of the curriculum kits they were implementing. Thus, the fidelity of the curriculum's philosophy was not at risk even though the curriculum kits were not taught as written. This study showed that phenomenological methods are able to reveal the relationship between a teacher's prior experiences, values and beliefs and their current instructional philosophy in science

  4. Interoperability at ESA Heliophysics Science Archives: IVOA, HAPI and other implementations

    Science.gov (United States)

    Martinez-Garcia, B.; Cook, J. P.; Perez, H.; Fernandez, M.; De Teodoro, P.; Osuna, P.; Arnaud, M.; Arviset, C.

    2017-12-01

    The data of ESA heliophysics science missions are preserved at the ESAC Science Data Centre (ESDC). The ESDC aims for the long term preservation of those data, which includes missions such as Ulysses, Soho, Proba-2, Cluster, Double Star, and in the future, Solar Orbiter. Scientists have access to these data through web services, command line and graphical user interfaces for each of the corresponding science mission archives. The International Virtual Observatory Alliance (IVOA) provides technical standards that allow interoperability among different systems that implement them. By adopting some IVOA standards, the ESA heliophysics archives are able to share their data with those tools and services that are VO-compatible. Implementation of those standards can be found in the existing archives: Ulysses Final Archive (UFA) and Soho Science Archive (SSA). They already make use of VOTable format definition and Simple Application Messaging Protocol (SAMP). For re-engineered or new archives, the implementation of services through Table Access Protocol (TAP) or Universal Worker Service (UWS) will leverage this interoperability. This will be the case for the Proba-2 Science Archive (P2SA) and the Solar Orbiter Archive (SOAR). We present here which IVOA standards were already used by the ESA Heliophysics archives in the past and the work on-going.

  5. How Elementary Teachers' Beliefs About the Nature of Science Mediate Implementing Prescribed Science Curricula in Their Classrooms

    Science.gov (United States)

    Giglio, Kathleen Rose Fitzgerald

    This is an in depth study of two elementary school teachers, who are generalists because they teach multiple subjects to their classes, in addition to science, respectively in grade 3 and grade 6. The teachers taught and their students learned using a contemporary understanding of the nature of science (NOS), which they learned by actually doing science investigations, rather than being explicitly told about NOS (contrary to what some scholars claim). Neither teacher completed any formal/informal science training/experiences, especially connected to the construct NOS. Even though the teachers did not explicitly reference NOS in the classroom, their teaching about NOS was made possible through their implementation of the FOSS ( Full Option Science System) curriculum. Although their students enthusiastically demonstrated competence in both science process and content, as prescribed by the FOSS curriculum, the teachers' felt undermined by the state mandated assessments and the inclusion of student performance as a criterion for the state teacher evaluation system. This research was designed to answer the following questions: (1) What are elementary teachers' conceptions about NOS? (2) How are the teachers' NOS views manifested in their implementation of the FOSS program and their choices of instructional methods/materials? (3) What factors may have enhanced or hindered how the teachers sustained their NOS conceptions as they implemented the FOSS program? To explicate the relationship between teachers' views of NOS and the extent to which constructivist practices were employed in their science instruction, a multiple research methodology using grounded theory as the foundation and employing both quantitative and qualitative measures, was needed. Sources of quantitative data were written survey results using the Student Understanding of Science and Scientific Inquiry Questionnaire (SUSSI; Liang et al., 2008) Likert scale responses and constructed responses. Face

  6. Improving Science Attitude and Creative Thinking through Science Education Project: A Design, Implementation and Assessment

    Science.gov (United States)

    Sener, Nilay; Türk, Cumhur; Tas, Erol

    2015-01-01

    The purpose of this study is to examine the effects of a science education project implemented in different learning environments on secondary school students' creative thinking skills and their attitudes to science lesson. Within this scope, a total of 50 students who participated in the nature education project in Samsun City in 2014 make up the…

  7. Changing epistemological beliefs with nature of science implementations

    Science.gov (United States)

    Johnson, Keith; Willoughby, Shannon

    2018-06-01

    This article discusses our investigation regarding nature of science (NOS) implementations and epistemological beliefs within an undergraduate introductory astronomy course. The five year study consists of two years of baseline data in which no explicit use of NOS material was implemented, then three years of subsequent data in which specific NOS material was integrated into the classroom. Our original study covered two years of baseline data and one year of treatment data. Two additional years of treatment course data have revealed intriguing new insights into our students' epistemic belief structure. To monitor the evolution of belief structures across each semester we used student pre-post data on the Epistemological Beliefs About the Physical Sciences (EBAPS) assessment. The collected data were also partitioned and analyzed according to the following variables: college (Letters of Science, Business, Education, etc.), degree (BA or BS), status (freshman, sophomore, etc.), and gender (male or female). We find that the treatment course no longer undergoes significant overall epistemic deterioration after a semester of instruction. We also acquire a more detailed analysis of these findings utilizing the aforementioned variables. Most notably, we see that this intervention had a pronounced positive impact on males and on students within the college of Education, Arts & Architecture, and those with no concentration. Lastly, whether or not students believe their ability to learn science is innate or malleable did not seem to change, remaining a rigid construct with student epistemologies.

  8. Changing epistemological beliefs with nature of science implementations

    Directory of Open Access Journals (Sweden)

    Keith Johnson

    2018-02-01

    Full Text Available This article discusses our investigation regarding nature of science (NOS implementations and epistemological beliefs within an undergraduate introductory astronomy course. The five year study consists of two years of baseline data in which no explicit use of NOS material was implemented, then three years of subsequent data in which specific NOS material was integrated into the classroom. Our original study covered two years of baseline data and one year of treatment data. Two additional years of treatment course data have revealed intriguing new insights into our students’ epistemic belief structure. To monitor the evolution of belief structures across each semester we used student pre-post data on the Epistemological Beliefs About the Physical Sciences (EBAPS assessment. The collected data were also partitioned and analyzed according to the following variables: college (Letters of Science, Business, Education, etc., degree (BA or BS, status (freshman, sophomore, etc., and gender (male or female. We find that the treatment course no longer undergoes significant overall epistemic deterioration after a semester of instruction. We also acquire a more detailed analysis of these findings utilizing the aforementioned variables. Most notably, we see that this intervention had a pronounced positive impact on males and on students within the college of Education, Arts & Architecture, and those with no concentration. Lastly, whether or not students believe their ability to learn science is innate or malleable did not seem to change, remaining a rigid construct with student epistemologies.

  9. 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.

  10. An architecture for implementation of multivariable controllers

    DEFF Research Database (Denmark)

    Niemann, Hans Henrik; Stoustrup, Jakob

    1999-01-01

    Browse > Conferences> American Control Conference, Prev | Back to Results | Next » An architecture for implementation of multivariable controllers 786292 searchabstract Niemann, H. ; Stoustrup, J. ; Dept. of Autom., Tech. Univ., Lyngby This paper appears in: American Control Conference, 1999....... Proceedings of the 1999 Issue Date : 1999 Volume : 6 On page(s): 4029 - 4033 vol.6 Location: San Diego, CA Meeting Date : 02 Jun 1999-04 Jun 1999 Print ISBN: 0-7803-4990-3 References Cited: 7 INSPEC Accession Number: 6403075 Digital Object Identifier : 10.1109/ACC.1999.786292 Date of Current Version : 06...... august 2002 Abstract An architecture for implementation of multivariable controllers is presented in this paper. The architecture is based on the Youla-Jabr-Bongiorno-Kucera parameterization of all stabilizing controllers. By using this architecture for implementation of multivariable controllers...

  11. Instructional Support and Implementation Structure during Elementary Teachers' Science Education Simulation Use

    Science.gov (United States)

    Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.

    2016-01-01

    This investigation sought to identify patterns in elementary science teachers' computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results…

  12. The current state of funded NIH grants in implementation science in genomic medicine: a portfolio analysis.

    Science.gov (United States)

    Roberts, Megan C; Clyne, Mindy; Kennedy, Amy E; Chambers, David A; Khoury, Muin J

    2017-10-26

    PurposeImplementation science offers methods to evaluate the translation of genomic medicine research into practice. The extent to which the National Institutes of Health (NIH) human genomics grant portfolio includes implementation science is unknown. This brief report's objective is to describe recently funded implementation science studies in genomic medicine in the NIH grant portfolio, and identify remaining gaps.MethodsWe identified investigator-initiated NIH research grants on implementation science in genomic medicine (funding initiated 2012-2016). A codebook was adapted from the literature, three authors coded grants, and descriptive statistics were calculated for each code.ResultsForty-two grants fit the inclusion criteria (~1.75% of investigator-initiated genomics grants). The majority of included grants proposed qualitative and/or quantitative methods with cross-sectional study designs, and described clinical settings and primarily white, non-Hispanic study populations. Most grants were in oncology and examined genetic testing for risk assessment. Finally, grants lacked the use of implementation science frameworks, and most examined uptake of genomic medicine and/or assessed patient-centeredness.ConclusionWe identified large gaps in implementation science studies in genomic medicine in the funded NIH portfolio over the past 5 years. To move the genomics field forward, investigator-initiated research grants should employ rigorous implementation science methods within diverse settings and populations.Genetics in Medicine advance online publication, 26 October 2017; doi:10.1038/gim.2017.180.

  13. When complexity science meets implementation science: a theoretical and empirical analysis of systems change.

    Science.gov (United States)

    Braithwaite, Jeffrey; Churruca, Kate; Long, Janet C; Ellis, Louise A; Herkes, Jessica

    2018-04-30

    Implementation science has a core aim - to get evidence into practice. Early in the evidence-based medicine movement, this task was construed in linear terms, wherein the knowledge pipeline moved from evidence created in the laboratory through to clinical trials and, finally, via new tests, drugs, equipment, or procedures, into clinical practice. We now know that this straight-line thinking was naïve at best, and little more than an idealization, with multiple fractures appearing in the pipeline. The knowledge pipeline derives from a mechanistic and linear approach to science, which, while delivering huge advances in medicine over the last two centuries, is limited in its application to complex social systems such as healthcare. Instead, complexity science, a theoretical approach to understanding interconnections among agents and how they give rise to emergent, dynamic, systems-level behaviors, represents an increasingly useful conceptual framework for change. Herein, we discuss what implementation science can learn from complexity science, and tease out some of the properties of healthcare systems that enable or constrain the goals we have for better, more effective, more evidence-based care. Two Australian examples, one largely top-down, predicated on applying new standards across the country, and the other largely bottom-up, adopting medical emergency teams in over 200 hospitals, provide empirical support for a complexity-informed approach to implementation. The key lessons are that change can be stimulated in many ways, but a triggering mechanism is needed, such as legislation or widespread stakeholder agreement; that feedback loops are crucial to continue change momentum; that extended sweeps of time are involved, typically much longer than believed at the outset; and that taking a systems-informed, complexity approach, having regard for existing networks and socio-technical characteristics, is beneficial. Construing healthcare as a complex adaptive system

  14. Implementation science: a reappraisal of our journal mission and scope.

    Science.gov (United States)

    Foy, Robbie; Sales, Anne; Wensing, Michel; Aarons, Gregory A; Flottorp, Signe; Kent, Bridie; Michie, Susan; O'Connor, Denise; Rogers, Anne; Sevdalis, Nick; Straus, Sharon; Wilson, Paul

    2015-04-17

    The implementation of research findings into healthcare practice has become increasingly recognised as a major priority for researchers, service providers, research funders and policymakers over the past decade. Nine years after its establishment, Implementation Science, an international online open access journal, currently publishes over 150 articles each year. This is fewer than 30% of those submitted for publication. The majority of manuscript rejections occur at the point of initial editorial screening, frequently because we judge them to fall outside of journal scope. There are a number of common reasons as to why manuscripts are rejected on grounds of scope. Furthermore, as the field of implementation research has evolved and our journal submissions have risen, we have, out of necessity, had to become more selective in what we publish. We have also expanded our scope, particularly around patient-mediated and population health interventions, and will monitor the impact of such changes. We hope this editorial on our evolving priorities and common reasons for rejection without peer review will help authors to better judge the relevance of their papers to Implementation Science.

  15. The Study of Literacy Reinforcement of Science Teachers in Implementing 2013 Curriculum

    Science.gov (United States)

    Dewi, W. S.; Festiyed, F.; Hamdi, H.; Sari, S. Y.

    2018-04-01

    This research aims to study and collect data comprehensively, new and actual about science literacy to improve the ability of educators in implementing the 2013 Curriculum at Junior High School Padang Pariaman District. The specific benefit of this research is to give description and to know the problem of science literacy problem in interaction among teacher, curriculum, facilities and infrastructure, evaluation, learning technology and students. This study uses explorative in deep study approach, studying and collecting data comprehensively from the interaction of education process components (curriculum, educator, learner, facilities and infrastructure, learning media technology, and evaluation) that influence the science literacy. This research was conducted in the districts of Padang Pariaman consisting of 17 subdistricts and 84 junior high schools managed by the government and private. The sample of this research is science teachers of Padang Pariaman District with sampling technique is stratified random sampling. The instrument used in this study is a questionnaire to the respondents. Research questionnaire data are processed by percentage techniques (quantitative). The results of this study explain that the understanding of science teachers in Padang Pariaman District towards the implementation of 2013 Curriculum is still lacking. The science teachers of Padang Pariaman District have not understood the scientific approach and the effectiveness of 2013 Curriculum in shaping the character of the students. To improve the understanding of the implementation of Curriculum 2013, it is necessary to strengthen the literacy toward science teachers at the Junior High School level in Padang Pariaman District.

  16. The implementation of a discovery-oriented science education program in a rural elementary school

    Science.gov (United States)

    Liddell, Martha Sue

    2000-10-01

    This study focused on the implementation of a discovery-oriented science education program at a rural elementary school in Mississippi. The instructional leadership role of the principal was examined in the study through identification and documentation of processes undertaken by the principal to implement a discovery-oriented science education program school. The goal of the study was to develop a suggested approach for implementing a discovery-oriented science education program for principals who wish to become instructional leaders in the area of science education at their schools. Mixed methods were used to collect, analyze, and interpret data. Subjects for the study consisted of teachers, students, and parents. Data were collected through field observation; observations of science education being taught by classroom teachers; examination of the principal's log describing actions taken to implement a discovery-oriented science education program; conducting semi-structured interviews with teachers as the key informants; and examining attitudinal data collected by the Carolina Biological Supply Company for the purpose of measuring attitudes of teachers, students, and parents toward the proposed science education program and the Science and Technology for Children (STC) program piloted at the school. To develop a suggested approach for implementing a discovery-oriented science education program, data collected from field notes, classroom observations, the principal's log of activities, and key informant interviews were analyzed and group into themes pertinent to the study. In addition to descriptive measures, chi-square goodness-of-fit tests were used to determine whether the frequency distribution showed a specific pattern within the attitudinal data collected by the Carolina Biological Supply Company. The pertinent question asked in analyzing data was: Are the differences significant or are they due to chance? An alpha level of .01 was selected to determine

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

    Science.gov (United States)

    Brunsell, Eric Steven

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

  18. A Longitudinal Study of Implementing Reality Pedagogy in an Urban Science Classroom: Effects, Challenges, and Recommendations for Science Teaching and Learning

    Science.gov (United States)

    Borges, Sheila Ivelisse

    Statistics indicate that students who reside in forgotten places do not engage in science-related careers. This is problematic because we are not tapping into diverse talent that could very well make scientific strides and because there is a moral obligation for equity as discussed in Science for all (AAAS, 1989). Research suggests that one of the reasons for this disparity is that students feel alienated from science early on in their K--12 education due to their inability to connect culturally with their teachers (Tobin, 2001). Urban students share an urban culture, a way of knowing and being that is separate from that of the majority of the teacher workforce whom have not experienced the nuances of urban culture. These teachers have challenges when teaching in urban classrooms and have a myriad of difficulties such as classroom management, limited access to experienced science colleagues and limited resources to teach effectively. This leads them to leaving the teaching profession affecting already high teacher attrition rates in urban areas (Ingersol, 2001). In order to address these issues a culturally relevant pedagogy, called reality pedagogy (Emdin, 2011), was implemented in an urban science classroom using a bricolage (Denzin & Lincoln, 2005) of different theories such as social capital (Bourdieu, 1986) and critical race theory (Ladson-Billings & Tate, 1995), along with reality pedagogy to construct a qualitative sociocultural lens. Reality pedagogy has five tools, which are cogenerative dialogues, coteaching, cosmopolitanism, context, and content. In this longitudinal critical ethnography a science teacher in an alternative teaching certification program was supported for two years as she implemented the tools of reality pedagogy with her urban students. Findings revealed that the science teacher enacted four racial microaggressions against her students, which negatively affected the teacher-student relationship and science teaching and learning. As the

  19. Appreciative Inquiry and Implementation Science in Leadership Development.

    Science.gov (United States)

    Bleich, Michael R; Hessler, Christine

    2016-05-01

    Appreciative inquiry was developed to initiate and animate change. As implementation science gains a foothold in practice settings to bridge theory, evidence, and practice, appreciative inquiry takes on new meaning as a leadership intervention and training tool. J Contin Educ Nurs. 2016;47(5):207-209. Copyright 2016, SLACK Incorporated.

  20. Teacher Implementation and the Impact of Game-Based Science Curriculum Materials

    Science.gov (United States)

    Wilson, Christopher D.; Reichsman, Frieda; Mutch-Jones, Karen; Gardner, April; Marchi, Lisa; Kowalski, Susan; Lord, Trudi; Dorsey, Chad

    2018-01-01

    Research-based digital games hold great potential to be effective tools in supporting next-generation science learning. However, as with all instructional materials, teachers significantly influence their implementation and contribute to their effectiveness. To more fully understand the contributions and challenges of teacher implementation of digital games, we studied the replacement of existing high school biology genetics lessons over a 3- to 6-week period with Geniverse, an immersive, game-like learning environment designed to be used in classrooms. The Geniverse materials infuse virtual experimentation in genetics with a narrative of a quest to heal a genetic disease; incorporate the topics of meiosis and protein synthesis with inheritance; and include the science practices of explanation and argumentation. The research design involved a quasi-experiment with 48 high school teachers and about 2000 students, student science content knowledge and argumentation outcome measures, and analysis using hierarchical linear modeling. Results indicate that when Geniverse was implemented as the designers intended, student learning of genetics content was significantly greater than in the comparison, business-as-usual group. However, a wide range of levels of Geniverse implementation resulted in no significant difference between the groups as a whole. Students' abilities to engage in scientific explanation and argumentation were greater in the Geniverse group, but these differences were not statistically significant. Observation, survey, and interview data indicate a range of barriers to implementation and teacher instructional decisions that may have influenced student outcomes. Implications for the role of the teacher in the implementation of game-based instructional materials are discussed.

  1. Criteria for selecting implementation science theories and frameworks: results from an international survey

    Directory of Open Access Journals (Sweden)

    Sarah A. Birken

    2017-10-01

    Full Text Available Abstract Background Theories provide a synthesizing architecture for implementation science. The underuse, superficial use, and misuse of theories pose a substantial scientific challenge for implementation science and may relate to challenges in selecting from the many theories in the field. Implementation scientists may benefit from guidance for selecting a theory for a specific study or project. Understanding how implementation scientists select theories will help inform efforts to develop such guidance. Our objective was to identify which theories implementation scientists use, how they use theories, and the criteria used to select theories. Methods We identified initial lists of uses and criteria for selecting implementation theories based on seminal articles and an iterative consensus process. We incorporated these lists into a self-administered survey for completion by self-identified implementation scientists. We recruited potential respondents at the 8th Annual Conference on the Science of Dissemination and Implementation in Health and via several international email lists. We used frequencies and percentages to report results. Results Two hundred twenty-three implementation scientists from 12 countries responded to the survey. They reported using more than 100 different theories spanning several disciplines. Respondents reported using theories primarily to identify implementation determinants, inform data collection, enhance conceptual clarity, and guide implementation planning. Of the 19 criteria presented in the survey, the criteria used by the most respondents to select theory included analytic level (58%, logical consistency/plausibility (56%, empirical support (53%, and description of a change process (54%. The criteria used by the fewest respondents included fecundity (10%, uniqueness (12%, and falsifiability (15%. Conclusions Implementation scientists use a large number of criteria to select theories, but there is little

  2. Criteria for selecting implementation science theories and frameworks: results from an international survey.

    Science.gov (United States)

    Birken, Sarah A; Powell, Byron J; Shea, Christopher M; Haines, Emily R; Alexis Kirk, M; Leeman, Jennifer; Rohweder, Catherine; Damschroder, Laura; Presseau, Justin

    2017-10-30

    Theories provide a synthesizing architecture for implementation science. The underuse, superficial use, and misuse of theories pose a substantial scientific challenge for implementation science and may relate to challenges in selecting from the many theories in the field. Implementation scientists may benefit from guidance for selecting a theory for a specific study or project. Understanding how implementation scientists select theories will help inform efforts to develop such guidance. Our objective was to identify which theories implementation scientists use, how they use theories, and the criteria used to select theories. We identified initial lists of uses and criteria for selecting implementation theories based on seminal articles and an iterative consensus process. We incorporated these lists into a self-administered survey for completion by self-identified implementation scientists. We recruited potential respondents at the 8th Annual Conference on the Science of Dissemination and Implementation in Health and via several international email lists. We used frequencies and percentages to report results. Two hundred twenty-three implementation scientists from 12 countries responded to the survey. They reported using more than 100 different theories spanning several disciplines. Respondents reported using theories primarily to identify implementation determinants, inform data collection, enhance conceptual clarity, and guide implementation planning. Of the 19 criteria presented in the survey, the criteria used by the most respondents to select theory included analytic level (58%), logical consistency/plausibility (56%), empirical support (53%), and description of a change process (54%). The criteria used by the fewest respondents included fecundity (10%), uniqueness (12%), and falsifiability (15%). Implementation scientists use a large number of criteria to select theories, but there is little consensus on which are most important. Our results suggest that the

  3. Memoranda about Implementation of the Cancer Guidelines and Accompanying Supplemental Guidance - Science Policy Council Cancer Guidelines Implementation Workgroup Communication I and II

    Science.gov (United States)

    Memoranda from the Chair of EPA's Science Policy Council to the Science Policy Council and the Science Policy Council Steering Committee regarding Implementation of the Cancer Guidelines and Accompanying Supplemental Guidance.

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

    Science.gov (United States)

    Blevins, Kathryn

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

  5. The science of stakeholder engagement in research: classification, implementation, and evaluation.

    Science.gov (United States)

    Goodman, Melody S; Sanders Thompson, Vetta L

    2017-09-01

    In this commentary, we discuss the science of stakeholder engagement in research. We propose a classification system with definitions to determine where projects lie on the stakeholder engagement continuum. We discuss the key elements of implementation and evaluation of stakeholder engagement in research posing key questions to consider when doing this work. We commend and critique the work of Hamilton et al. in their multilevel stakeholder engagement in a VA implementation trial of evidence-based quality improvement in women's health primary care. We also discuss the need for more work in this area to enhance the science of stakeholder engagement in research.

  6. Implementation science approaches for integrating eHealth research into practice and policy.

    Science.gov (United States)

    Glasgow, Russell E; Phillips, Siobhan M; Sanchez, Michael A

    2014-07-01

    To summarize key issues in the eHealth field from an implementation science perspective and to highlight illustrative processes, examples and key directions to help more rapidly integrate research, policy and practice. We present background on implementation science models and emerging principles; discuss implications for eHealth research; provide examples of practical designs, measures and exemplar studies that address key implementation science issues; and make recommendations for ways to more rapidly develop and test eHealth interventions as well as future research, policy and practice. The pace of eHealth research has generally not kept up with technological advances, and many of our designs, methods and funding mechanisms are incapable of providing the types of rapid and relevant information needed. Although there has been substantial eHealth research conducted with positive short-term results, several key implementation and dissemination issues such as representativeness, cost, unintended consequences, impact on health inequities, and sustainability have not been addressed or reported. Examples of studies in several of these areas are summarized to demonstrate this is possible. eHealth research that is intended to translate into policy and practice should be more contextual, report more on setting factors, employ more responsive and pragmatic designs and report results more transparently on issues important to potential adopting patients, clinicians and organizational decision makers. We outline an alternative development and assessment model, summarize implementation science findings that can help focus attention, and call for different types of more rapid and relevant research and funding mechanisms. Published by Elsevier Ireland Ltd.

  7. Evaluation of Alternative Means of Implementing Section 1362 of the National Flood Insurance Act of 1968.

    Science.gov (United States)

    1981-03-01

    Near the Regulated Floodplain. Research paper submitted in partial fulfillment of the requirements for the deuree of Master of Science , Dept. of...discretionary funds, and private corporations and foundations . 17. Soldiers Grove, Wisconsin. The city has begun to acquire its central business...for single-farily homes) * Data on Federal Disaster relief expenditures analyzed for this study ** Estimated average acturial rate of critical

  8. Terrorism drives Bush R&D money to defense and NIH; other science funding flat in Fiscal 2003

    CERN Multimedia

    Dawson, J

    2002-01-01

    The 2003 budget proposal includes nearly 112 billion dollars for science and technology, the highest R&D budget ever proposed. However it is so heavily weighted towards the National Institutes of Health and the Dept. of Defense, that funding of many including physics, is essentially left flat (7 pages).

  9. Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

    Science.gov (United States)

    Rhee, Hyang-yon; Choi, Kyunghee

    2014-05-01

    The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized problem-based learning (PBL) which was performed as an iterative process during two cycles. A total of 23 and 29 prospective teachers in each cycle performed team activities. A PBL-based ST ethics education program for the science classroom setting was effective in enhancing participants' perceptions of ethics and education in ST. These perceptions motivated prospective science teachers to develop and implement ST ethics education in their future classrooms. The change in the prospective teachers' perceptions of ethical issues and the need for ethics education was greater when the topic was controversial.

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

    Science.gov (United States)

    Höttecke, Dietmar; Silva, Cibelle Celestino

    2011-03-01

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

  11. New Methods of Low-Field MRI for Application to Traumatic Brain Injury

    Science.gov (United States)

    2014-04-01

    at the MGH/A.A. Martinos Center for Biomedical Imaging. Dr. Cara - van is an expert in targeted molecular imaging and his group has labeled the protein...Imaging, Dept. of Radiology, Massachusetts General Hospital, Charlestown, MA, United States, 2Dept. of Electrical Engineering and Computer Science...Radiology, Massachusetts General Hospital, Charlestown, MA, USA 2Dept. of Electrical Engineering and Computer Science, Massachusetts Institute of

  12. Program and Abstracts of the Society for Research on Biological Rhythms (2nd) Held in Jacksonville, Florida on 9-13 May 1990

    Science.gov (United States)

    1991-07-15

    York State Joseph S. Takahashi. Department of Biochemistry , Psychiatric Institute, New York, "Nestle Research Molecular Biology and Cell Biology, and...Foundation, Ontario, Dept. of Psychiatry. Stanford University School of Medicine, Dept. of 15:30-17:30 Room 4 & 5 Clinical Biochemistry , University of...University of Michigan, Dept. of Uniformed Services University of Health Sciences, Kinesiology , Ann Arbor, Mi. ard School of Life and Health Sciences

  13. Evaluation of the implementation of sport science programme in Malaysian secondary schools

    Directory of Open Access Journals (Sweden)

    Wee Eng Hoe

    2016-01-01

    Full Text Available This study evaluated a new sport science curriculum in Malaysian secondary schools. Four implementation dimensions (‘teaching ability’, ‘administration of sport science programme’, ‘teaching duty allocation’ and ‘non-human factors’ were examined. 135 schools and 94 teachers were surveyed. 81% teachers were male and 85% were under 40. About half of the respondents were trained in sport science and had 1-2 years teaching experience. Over 90% of teachers perceived they have knowledge to teach and can manage students. However, 80% felt they need more exposure and training. Male teachers were better than female teachers in managing students and conducting activities/experiments. Experienced teachers were better in conducting activities and experiments. Teachers majoring in sport science were more knowledgeable while PE majors found teaching sport science challenging. Most teachers perceived that teaching facilities, financial allocation and reference resources were inadequate. Majority of the administrators consulted teachers before assigning teaching load but failed to observe teaching. This research provides invaluable feedbacks on the implementation of the programme.

  14. Intentional research design in implementation science: implications for the use of nomothetic and idiographic assessment.

    Science.gov (United States)

    Lyon, Aaron R; Connors, Elizabeth; Jensen-Doss, Amanda; Landes, Sara J; Lewis, Cara C; McLeod, Bryce D; Rutt, Christopher; Stanick, Cameo; Weiner, Bryan J

    2017-09-01

    The advancement of implementation science is dependent on identifying assessment strategies that can address implementation and clinical outcome variables in ways that are valid, relevant to stakeholders, and scalable. This paper presents a measurement agenda for implementation science that integrates the previously disparate assessment traditions of idiographic and nomothetic approaches. Although idiographic and nomothetic approaches are both used in implementation science, a review of the literature on this topic suggests that their selection can be indiscriminate, driven by convenience, and not explicitly tied to research study design. As a result, they are not typically combined deliberately or effectively. Thoughtful integration may simultaneously enhance both the rigor and relevance of assessments across multiple levels within health service systems. Background on nomothetic and idiographic assessment is provided as well as their potential to support research in implementation science. Drawing from an existing framework, seven structures (of various sequencing and weighting options) and five functions (Convergence, Complementarity, Expansion, Development, Sampling) for integrating conceptually distinct research methods are articulated as they apply to the deliberate, design-driven integration of nomothetic and idiographic assessment approaches. Specific examples and practical guidance are provided to inform research consistent with this framework. Selection and integration of idiographic and nomothetic assessments for implementation science research designs can be improved. The current paper argues for the deliberate application of a clear framework to improve the rigor and relevance of contemporary assessment strategies.

  15. Interdisciplinary Priorities for Dissemination, Implementation, and Improvement Science: Frameworks, Mechanics, and Measures.

    Science.gov (United States)

    Brunner, Julian W; Sankaré, Ibrahima C; Kahn, Katherine L

    2015-12-01

    Much of dissemination, implementation, and improvement (DII) science is conducted by social scientists, healthcare practitioners, and biomedical researchers. While each of these groups has its own venues for sharing methods and findings, forums that bring together the diverse DII science workforce provide important opportunities for cross-disciplinary collaboration and learning. In particular, such forums are uniquely positioned to foster the sharing of three important components of research. First: they allow the sharing of conceptual frameworks for DII science that focus on the use and spread of innovations. Second: they provide an opportunity to share strategies for initiating and governing DII research, including approaches for eliciting and incorporating the research priorities of patients, study participants, and healthcare practitioners, and decision-makers. Third: they allow the sharing of outcome measures well-suited to the goals of DII science, thereby helping to validate these outcomes in diverse contexts, improving the comparability of findings across settings, and elevating the study of the implementation process itself. © 2015 Wiley Periodicals, Inc.

  16. How to implement entrepreneurship in Library and Information Science Education

    DEFF Research Database (Denmark)

    Kristiansson, Michael Rene; Jochumsen, Henrik

    2016-01-01

    The present article intends to illustrate how entrepreneurship-centered teaching and learning can be implemented in a LIS-specific context while at the same time thematizing the challenges of implementing entrepreneurship in a general university context. The paper presents a concept of teaching a......, the article presents particular experiences, results and achievements obtained in seminars and course units at the Royal School of Library and Information Science, where the concept was developed....

  17. Impact of Initiatives to Implement Science Inquiry: A Comparative Study of the Turkish, Israeli, Swedish and Czech Science Education Systems

    Science.gov (United States)

    Heinz, Jana; Enghag, Margareta; Stuchlikova, Iva; Cakmakci, Gultekin; Peleg, Ran; Baram-Tsabari, Ayelet

    2017-01-01

    This empirical study investigates factors that influence the implementation of science inquiry in the education systems of Turkey, Israel, Sweden and the Czech Republic. Data was collected by means of recordings of science experts' discussions as part of an EU-funded project called Science-Teacher Education Advanced Methods (2009-2012). Results of…

  18. Health information technology and implementation science: partners in progress in the VHA.

    Science.gov (United States)

    Hynes, Denise M; Whittier, Erika R; Owens, Arika

    2013-03-01

    The Department of Veterans Affairs (VA) Quality Enhancement Research Initiative (QUERI) has demonstrated how implementation science can enhance the quality of health care. During this time an increasing number of implementation research projects have developed or utilized health information technology (HIT) innovations to leverage the VA's electronic health record and information systems. To describe the HIT approaches used and to characterize the facilitators and barriers to progress within implementation research projects in the VA QUERI program. Nine case studies were selected from among 88 projects and represented 8 of 14 HIT categories identified. Each case study included key informants whose roles on the project were principal investigator, implementation science and informatics development. We conducted documentation analysis and semistructured in-person interviews with key informants for each of the 9 case studies. We used qualitative analysis software to identify and thematically code information and interview responses. : Thematic analyses revealed 3 domains or pathways critical to progression through the QUERI steps. These pathways addressed: (1) compliance and collaboration with information technology policies and procedures; (2) operating within organizational policies and building collaborations with end users, clinicians, and administrators; and (3) obtaining and maintaining research resources and approvals. Sustained efforts in HIT innovation and in implementation science in the Veterans Health Administration demonstrates the interdependencies of these initiatives and the critical pathways that can contribute to progress. Other health care quality improvement efforts that rely on HIT can learn from the Veterans Health Administration experience.

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

    Science.gov (United States)

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

    2015-12-01

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

  20. Computing Science and Statistics: Volume 24. Graphics and Visualization

    Science.gov (United States)

    1993-03-20

    Models Mike West Institute of Statistics & Decision Sciences Duke University, Durham NC 27708, USA Abstract density estimation techniques. With an...ratio-of-uniforms halter, D. J., Best, N. G., McNeil, A. method. Statistics and Computing, 1, (in J., Sharples , L. D. and Kirby, A. J. press). (1992b...Dept of Act. Math & Stats Box 13040 SFA Riccarton Edinburgh, Scotland EH 14 4AS Nacognoches, TX 75962 mike @cara.ma.hw.ac.uk Allen McIntosh Michael T

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

    Science.gov (United States)

    Cunningham, Kellie

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

  2. The Value of Fidelity of Implementation Criteria to Evaluate School-Based Science Curriculum Innovations

    Science.gov (United States)

    Lee, Yew-Jin; Chue, Shien

    2013-10-01

    School-based curriculum innovations, including those in science education, are usually not adequately evaluated, if at all. Furthermore, current procedures and instruments for programme evaluations are often unable to support evidence-based decision-making. We suggest that adopting fidelity of implementation (FOI) criteria from healthcare research can both characterize and narrow the separation between programme intent and actual implementation, which is a mandatory stage of evaluation before determining overall programme value. We demonstrate how such a process could be applied by science educators using data from a secondary school in Singapore that had devised a new curriculum to promote interest, investigative processes, and knowledge in science. Results showed that there were ambivalent student responses to this programme, while there were high levels of science process skill instruction and close alignment with the intended lesson design. The implementation of this programme appeared to have a satisfactory overall level of FOI, but we also detected tensions between programme intent and everyday classroom teaching. If we want to advance science education, then our argument is that applying FOI criteria is necessary when evaluating all curricular innovations, not just those that originate from schools.

  3. Harnessing implementation science to improve care quality and patient safety: a systematic review of targeted literature.

    Science.gov (United States)

    Braithwaite, Jeffrey; Marks, Danielle; Taylor, Natalie

    2014-06-01

    Getting greater levels of evidence into practice is a key problem for health systems, compounded by the volume of research produced. Implementation science aims to improve the adoption and spread of research evidence. A linked problem is how to enhance quality of care and patient safety based on evidence when care settings are complex adaptive systems. Our research question was: according to the implementation science literature, which common implementation factors are associated with improving the quality and safety of care for patients? We conducted a targeted search of key journals to examine implementation science in the quality and safety domain applying PRISMA procedures. Fifty-seven out of 466 references retrieved were considered relevant following the application of exclusion criteria. Included articles were subjected to content analysis. Three reviewers extracted and documented key characteristics of the papers. Grounded theory was used to distil key features of the literature to derive emergent success factors. Eight success factors of implementation emerged: preparing for change, capacity for implementation-people, capacity for implementation-setting, types of implementation, resources, leverage, desirable implementation enabling features, and sustainability. Obstacles in implementation are the mirror image of these: for example, when people fail to prepare, have insufficient capacity for implementation or when the setting is resistant to change, then care quality is at risk, and patient safety can be compromised. This review of key studies in the quality and safety literature discusses the current state-of-play of implementation science applied to these domains. © The Author 2014. Published by Oxford University Press in association with the International Society for Quality in Health Care; all rights reserved.

  4. Implementing an online pharmaceutical service using design science research.

    Science.gov (United States)

    Lapão, Luís Velez; da Silva, Miguel Mira; Gregório, João

    2017-03-27

    The rising prevalence of chronic diseases is pressing health systems to introduce reforms. Primary healthcare and multidisciplinary models have been suggested as approaches to deal with this challenge, with new roles for nurses and pharmacists being advocated. More recently, implementing healthcare based on information systems and technologies (e.g. eHealth) has been proposed as a way to improve health services. However, implementing online pharmaceutical services, including their adoption by pharmacists and patients, is still an open research question. In this paper we present ePharmacare, a new online pharmaceutical service implemented using Design Science Research. The Design Science Research Methodology (DSRM) was chosen to implement this online service for chronic diseases management. In the paper, DSRM's different activities are explained, from the definition of the problem to the evaluation of the artifact. During the design and development activities, surveys, observations, focus groups, and eye-tracking glasses were used to validate pharmacists' and patients' requirements. During the demonstration and evaluation activities the new service was used with real-world pharmacists and patients. The results show the contribution of DSRM in the implementation of online services for pharmacies. We found that pharmacists spend only 50% of their time interacting with patients, uncovering a clear opportunity to implement online pharmaceutical care services. On the other hand, patients that regularly visit the same pharmacy recognize the value in patient follow-up demanding to use channels such as the Internet for their pharmacy interactions. Limitations were identified regarding the high workload of pharmacists, but particularly their lack of know-how and experience in dealing with information systems (IST) for the provision of pharmaceutical services. This paper summarizes a research project in which an online pharmaceutical service was proposed, designed, developed

  5. Practices implemented by a Texas charter school system to overcome science teacher shortage

    Science.gov (United States)

    Yasar, Bilgehan M.

    The purpose of this study was to examine practices used by a charter school system to hire and retain science teachers. The research design for this study was a qualitative case study. This single instrumental case study explored the issue within a bounded system. Purposeful sampling strategy was used to identify the participants who were interviewed individually. Findings of the case study supported that using online resources, advertising in the newspaper, attending job fairs, using alternative certification programs, attracting alumni, contacting the college of educations and hiring internationally helped the charter school system with hiring science teachers. Improving teacher salary scale, implementing teacher mentorship programs, reimbursing teachers for certification and master's programs, providing professional development and supporting teachers helped to retain science teachers. Therefore, this study contributes to determining strategies and techniques, selecting methods and programs, training administrators, and monitoring for successful hiring and retaining science teacher implementation.

  6. Pattern analysis of planning and management at the radiographic dept. in hospital

    International Nuclear Information System (INIS)

    Yanagisawa, Makoto; Taniguchi, Gen; Imai, Shoji.

    1980-01-01

    We made 'typical working models' from the survey of 3 hospitals. The models can express staffs' movements that are variable as management types. We adapted these models to some planning types those are made from typical layouts, and evaluated the planning types of the radiographic dept. in hospital. The result of evaluation are as follows. (1) A-1, B-1 type; the contacts between staffs and patients are done well, but that is difficult to keep sterilized materials clean. These types are useful to the specific treatment zones. (2) B-3 type; this planning type is designed for staffs' movements of each room to be independent from other. This aim is well reflected in the result. But we must point out that so to speak assistant staffs', porters' or messengers' works are very hard. (3) C-1, D-1 type; staffs' zone and patients' are clearly separated in these types. So the staffs hardly pass through radiographic rooms to contact with patients. (4) D-2 type; this type, improved from B-1 type, is not seen in hospitals as ever. But this type can adopt almost any management type and be evaluated well in the result. (author)

  7. An Interpolation Procedure to Patch Holes in a Ground and Flight Test Data Base (MARS)

    Science.gov (United States)

    2010-08-01

    FAIRFAX VA 22030 DR N RAO CHAGANTY 1 DEPT OF MATHEMATICS AND STATISTICS OLD DOMINION UNIVERSITY HAMPTON BLVD NORFOLK VA 23529 DR SAID E SAID 1 DEPT OF...DR EDWARD R SCHEINERMAN 1 DEPT OF MATHEMATICS JOHNS HOPKINS UNIVERSITY 104 WHITEHEAD HALL BALTIMORE MD 21218 DR BENJAMIN KADEM 1 DEPT OF MATHEMATICS ... ACTUARIAL SCIENCE UNIVERSITY OF IOWA 241 SCHAEFFER HALL IOWA CITY IA 52242-1409 DR JOHN E BOYER 1 DEPT OF STATISTICS KANSAS STATE UNIVERSITY DICKENS HALL

  8. 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

  9. Implementing Elementary School Next Generation Science Standards

    Science.gov (United States)

    Kennedy, Katheryn B.

    Implementation of the Next Generation Science Standards requires developing elementary teacher content and pedagogical content knowledge of science and engineering concepts. Teacher preparation for this undertaking appears inadequate with little known about how in-service Mid-Atlantic urban elementary science teachers approach this task. The purpose of this basic qualitative interview study was to explore the research questions related to perceived learning needs of 8 elementary science teachers and 5 of their administrators serving as instructional leaders. Strategies needed for professional growth to support learning and barriers that hamper it at both building and district levels were included. These questions were considered through the lens of Schon's reflective learning and Weick's sensemaking theories. Analysis with provisional and open coding strategies identified informal and formal supports and barriers to teachers' learning. Results indicated that informal supports, primarily internet usage, emerged as most valuable to the teachers' learning. Formal structures, including professional learning communities and grade level meetings, arose as both supportive and restrictive at the building and district levels. Existing formal supports emerged as the least useful because of the dominance of other priorities competing for time and resources. Addressing weaknesses within formal supports through more effective planning in professional development can promote positive change. Improvement to professional development approaches using the internet and increased hands on activities can be integrated into formal supports. Explicit attention to these strategies can strengthen teacher effectiveness bringing positive social change.

  10. Abstraction to Implementation: A Two Stage Introduction to Computer Science.

    Science.gov (United States)

    Wolz, Ursula; Conjura, Edward

    A three-semester core curriculum for undergraduate computer science is proposed and described. Both functional and imperative programming styles are taught. The curriculum particularly addresses the problem of effectively presenting both abstraction and implementation. Two courses in the first semester emphasize abstraction. The next courses…

  11. Implementing e-network-supported inquiry learning in science

    DEFF Research Database (Denmark)

    Williams, John; Cowie, Bronwen; Khoo, Elaine

    2013-01-01

    The successful implementation of electronically networked (e-networked) tools to support an inquiry-learning approach in secondary science classrooms is dependent on a range of factors spread between teachers, schools, and students. The teacher must have a clear understanding of the nature......-construct knowledge using a wide range of resources for meaning making and expression of ideas. These outcomes were, however, contingent on the interplay of teacher understanding of the nature of science inquiry and school provision of an effective technological infrastructure and support for flexible curriculum...... of inquiry, the school must provide effective technological infrastructure and sympathetic curriculum parameters, and the students need to be carefully scaffolded to the point of engaging with the inquiry process. Within this study, e-networks supported students to exercise agency, collaborate, and co...

  12. Implementation Science: New Approaches to Integrating Quality and Safety Education for Nurses Competencies in Nursing Education.

    Science.gov (United States)

    Dolansky, Mary A; Schexnayder, Julie; Patrician, Patricia A; Sales, Anne

    Although quality and safety competencies were developed and disseminated nearly a decade ago by the Quality and Safety Education for Nurses (QSEN) project, the uptake in schools of nursing has been slow. The use of implementation science methods may be useful to accelerate quality and safety competency integration in nursing education. The article includes a definition and description of implementation science methods and practical implementation strategies for nurse educators to consider when integrating the QSEN competencies into nursing curriculum.

  13. The science of stakeholder engagement in research: classification, implementation, and evaluation

    OpenAIRE

    Goodman, Melody S.; Sanders Thompson, Vetta L.

    2017-01-01

    In this commentary, we discuss the science of stakeholder engagement in research. We propose a classification system with definitions to determine where projects lie on the stakeholder engagement continuum. We discuss the key elements of implementation and evaluation of stakeholder engagement in research posing key questions to consider when doing this work. We commend and critique the work of Hamilton et al. in their multilevel stakeholder engagement in a VA implementation trial of evidence-...

  14. GLOBAL JOURNAL OF PURE AND APPLIED SCIENCES VOL 15, NO

    African Journals Online (AJOL)

    Ada

    Beer's law was obeyed at 369.8 nm for Ni(II) and 410 nm for Co (II) in the concentration ranges 0.30-2.34 μg mL-1 Ni ... hexahydrate in distilled water in a 250 mL volumetric. 357. L. E. Attah, Dept of Chemical Sciences, ... of pH 9.5 in a 10 mL volumetric flask and 1.5mL of 5 ×. 10-3M KBAT added and made up to the mark ...

  15. Hiding in plain sight: communication theory in implementation science

    OpenAIRE

    Manojlovich, Milisa; Squires, Janet E; Davies, Barbara; Graham, Ian D

    2015-01-01

    Background Poor communication among healthcare professionals is a pressing problem, contributing to widespread barriers to patient safety. The word ?communication? means to share or make common. In the literature, two communication paradigms dominate: (1) communication as a transactional process responsible for information exchange, and (2) communication as a transformational process responsible for causing change. Implementation science has focused on information exchange attributes while la...

  16. Supports and Concerns for Teacher Professional Growth During the Implementation of a Science Curriculum Innovation

    Science.gov (United States)

    Peers, Cheryl (Shelley) E.; Diezmann, Carmel M.; Watters, James J.

    2003-02-01

    Internationally, considerable reform in science education is occurring which promotes constructivist philosophies and advocates constructivist-inspired pedagogical strategies that are new to many teachers. This paper reports on the supporting factors necessary for teacher professional growth and the issues of concern that were evident during one primary teacher''s successful implementation of a unit of work based on a draft of a new state-wide science syllabus which proposes such approaches. One researcher (CEP) provided guidance during the writing and implementation of the unit through professional development workshops complemented by ongoing collegial support. The analysis of the teacher''s practice reveals that professional growth required a willingness of the teacher to engage with change and modify his professional practice. The support factors for teacher growth consisted of an appropriate program of professional development, teacher understanding of the elements of the curriculum innovation, and successful experiences in implementing new approaches. In contrast, the issues of concern were: the adequacy of support for planning including the time required to understand the innovation and make changes to teaching practice; science equipment; teacher knowledge; classroom management strategies; and ways to cope with change. Understanding of these support factors and issues of concern is vital for the successful implementation of science curriculum innovations.

  17. Implementing an Applied Science Program

    Science.gov (United States)

    Rickman, Doug; Presson, Joan

    2007-01-01

    The work implied in the NASA Applied Science Program requires a delicate balancing act for the those doing it. At the implementation level there are multiple tensions intrinsic to the program. For example each application of an existing product to a decision support process requires deep knowledge about the data and deep knowledge about the decision making process. It is highly probable no one person has this range of knowledge. Otherwise the decision making process would already be using the data. Therefore, a team is required. But building a team usually requires time, especially across agencies. Yet the program mandates efforts of relatively short duration. Further, those who know the data are scientists, which makes them essential to the program. But scientists are evaluated on their publication record. Anything which diverts a scientist from the research for his next publication is an anathema to him and potential death to their career. Trying to get another agency to use NASA data does not strike most scientists as material inherently suitable for publication. Also, NASA wishes to rapidly implement often substantial changes to another agency's process. For many reasons, such as budget and program constraints, speed is important. But the owner of a decision making process is tightly constrained, usually by law, regulation, organization and custom. Changes when made are slow, cautious, even hesitant, and always done according a process specific to the situation. To manage this work MSFC must balance these and other tensions. Some things we have relatively little control over, such as budget. These we try to handle by structural techniques. For example by insisting all of our people work on multiple projects simultaneously we inherently have diversification of funding for all of our people. In many cases we explicitly use some elements of tension to be productive. For example the need for the scientists to constantly publish is motivation to keep tasks short and

  18. Literacy Strategies in the Science Classroom The Influence of Teacher Cognitive Resources on Implementation

    Science.gov (United States)

    Mawyer, Kirsten Kamaile Noelani

    Scientific literacy is at the heart of science reform (AAAS, 1989; 1993: NRC, 1996). These initiatives advocate inquiry-based science education reform that promotes scientific literacy as the prerequisite ability to both understand and apply fundamental scientific ideas to real-world problems and issues involving science, technology, society and the environment. It has been argued that literacy, the very ability to read and write, is foundational to western science and is essential for the attainment of scientific literacy and the reform of science education in this country (Norris & Phillips, 2004). With this wave of reform comes the need to study initiatives that seek to support science teachers, as they take on the task of becoming teachers of literacy in the secondary science classroom. This qualitative research examines one such initiative that supports and guides teachers implementing literacy strategies designed to help students develop reading skills that will allow them to read closely, effectively, and with greater comprehension of texts in the context of science. The goal of this study is to gather data as teachers learn about literacy strategies through supports built into curricular materials, professional development, and implementation in the classroom. In particular, this research follows four secondary science teachers implementing literacy strategies as they enact a yearlong earth and environmental science course comprised of two different reform science curricula. The findings of this research suggest teacher's development of teacher cognitive resources bearing on Teaching & Design can be dynamic or static. They also suggest that the development of pedagogical design capacity (PDC) can be either underdeveloped or emergent. This study contributes to current understandings of the participatory relationship between curricular resources and teacher cognitive resources that reflects the design decision of teachers. In particular, it introduces a

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

    Science.gov (United States)

    Hottecke, Dietmar; Silva, Cibelle Celestino

    2011-01-01

    Teaching and learning with history and philosophy of science (HPS) has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning with HPS, the approach still suffers from ineffective implementation in school science teaching. In order…

  20. Using implementation science as the core of the doctor of nursing practice inquiry project.

    Science.gov (United States)

    Riner, Mary E

    2015-01-01

    New knowledge in health care needs to be implemented for continuous practice improvement. Doctor of nursing practice (DNP) programs are designed to increase clinical practice knowledge and leadership skills of graduates. This article describes an implementation science course developed in a DNP program focused on advancing graduates' capacity for health systems leadership. Curriculum and course development are presented, and the course is mapped to depict how the course objectives and assignments were aligned with DNP Essentials. Course modules with rational are described, and examples of how students implemented assignments are provided. The challenges of integrating this course into the life of the school are discussed as well as steps taken to develop faculty for this capstone learning experience. This article describes a model of using implementation science to provide DNP students an experience in designing and managing an evidence-based practice change project. Copyright © 2015 Elsevier Inc. All rights reserved.

  1. Earth Science Futuristic Trends and Implementing Strategies

    Science.gov (United States)

    Habib, Shahid

    2003-01-01

    For the last several years, there is a strong trend among the science community to increase the number of space-based observations to get a much higher temporal and spatial resolution. Such information will eventually be useful in higher resolution models that can provide predictability with higher precision. Such desirability puts a tremendous burden on any single implementing entity in terms of budget, technology readiness and compute power. The health of planet Earth is not governed by a single country, but in reality, is everyone's business living on this planet. Therefore, with this notion, it is becoming an impractical problem by any single organization/country to undertake. So far, each country per their means has proceeded along satisfactorily in implementing or benefiting directly or indirectly from the Earth observation data and scientific products. However, time has come that this is becoming a humongous problem to be undertaken by a single country. Therefore, this paper gives some serious thoughts in what options are there in undertaking this tremendous challenge. The problem is multi-dimensional in terms of budget, technology availability, environmental legislations, public awareness, and communication limitations. Some of these issues are introduced, discussed and possible implementation strategies are provided in this paper to move out of this predicament. A strong emphasis is placed on international cooperation and collaboration to see a collective benefit for this effort.

  2. Instructional support and implementation structure during elementary teachers' science education simulation use

    Science.gov (United States)

    Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.

    2016-07-01

    This investigation sought to identify patterns in elementary science teachers' computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results indicated teachers used a one-to-one student-to-computer ratio most often either during class-wide individual computer use or during a rotating station structure. Worksheets, general support, and peer collaboration were the most common forms of instructional support. The least common instructional support forms included lesson pacing, initial play, and a closure discussion. Students' simulation use was supported in the fewest ways during a rotating station structure. Results suggest that simulation professional development with elementary teachers needs to explicitly focus on implementation structures and instructional support to enhance participants' pedagogical knowledge and improve instructional simulation use. In addition, research is needed to provide theoretical explanations for the observed patterns that should subsequently be addressed in supporting teachers' instructional simulation use during professional development or in teacher preparation programs.

  3. Relationship among science teacher personality characteristics and degree of teacher classroom implementation after in-service workshop

    Science.gov (United States)

    Sechler, Phares Lochiel Coleman

    State departments of public instruction require that teachers periodically update their licenses throughout their teaching careers. Various professional development events such as in-service workshops, university offerings, and special innovative programs provide opportunities for novice and experienced teachers to grow professionally. The "Team Science" workshop was designed from models supported by research that described guidelines for successful workshop strategies. In evaluating the workshop, the question was asked "Why did not all teachers implement the ideas from the workshop in their science classrooms?" This study investigates the possible relationship between teacher personality characteristics and implementation of technology innovations. Team Science was an extensive workshop program planned to develop science teachers' expertise in using computer and video technology to teach in physical science, chemistry, and physics classrooms in rural school in North Carolina. Upon evaluating the four-year effort, it was found that the 23 participants implemented the technological strategies at various levels. At the higher end of the range of technology use, some teachers exhibited complete integration of the computers and interfacing devices into both the laboratory work and the classroom inquiry. At the lower end of the range, some teachers used the technology very little. The resulting question emerged from the data collected: Do specific teacher personality characteristics (independent variables) correlate with the degree of implementation (dependent variable) of the innovative ideas and tools used in the teacher's science classroom after the in-service workshop? To determine if there were any significant personality traits, each teacher was given five personality tests. The tests were Hunt's Conceptual Development Test, the Paragraph Completion Test; James Rest's Defining Issues Test; Simmons Personal Survey, an emotional tendency test; the Myers-Briggs Type

  4. Advancing implementation science through measure development and evaluation: a study protocol.

    Science.gov (United States)

    Lewis, Cara C; Weiner, Bryan J; Stanick, Cameo; Fischer, Sarah M

    2015-07-22

    Significant gaps related to measurement issues are among the most critical barriers to advancing implementation science. Three issues motivated the study aims: (a) the lack of stakeholder involvement in defining pragmatic measure qualities; (b) the dearth of measures, particularly for implementation outcomes; and (c) unknown psychometric and pragmatic strength of existing measures. Aim 1: Establish a stakeholder-driven operationalization of pragmatic measures and develop reliable, valid rating criteria for assessing the construct. Aim 2: Develop reliable, valid, and pragmatic measures of three critical implementation outcomes, acceptability, appropriateness, and feasibility. Aim 3: Identify Consolidated Framework for Implementation Research and Implementation Outcome Framework-linked measures that demonstrate both psychometric and pragmatic strength. For Aim 1, we will conduct (a) interviews with stakeholder panelists (N = 7) and complete a literature review to populate pragmatic measure construct criteria, (b) Q-sort activities (N = 20) to clarify the internal structure of the definition, (c) Delphi activities (N = 20) to achieve consensus on the dimension priorities, (d) test-retest and inter-rater reliability assessments of the emergent rating system, and (e) known-groups validity testing of the top three prioritized pragmatic criteria. For Aim 2, our systematic development process involves domain delineation, item generation, substantive validity assessment, structural validity assessment, reliability assessment, and predictive validity assessment. We will also assess discriminant validity, known-groups validity, structural invariance, sensitivity to change, and other pragmatic features. For Aim 3, we will refine our established evidence-based assessment (EBA) criteria, extract the relevant data from the literature, rate each measure using the EBA criteria, and summarize the data. The study outputs of each aim are expected to have a positive impact

  5. ESnet4: next generation network strategy, architecture, and implementation for DOE Science

    International Nuclear Information System (INIS)

    Collins, Michael; Burrescia, Joseph; Dart, Eli; Gagliardi, Jim; Guok, Chin; Johnston, William; Metzger, Joe; Oberman, Kevin; O'Connor, Mike

    2006-01-01

    The Department of Energy's (DOE) Office of Science is the largest supporter of basic research in the physical sciences in the US. It directly supports the research of 15,000 PhDs, PostDocs and Graduate Students, and operates major scientific facilities at DOE laboratories that serve the entire US research community: other Federal agencies, universities, and industry, as well as the international research and education (R and E) community. ESnet's mission is to provide the network infrastructure that supports the mission of the Office of Science (SC). ESnet must evolve substantially in order to continue meeting the Office of Science mission needs and this paper discusses the development of ESnet's strategy to meet these requirements through a new network architecture and implementation approach

  6. Design, Implementation and Evaluation of Innovative Science Teaching Strategies for Non-Formal Learning in a Natural History Museum

    Science.gov (United States)

    Çil, Emine; Maccario, Nihal; Yanmaz, Durmus

    2016-01-01

    Background: Museums are useful educational resources in science teaching. Teaching strategies which promote hands-on activities, student-centred learning, and rich social interaction must be designed and implemented throughout the museum visit for effective science learning. Purpose: This study aimed to design and implement innovative teaching…

  7. Implementing the Next Generation Science Standards: Impacts on Geoscience Education

    Science.gov (United States)

    Wysession, M. E.

    2014-12-01

    This is a critical time for the geoscience community. The Next Generation Science Standards (NGSS) have been released and are now being adopted by states (a dozen states and Washington, DC, at the time of writing this), with dramatic implications for national K-12 science education. Curriculum developers and textbook companies are working hard to construct educational materials that match the new standards, which emphasize a hands-on practice-based approach that focuses on working directly with primary data and other forms of evidence. While the set of 8 science and engineering practices of the NGSS lend themselves well to the observation-oriented approach of much of the geosciences, there is currently not a sufficient number of geoscience educational modules and activities geared toward the K-12 levels, and geoscience research organizations need to be mobilizing their education & outreach programs to meet this need. It is a rare opportunity that will not come again in this generation. There are other significant issues surrounding the implementation of the NGSS. The NGSS involves a year of Earth and space science at the high school level, but there does not exist a sufficient workforce is geoscience teachers to meet this need. The form and content of the geoscience standards are also very different from past standards, moving away from a memorization and categorization approach and toward a complex Earth Systems Science approach. Combined with the shift toward practice-based teaching, this means that significant professional development will therefore be required for the existing K-12 geoscience education workforce. How the NGSS are to be assessed is another significant question, with an NRC report providing some guidance but leaving many questions unanswered. There is also an uneasy relationship between the NGSS and the Common Core of math and English, and the recent push-back against the Common Core in many states may impact the implementation of the NGSS.

  8. The Implementation of the New Lower Secondary Science Curriculum in Three Schools in Rwanda

    Science.gov (United States)

    Nsengimana, Théophile; Ozawa, Hiroaki; Chikamori, Kensuke

    2014-01-01

    In 2006, Rwanda began implementing an Outcomes Based Education (OBE) lower secondary science curriculum that emphasises a student-centred approach. The new curriculum was designed to transform Rwandan society from an agricultural to a knowledge-based economy, with special attention to science and technology education. Up until this point in time…

  9. Next Generation Science Standards: Considerations for Curricula, Assessments, Preparation, and Implementation

    Science.gov (United States)

    Best, Jane; Dunlap, Allison

    2014-01-01

    This policy brief provides an overview of the Next Generation Science Standards (NGSS), discusses policy considerations for adopting or adapting the new standards, and presents examples from states considering or implementing the NGSS. Changing academic standards is a complex process that requires significant investments of time, money, and human…

  10. Science Planning Implementation and Challenges for the ExoMars Trace Gas Orbiter

    Science.gov (United States)

    Ashman, Mike; Cardesin Moinelo, Alejandro; Frew, David; Garcia Beteta, Juan Jose; Geiger, Bernhard; Metcalfe, Leo; Muñoz, Michela; Nespoli, Federico

    2018-05-01

    The ExoMars Science Operations Centre (SOC) is located at ESA's European Space Astronomy Centre (ESAC) in Madrid, Spain and is responsible for coordinating the science planning activities for TGO in order to optimize the scientific return of the mission. The SOC constructs, in accordance with Science Working Team (SWT) science priorities, and in coordination with the PI science teams and ESA's Mission Operations Centre (MOC), a plan of scientific observations and delivers conflict free operational products for uplink and execution on-board. To achieve this, the SOC employs a planning concept based on Long, Medium and Short Term planning cycles. Long Term planning covers mission segments of several months and is conducted many months prior to execution. Its goal is to establish a feasible science observation strategy given the science priorities and the expected mission profile. Medium Term planning covers a 1 month mission segment and is conducted from 3 to 2 months prior to execution whilst Short Term planning covers a 1 week segment and is conducted from 2 weeks to 1 week prior to execution. The goals of Medium and Short Term planning are to operationally instantiate and validate the Long Term plan such that the SOC may deliver to MOC a conflict free spacecraft pointing profile request (a Medium Term planning deliverable), and the final instrument telecommanding products (a Short Term planning deliverable) such that the science plan is achieved and all operational constraints are met. With a 2 hour-400km science orbit, the vast number of solar occultation, nadir measurement, and surface imaging opportunities, combined with additional mission constraints such as the necessary provision of TGO communication slots to support the ExoMars 2020 Rover & Surface Platform mission and NASA surface assets, creates a science planning task of considerable magnitude and complexity. In this paper, we detail how the SOC is developing and implementing the necessary planning

  11. A practical implementation science heuristic for organizational readiness: R = MC2

    Science.gov (United States)

    Cook, Brittany S.; Lamont, Andrea; Wandersman, Abraham; Castellow, Jennifer; Katz, Jason; Beidas, Rinad S.

    2015-01-01

    There are many challenges when an innovation (i.e., a program, process, or policy that is new to an organization) is actively introduced into an organization. One critical component for successful implementation is the organization’s readiness for the innovation. In this article, we propose a practical implementation science heuristic, abbreviated as R= MC2. We propose that organizational readiness involves: 1) the motivation to implement an innovation, 2) the general capacities of an organization, and 3) the innovation-specific capacities needed for a particular innovation. Each of these components can be assessed independently and be used formatively. The heuristic can be used by organizations to assess readiness to implement and by training and technical assistance providers to help build organizational readiness. We present an illustration of the heuristic by showing how behavioral health organizations differ in readiness to implement a peer specialist initiative. Implications for research and practice of organizational readiness are discussed. PMID:26668443

  12. "helix Nebula - the Science Cloud", a European Science Driven Cross-Domain Initiative Implemented in via AN Active Ppp Set-Up

    Science.gov (United States)

    Lengert, W.; Mondon, E.; Bégin, M. E.; Ferrer, M.; Vallois, F.; DelaMar, J.

    2015-12-01

    Helix Nebula, a European science cross-domain initiative building on an active PPP, is aiming to implement the concept of an open science commons[1] while using a cloud hybrid model[2] as the proposed implementation solution. This approach allows leveraging and merging of complementary data intensive Earth Science disciplines (e.g. instrumentation[3] and modeling), without introducing significant changes in the contributors' operational set-up. Considering the seamless integration with life-science (e.g. EMBL), scientific exploitation of meteorological, climate, and Earth Observation data and models open an enormous potential for new big data science. The work of Helix Nebula has shown that is it feasible to interoperate publicly funded infrastructures, such as EGI [5] and GEANT [6], with commercial cloud services. Such hybrid systems are in the interest of the existing users of publicly funded infrastructures and funding agencies because they will provide "freedom and choice" over the type of computing resources to be consumed and the manner in which they can be obtained. But to offer such freedom and choice across a spectrum of suppliers, various issues such as intellectual property, legal responsibility, service quality agreements and related issues need to be addressed. Finding solutions to these issues is one of the goals of the Helix Nebula initiative. [1] http://www.egi.eu/news-and-media/publications/OpenScienceCommons_v3.pdf [2] http://www.helix-nebula.eu/events/towards-the-european-open-science-cloud [3] e.g. https://sentinel.esa.int/web/sentinel/sentinel-data-access [5] http://www.egi.eu/ [6] http://www.geant.net/

  13. Perspective of Lecturers in Implementing PISMP Science Curriculum in Malaysia's IPG

    Science.gov (United States)

    Yahya, Fauziah Hj; Bin Hamdan, Abdul Rahim; Jantan, Hafsah Binti; Saleh, Halimatussadiah Binti

    2015-01-01

    The article aims to identify lecturers' perspectives in implementing PISMP science curriculum in IPG Malaysia based on teaching experience with KIPP model. The respondents consisted of 105 lecturers from 20 IPG Malaysia. The study used a questionnaire consisting of 74 items covering the four dimensions (Context, Input, Process and Product). Data…

  14. ESnet4: next generation network strategy, architecture, and implementation for DOE Science

    Energy Technology Data Exchange (ETDEWEB)

    Collins, Michael; Burrescia, Joseph; Dart, Eli; Gagliardi, Jim; Guok, Chin; Johnston, William; Metzger, Joe; Oberman, Kevin; O' Connor, Mike

    2006-09-15

    The Department of Energy's (DOE) Office of Science is the largest supporter of basic research in the physical sciences in the US. It directly supports the research of 15,000 PhDs, PostDocs and Graduate Students, and operates major scientific facilities at DOE laboratories that serve the entire US research community: other Federal agencies, universities, and industry, as well as the international research and education (R and E) community. ESnet's mission is to provide the network infrastructure that supports the mission of the Office of Science (SC). ESnet must evolve substantially in order to continue meeting the Office of Science mission needs and this paper discusses the development of ESnet's strategy to meet these requirements through a new network architecture and implementation approach.

  15. Evaluating a Professional Development Programme for Implementation of a Multidisciplinary Science Subject

    NARCIS (Netherlands)

    Visser, Talitha Christine; Coenders, Ferdinand G.M.; Terlouw, C.; Pieters, Julius Marie

    2013-01-01

    This study aims to evaluate a professional development programme that prepares and assists teachers with the implementation of a multidisciplinary science module, basing the evaluation on participants’ reactions, the first level of Guskey’s five-level model for evaluation (2002). Positive

  16. The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam

    NARCIS (Netherlands)

    Vu Thu Hang, N.; Meijer, M.R.; Bulte, A.M.W.; Pilot, A.

    2015-01-01

    Social constructivism has been increasingly studied and implemented in science school education. Nevertheless, there is a lack of holistic studies on the implementation of social constructivist approach in primary science education in Confucian heritage culture. This study aims to determine to what

  17. Evaluation of a Teaching Kit for Family and Consumer Science Classrooms: Motivating Students to Use a Food Thermometer with Small Cuts of Meat

    Science.gov (United States)

    Edwards, Zena; Edlefsen, Miriam; Hillers, Virginia; McCurdy, Sandra M.

    2005-01-01

    The U.S. Dept. of Agriculture recommends use of food thermometers to safely cook small cuts of meat, yet most consumers do not use them. Consumers lack knowledge about how and why to use food thermometers with small cuts of meat. Opportunities exist for family and consumer science classes to provide education about thermometers to adolescents, who…

  18. Implementing planetary protection measures on the Mars Science Laboratory.

    Science.gov (United States)

    Benardini, James N; La Duc, Myron T; Beaudet, Robert A; Koukol, Robert

    2014-01-01

    The Mars Science Laboratory (MSL), comprising a cruise stage; an aeroshell; an entry, descent, and landing system; and the radioisotope thermoelectric generator-powered Curiosity rover, made history with its unprecedented sky crane landing on Mars on August 6, 2012. The mission's primary science objective has been to explore the area surrounding Gale Crater and assess its habitability for past life. Because microbial contamination could profoundly impact the integrity of the mission and compliance with international treaty was required, planetary protection measures were implemented on MSL hardware to verify that bioburden levels complied with NASA regulations. By applying the proper antimicrobial countermeasures throughout all phases of assembly, the total bacterial endospore burden of MSL at the time of launch was kept to 2.78×10⁵ spores, well within the required specification of less than 5.0×10⁵ spores. The total spore burden of the exposed surfaces of the landed MSL hardware was 5.64×10⁴, well below the allowed limit of 3.0×10⁵ spores. At the time of launch, the MSL spacecraft was burdened with an average of 22 spores/m², which included both planned landed and planned impacted hardware. Here, we report the results of a campaign to implement and verify planetary protection measures on the MSL flight system.

  19. Teachers' implementation of reform-oriented instructional strategies in science: Lessons from two professional development programs

    Science.gov (United States)

    Cook, Nicole D.

    This dissertation reports findings from two studies that investigated the relationship between professional development and teachers' instructional practices in Science,Technology, Engineering, and Mathematics (STEM). The first program, the Indiana Science Initiative (ISI) focused on K-8 teachers and their use of inquiry-based science instruction in conjunction with curricular modules provided by the ISI program. The second program, Research Goes to School (RGS), focused on high school STEM teachers and their use of problem-based learning (PBL) as they implemented curricular units that they developed themselves at the RGS summer workshop. In-service teachers were recruited from both programs. They were observed teaching their respective curricular materials and interviewed about their experiences in order to investigate the following research questions: 1. How do teachers implement the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? 2. What are the challenges and supports that influence teachers' use of the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? To investigate these questions the fidelity of implementation was it was conceptualized by Century, Rudnick, and Freeman (2010) was used as a theoretical framework. The study of the ISI program was conducted during the program's pilot year (2010-11). Five teachers of grades 3 through 6 were recruited from three different schools. Participants were observed as they taught lessons related to the modules and they were interviewed about their experiences. Based on analysis of the data from the observations, using a modified version of the Science Teacher Inquiry Rubric (STIR) (Bodzin & Beerer, 2003), the participants were found to exhibit partial fidelity of implementation to the model of inquiry-based instruction promoted by the ISI. Based on data from the interviews, the

  20. Increasing ocean sciences in K and 1st grade classrooms through ocean sciences curriculum aligned to A Framework for K-12 Science Education, and implementation support.

    Science.gov (United States)

    Pedemonte, S.; Weiss, E. L.

    2016-02-01

    Ocean and climate sciences are rarely introduced at the early elementary levels. Reasons for this vary, but include little direct attention at the national and state levels; lack of quality instructional materials; and, lack of teacher content knowledge. Recent recommendations by the National Research Council, "revise the Earth and Space sciences core ideas and grade band endpoints to include more attention to the ocean whenever possible" (NRC, 2012, p. 336) adopted in the Next Generation Science Standards (NGSS), may increase the call for ocean and climate sciences to be addressed. In response to these recommendations' and the recognition that an understanding of some of the Disciplinary Core Ideas (DCIs) would be incomplete without an understanding of processes or phenomena unique to the ocean and ocean organisms; the ocean Literacy community have created documents that show the alignment of NGSS with the Ocean Literacy Principles and Fundamental Concepts (Ocean Literacy, 2013) as well as the Ocean Literacy Scope and Sequence for Grades K-12 (Ocean Literacy, 2010), providing a solid argument for how and to what degree ocean sciences should be part of the curriculum. However, the percentage of science education curricula focused on the ocean remains very low. This session will describe a new project, that draws on the expertise of curriculum developers, ocean literacy advocates, and researchers to meet the challenges of aligning ocean sciences curriculum to NGSS, and supporting its implementation. The desired outcomes of the proposed project are to provide a rigorous standards aligned curricula that addresses all of the Life Sciences, and some Earth and Space Sciences and Engineering Design Core Ideas for Grades K and 1; and provides teachers with the support they need to understand the content and begin implementation. The process and lessons learned will be shared.

  1. Classroom Environment in the Implementation of an Innovative Curriculum Project in Science Education.

    Science.gov (United States)

    Suarez, Mercedes; Pias, Rosa; Membiela, Pedro; Dapia, Dolores

    1998-01-01

    Analyzes the perceptions of students, teachers, and external observers in order to study the influence of classroom environment on the implementation of an innovative project in science education. Contains 33 references. (DDR)

  2. Dissemination of an innovative mastery learning curriculum grounded in implementation science principles: a case study.

    Science.gov (United States)

    McGaghie, William C; Barsuk, Jeffrey H; Cohen, Elaine R; Kristopaitis, Theresa; Wayne, Diane B

    2015-11-01

    Dissemination of a medical education innovation, such as mastery learning, from a setting where it has been used successfully to a new and different medical education environment is not easy. This article describes the uneven yet successful dissemination of a simulation-based mastery learning (SBML) curriculum on central venous catheter (CVC) insertion for internal medicine and emergency medicine residents across medical education settings. The dissemination program was grounded in implementation science principles. The article begins by describing implementation science which addresses the mechanisms of medical education and health care delivery. The authors then present a mastery learning case study in two phases: (1) the development, implementation, and evaluation of the SBML CVC curriculum at a tertiary care academic medical center; and (2) the dissemination of the SBML CVC curriculum to an academic community hospital setting. Contextual information about the drivers and barriers that affected the SBML CVC curriculum dissemination is presented. This work demonstrates that dissemination of mastery learning curricula, like all other medical education innovations, will fail without active educational leadership, personal contacts, dedication, hard work, rigorous measurement, and attention to implementation science principles. The article concludes by presenting a set of lessons learned about disseminating an SBML CVC curriculum across different medical education settings.

  3. The application of implementation science for pressure ulcer prevention best practices in an inpatient spinal cord injury rehabilitation program.

    Science.gov (United States)

    Scovil, Carol Y; Flett, Heather M; McMillan, Lan T; Delparte, Jude J; Leber, Diane J; Brown, Jacquie; Burns, Anthony S

    2014-09-01

    To implement pressure ulcer (PU) prevention best practices in spinal cord injury (SCI) rehabilitation using implementation science frameworks. Quality improvement. SCI Rehabilitation Center. Inpatients admitted January 2012 to July 2013. Implementation of two PU best practices were targeted: (1) completing a comprehensive PU risk assessment and individualized interprofessional PU prevention plan (PUPP); and (2) providing patient education for PU prevention; as part of the pan-Canadian SCI Knowledge Mobilization Network. At our center, the SCI Pressure Ulcer Scale replaced the Braden risk assessment scale and an interprofessional PUPP form was implemented. Comprehensive educational programing existed, so efforts focused on improving documentation. Implementation science frameworks provided structure for a systematic approach to best practice implementation (BPI): (1) site implementation team, (2) implementation drivers, (3) stages of implementation, and (4) improvement cycles. Strategies were developed to address key implementation drivers (staff competency, organizational supports, and leadership) through the four stages of implementation: exploration, installation, initial implementation, and full implementation. Improvement cycles were used to address BPI challenges. Implementation processes (e.g. staff training) and BPI outcomes (completion rates). Following BPI, risk assessment completion rates improved from 29 to 82%. The PUPP completion rate was 89%. PU education was documented for 45% of patients (vs. 21% pre-implementation). Implementation science provided a framework and effective tools for successful pressure ulcer BPI in SCI rehabilitation. Ongoing improvement cycles will target timeliness of tool completion and documentation of patient education.

  4. How to implement the Science Fair Self-Help Development Program in schools

    Energy Technology Data Exchange (ETDEWEB)

    Menicucci, D.

    1994-01-01

    This manual is intended to act as a working guide for setting up a Science Fair Volunteer Support Committee at your school. The Science Fair Volunteer Support Committee, or SFVSC, is the key component of the Science Fair Self-Help program, which was developed by Sandia National Laboratories and is designed to support a school`s science activities. The SFVSC is a team of parents and community volunteers who work in concert with a school`s teaching staff to assist and manage all areas of a school Science and Engineering Fair. The main advantage of creating such a committee is that it frees the science teachers from the organizational aspects of the fair and lets them concentrate on their job of teaching science. This manual is based on information gained through a Self-Help Development pilot program that was developed by Sandia National Laboratories during the 1991--92 school year at three Albuquerque, NM, middle schools. The manual describes the techniques that were successful in the pilot program and discusses how these techniques might be implemented in other schools. This manual also discusses problems that may be encountered, including suggestions for how they might be resolved.

  5. The Implementation of a Social Constructivist Approach in Primary Science Education in Confucian Heritage Culture: The Case of Vietnam

    Science.gov (United States)

    H?ng, Ngô Vu Thu; Meijer, Marijn Roland; Bulte, Astrid M. W.; Pilot, Albert

    2015-01-01

    Social constructivism has been increasingly studied and implemented in science school education. Nevertheless, there is a lack of holistic studies on the implementation of social constructivist approach in primary science education in Confucian heritage culture. This study aims to determine to what extent a social constructivist approach is…

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

    Science.gov (United States)

    Rundgren, Carl-Johan

    2017-03-01

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

  7. The EPOS Implementation Phase: building thematic and integrated services for solid Earth sciences

    Science.gov (United States)

    Cocco, Massimo; Epos Consortium, the

    2015-04-01

    The European Plate Observing System (EPOS) has a scientific vision and approach aimed at creating a pan-European infrastructure for Earth sciences to support a safe and sustainable society. To follow this vision, the EPOS mission is integrating a suite of diverse and advanced Research Infrastructures (RIs) in Europe relying on new e-science opportunities to monitor and understand the dynamic and complex Earth system. To this goal, the EPOS Preparatory Phase has designed a long-term plan to facilitate integrated use of data and products as well as access to facilities from mainly distributed existing and new research infrastructures for solid Earth Science. EPOS will enable innovative multidisciplinary research for a better understanding of the Earth's physical processes that control earthquakes, volcanic eruptions, ground instability and tsunami as well as the processes driving tectonics and Earth surface dynamics. Through integration of data, models and facilities EPOS will allow the Earth Science community to make a step change in developing new concepts and tools for key answers to scientific and socio-economic questions concerning geo-hazards and geo-resources as well as Earth sciences applications to the environment and to human welfare. Since its conception EPOS has been built as "a single, Pan-European, sustainable and distributed infrastructure". EPOS is, indeed, the sole infrastructure for solid Earth Science in ESFRI and its pan-European dimension is demonstrated by the participation of 23 countries in its preparatory phase. EPOS is presently moving into its implementation phase further extending its pan-European dimension. The EPOS Implementation Phase project (EPOS IP) builds on the achievements of the successful EPOS preparatory phase project. The EPOS IP objectives are synergetic and coherent with the establishment of the new legal subject (the EPOS-ERIC in Italy). EPOS coordinates the existing and new solid Earth RIs within Europe and builds the

  8. INTEGRATION OF BUSINESS, EDUCATION AND SCIENCE AT THE REGIONAL LEVEL FOR IMPLEMENTING THE NATIONAL TECHNOLOGICAL INITIATIVE

    Directory of Open Access Journals (Sweden)

    Innara Lyapina

    2018-01-01

    Full Text Available Current world affairs show that the post-industrial stage of development of all mature world powers’ economies is followed by creation of a new development paradigm, which is based on the economy of knowledge, science achievements, innovations, global information and communication systems, and which leads to innovative economy formation. In the context of the national innovation economy formation in the Russian Federation, prerequisites are created for integrating the efforts of business, science and education representatives to develop, produce and market high-tech products which have significant economic or social potential. And this is not only the task announced by the Russian government, but also a natural process in the country’s economy, which contributes to the increase in the integration participants’ efficiency. The result of such integrated interaction of education, science and business consists in a synergistic effect through formation of an interactive cooperation model that involves the active use of combined knowledge, ideas, technologies and other resources during innovative projects implementation. At the same time, integration processes are diverse, complex and occur in each case taking into account the integrating parties’ activity specifics. Within this framework, the goal of the research is to characterize the impact of the education, science and business integration process, on the national technological initiative implementation in the country on the whole and to study the integrating experience of these entities at the regional level. In the course of the research, the stages of the Russian national innovation economy formation process have been studied; the role of education, science and business in the National Technological Initiative implementation has been characterized; it’s been proved that educational institutions are the key link in the integration process in the chain “education – science

  9. A case study of one school system's adoption and implementation of an elementary science program

    Science.gov (United States)

    Kelly, Michael Patrick

    2000-10-01

    The researcher's purpose in this study was to examine the process used by the Minot Public Schools to adopt and implement a new elementary science program from Silver Burdett Ginn called Discovery Works. Using case study methods within a naturalistic design, the researcher investigated teachers' concerns as they adopted and implemented Discovery Works in their classrooms. Data were gathered using the Concerns Based Adoption Model (CBAM) instrument, interviews with adoption committee members, classroom teachers, grade level meetings, and document analysis of field notes related to each phase of the study. Content analysis methods were used to analyze the data. Emergent themes were presented and substantiated in the data, in terms of six research questions that guided this research. The data were analyzed both quantitatively and qualitatively to provide a rich, thick description that and enabled the researcher to confirm and triangulate the concerns of teachers in this study. The quantitative data revealed a general nonuser profile by teachers as they implemented Discovery Works. Three major themes of concerns emerged from a qualitative analysis of the data. The first theme was implementation, including issues related to teacher attitudes and inservice needs. The second theme, management issues, had five concerns subsumed within it. These included concerns related to time, materials, storage, reorder, and cooperative groups. The third theme, effects on students, included issues concerning hands-on methods of teaching science, vocabulary, especially at the upper elementary, and assessment issues. Possible solutions to resolve each of the concerns were presented. Major conclusions are that teacher concerns about Discovery Works were normal for any group experiencing a new innovation. Teachers and students enjoyed using the hands-on materials, and that Minot Public Schools has taken a small, but important step forward on the road to science education reform. Although

  10. Implementation of National Science Education Standards in suburban elementary schools: Teachers' perceptions and classroom practices

    Science.gov (United States)

    Khan, Rubina Samer

    2005-07-01

    This was an interpretive qualitative study that focused on how three elementary school science teachers from three different public schools perceived and implemented the National Science Education Standards based on the Reformed Teaching Observation Protocol and individual interviews with the teachers. This study provided an understanding of the standards movement and teacher change in the process. Science teachers who were experienced with the National Science Education Standards were selected as the subjects of the study. Grounded in the theory of teacher change, this study's phenomenological premise was that the extent to which a new reform has an effect on students' learning and achievement on standardized tests depends on the content a teacher teaches as well as the style of teaching. It was therefore necessary to explore how teachers understand and implement the standards in the classrooms. The surveys, interviews and observations provided rich data from teachers' intentions, reflections and actions on the lessons that were observed while also providing the broader contextual framework for the understanding of the teachers' perspectives.

  11. Will the No Child Left Behind Act Promote Direct Instruction of Science?

    Science.gov (United States)

    Hake, Richard

    2005-03-01

    Education research in physics at the high school and undergraduate level strongly suggests that interactive engagement enhances students' conceptual understanding much more than traditional Direct Science Instruction (DSI). Similar conclusions can be drawn from K-8 science-education research. Nevertheless, DSI predominates in CA because of the DSI- orientation of the CA State Board of Education and Curriculum Commission [1]. Likewise the U.S. Dept. of Education's (USDE's): (a) DSI-orientation as demonstrated by its recent national-education summit showcasing of the research of Klahr and Nigam [2]; and (b) science achievement testing starting in 2007; threatens to promote DSI nationwide. It might be hoped that NRC's expert science education committees will steer the USDE away from promoting DSI, the antithesis of the NRC's own recommendations for inquiry methods. [1] R.R. Hake. ``Direct Science Instruction Suffers a Setback in California - Or Does It?" (2004), pdf>. [2] Klahr, D. & M. Nigam. 2004. ``The equivalence of learning paths in early science instruction: effects of direct instruction and discovery learning" (2004), .

  12. Functionalization of Graphene Nanoplatelets Using Sugar Azide for Graphene/Epoxy Nanocomposites

    Science.gov (United States)

    2014-06-20

    supercapacitor electrode . Nanotechnology, 22, 295202(2011). doi:10.1088/0957-4484/22/29/295202 20. Leinonen H, Pettersson M, Lajunen M, Water-soluble...Azide for Graphene/Epoxy Nanocomposites Saswata Bose1, Lawrence T. Drzal 1* Dept of Chemical Engineering and Materials Science Composite Materials ...ORGANIZATION NAME(S) AND ADDRESS(ES) Dept of Chemical Engineering and Materials Science,Composite Materials and Structures Center,2100 Engineering

  13. Role of Ca ++ Influx via Epidermal TRP Ion Channels

    Science.gov (United States)

    2016-10-01

    the North Carolina Biotechnology Center (NCBC), and by the Harrington Discovery Institute of University Hospitals in Cleveland OH. 7   The...widely read forum on Pain Medicine in the US and in English-speaking countries. http://www.painmedicinenews.com/Science-Technology/Article/08-16/Study...University, Durham NC USA. 2Dept of Medicine , Duke University, Durham NC USA. 3Dept of Chemistry, Duke University, Durham NC USA. 4Dept of Neurobiology

  14. Příprava VR prezentací z CAD modelů

    OpenAIRE

    Kudlvasr, Martin

    2008-01-01

    Title: Preparation of VR presentations from CAD models Author: Martin Kudlvasr Department: Dept. of Software and Computer Science Education, Faculty of Mathematics and Physics, Charles University in Prague Supervisor: Prof.Ing. Jiří Žára, CSc. Supervisor's e-mail address: Abstract: Analysis of a specific problem in virtual engineering department in ŠKODA AUTO, a. s. company, concept of the problem solution and implementation of the solution. Virtual engineering department emp...

  15. Malama I Ka `Aina: Fostering the Culture-Science connection

    Science.gov (United States)

    Bruno, B.; Chinn, P.

    2005-12-01

    The Malama I Ka `Aina Project (Caring for the land, or sustainability) aims to improve and expand the education of Hawai`i's children by developing and disseminating standards-based, culturally relevant science curricular materials based on an understanding and appreciation of the ways in which traditional Hawaiians interacted with their environment for sustainability. Key concepts include the role of water and the ahupua`a (traditional Hawaiian system of land management), and a culture-based sense of place that includes knowledge of and connection to the land. Elementary, middle, high school and University of Hawai`i teachers work together to develop and implement curricula that are especially relevant to a particular school's science program and issues, e.g., invasive species, students, community and/or geographical location. Participants (typically a mix of teachers, education majors and science majors) enroll in Malama I Ka `Aina, a three-credit course offered through the University of Hawai`i`s Dept. of Curriculum Studies and applicable toward a Bachelor's or Master's degree. This course (team taught by scientists, cultural experts and educational professionals) enables participants to: (1) Study Hawai`i`s unique geology, geography and environmental issues in the context of Hawaiian culture and post Western contact; (2) Use course knowledge to develop, teach and assess Hawaii-oriented, project-based, inquiry activities that address the Hawaii Science Content Standards; (3) Gain an appreciation for the scientific method, and the curiosity that drives science (4) Use educational technology such as PowerPoint, graphing packages and web authoring software to develop electronic resources for educational activities. A sample of the lessons developed by course participants can be found on http://malama.hawaii.edu/schools/index2.html. This project is based at the University of Hawai`i College of Education and funded by an award to P. Chinn by the US Department of

  16. The Implementation of Integrated Science Technology, Engineering and Mathematics (STEM) Instruction Using Robotics in the Middle School Science Classroom

    Science.gov (United States)

    Ntemngwa, Celestin; Oliver, J. Steve

    2018-01-01

    The research study reported here was conducted to investigate the implementation of integrated STEM lessons within courses that have a single subject science focus. The purpose also included development of a pedagogical theory. This technology-based teaching was conceptualized by school administrators and teachers in order to provide middle school…

  17. Training trainers in health and human rights: implementing curriculum change in South African health sciences institutions.

    Science.gov (United States)

    Ewert, Elena G; Baldwin-Ragaven, Laurel; London, Leslie

    2011-07-25

    The complicity of the South African health sector in apartheid and the international relevance of human rights as a professional obligation prompted moves to include human rights competencies in the curricula of health professionals in South Africa. A Train-the-Trainers course in Health and Human Rights was established in 1998 to equip faculty members from health sciences institutions nationwide with the necessary skills, attitudes and knowledge to teach human rights to their students. This study followed up participants to determine the extent of curriculum implementation, support needed as well as barriers encountered in integrating human rights into health sciences teaching and learning. A survey including both quantitative and qualitative components was distributed in 2007 to past course participants from 1998-2006 via telephone, fax and electronic communication. Out of 162 past participants, 46 (28%) completed the survey, the majority of whom were still employed in academic settings (67%). Twenty-two respondents (48%) implemented a total of 33 formal human rights courses into the curricula at their institutions. Respondents were nine times more likely (relative risk 9.26; 95% CI 5.14-16.66) to implement human rights education after completing the training. Seventy-two extracurricular activities were offered by 21 respondents, many of whom had successfully implemented formal curricula. Enabling factors for implementation included: prior teaching experience in human rights, general institutional support and the presence of allies - most commonly coworkers as well as deans. Frequently cited barriers to implementation included: budget restrictions, time constraints and perceived apathy of colleagues or students. Overall, respondents noted personal enrichment and optimism in teaching human rights. This Train-the-Trainer course provides the historical context, educational tools, and collective motivation to incorporate human rights educational initiatives at health

  18. Training Trainers in health and human rights: Implementing curriculum change in South African health sciences institutions

    Directory of Open Access Journals (Sweden)

    Baldwin-Ragaven Laurel

    2011-07-01

    Full Text Available Abstract Background The complicity of the South African health sector in apartheid and the international relevance of human rights as a professional obligation prompted moves to include human rights competencies in the curricula of health professionals in South Africa. A Train-the-Trainers course in Health and Human Rights was established in 1998 to equip faculty members from health sciences institutions nationwide with the necessary skills, attitudes and knowledge to teach human rights to their students. This study followed up participants to determine the extent of curriculum implementation, support needed as well as barriers encountered in integrating human rights into health sciences teaching and learning. Methods A survey including both quantitative and qualitative components was distributed in 2007 to past course participants from 1998-2006 via telephone, fax and electronic communication. Results Out of 162 past participants, 46 (28% completed the survey, the majority of whom were still employed in academic settings (67%. Twenty-two respondents (48% implemented a total of 33 formal human rights courses into the curricula at their institutions. Respondents were nine times more likely (relative risk 9.26; 95% CI 5.14-16.66 to implement human rights education after completing the training. Seventy-two extracurricular activities were offered by 21 respondents, many of whom had successfully implemented formal curricula. Enabling factors for implementation included: prior teaching experience in human rights, general institutional support and the presence of allies - most commonly coworkers as well as deans. Frequently cited barriers to implementation included: budget restrictions, time constraints and perceived apathy of colleagues or students. Overall, respondents noted personal enrichment and optimism in teaching human rights. Conclusion This Train-the-Trainer course provides the historical context, educational tools, and collective motivation

  19. ASSESSMENT OF THE INQUIRY-BASED PROJECT IMPLEMENTATION PROCESS IN SCIENCE EDUCATION UPON STUDENTS’ POINTS OF VIEWS

    Directory of Open Access Journals (Sweden)

    Orhan AKINOGLU

    2008-01-01

    Full Text Available Aim of the study is to assess how students in 6th, 7th and 8th grades of primary education see the project works made in science education and their implementation processes. The study was fulfilled upon the descriptive survey model to collect data. Participants of the research were 100 students who had project implementation experiences in science education, and they were from 24 primary schools in 7 districts randomly chosen in the city of Istanbul in Turkey. Data of the study were collected by using a semi-constructed interview form offered to students during the 2005-2006 teaching year. In the research, following items were examined: The extent to which students are inspired from the previously made projects during their own project selection process, the level of scientific document survey and the effects of contemporary events, science and technology class topics and students’ interest areas. It was seen that internet is the mostly used source to obtain information. For students, one of the most problematic issues faced during the project implementation is the time limits set out by teacher. It was found that the most obvious benefit obtained by students from the project works is their increasing interest towards science and technology class. The most significant change seen by students regarding project preparation is their increasing grades in exams during and following the project works.

  20. The Use of Ethical Frameworks for Implementing Science as a Human Endeavour in Year 10 Biology

    Science.gov (United States)

    Yap, Siew Fong; Dawson, Vaille

    2014-01-01

    This research focuses on the use of ethical frameworks as a pedagogical model for socio-scientific education in implementing the "Science as a Human Endeavour" (SHE) strand of the Australian Curriculum: Science in a Year 10 biology class in a Christian college in metropolitan Perth, Western Australia. Using a case study approach, a mixed…

  1. The Implementation of an Interdisciplinary Co-planning Team Model Among Mathematics and Science Teachers

    Science.gov (United States)

    Brown, Michelle Cetner

    In recent years, Science, Technology, Engineering, and Mathematics (STEM) education has become a significant focus of numerous theoretical and commentary articles as researchers have advocated for active and conceptually integrated learning in classrooms. Drawing connections between previously isolated subjects, especially mathematics and science, has been shown to increase student engagement, performance, and critical thinking skills. However, obstacles exist to the widespread implementation of integrated curricula in schools, such as teacher knowledge and school structure and culture. The Interdisciplinary Co-planning Team (ICT) model, in which teachers of different subjects come together regularly to discuss connections between content and to plan larger interdisciplinary activities and smaller examples and discussion points, offers a method for teachers to create sustainable interdisciplinary experiences for students within the bounds of the current school structure. The ICT model is designed to be an iterative, flexible model, providing teachers with both a regular time to come together as "experts" and "teach" each other important concepts from their separate disciplines, and then to bring their shared knowledge and language back to their own classrooms to implement with their students in ways that fit their individual classes. In this multiple-case study, which aims to describe the nature of the co-planning process, the nature of plans, and changes in teacher beliefs as a result of co-planning, three pairs of secondary mathematics and science teachers participated in a 10-week intervention with the ICT model. Each pair constituted one case. Data included observations, interviews, and artifact collection. All interviews, whole-group sessions, and co-planning sessions were transcribed and coded using both theory-based and data-based codes. Finally, a cross-case comparison was used to present similarities and differences across cases. Findings suggest that the

  2. Fuel Cell Power Systems for Navy Applications

    Science.gov (United States)

    1984-05-01

    DAMES & MOORE LIBRARY LOS ANGELES. CA DRURY COLLEGE Physics Dept. Springfield. MO FLORIDA ATLANTIC UNIVERSITY Boca Raton. FL (McAllister) FOREST... Colin Ramage) Dept of Meteorology Honolulu HI: HONOLULU. HI (SCIENCE AND TECH. DIV.); Natd Energy Inst (DR Neill) Honolulu HI UNIVERSITY OF ILLINOIS (Hall

  3. Design, implementation and evaluation of innovative science teaching strategies for non-formal learning in a natural history museum

    Science.gov (United States)

    Çil, Emine; Maccario, Nihal; Yanmaz, Durmuş

    2016-09-01

    Background: Museums are useful educational resources in science teaching. Teaching strategies which promote hands-on activities, student-centred learning, and rich social interaction must be designed and implemented throughout the museum visit for effective science learning.

  4. The use of parent involved take-home science activities during student teaching: Understanding the challenges of implementation

    Science.gov (United States)

    Zarazinski, Jill

    The purpose of this study was to identify student teachers use and implementation of Science in a Bag when it was no longer a required course-based assessment. This take-home science activity acted as the elaboration component of the 5Es lesson teacher candidates designed and taught in the classroom, utilized household items, and directly involved parents in their child's education. The purposeful sample was comprised of six teacher candidates during their student teaching practicum, the last semester of the childhood education teacher certification program. This collective case study centered on student teachers' use of the focused activity, Science in a Bag, in order to gain knowledge of challenges faced in applying take-home science kits and working with parents. Data collection was comprised of student teacher and parent interviews, candidate reflections, as well as in-class observations and discussions carried out during weekly seminars. Data collection occurred throughout the seven-week student teaching practicum. The four research questions were: 1) What factors do teacher candidates identify as interfering with their ability to implement Science in a Bag during student teaching placements? 2) What factors do teacher candidates identify as enhancing their ability to carry out Science in a Bag? 3) What forms of support do teacher candidates believe are important to their success in implementing Science in a Bag during student teaching? 4) How do teacher candidates deal with obstacles when implementing Science in a Bag? Despite the fact that no student teacher was prohibited from implementing Science in a Bag, the level to which candidates valued and utilized this instructional strategy varied compared to how they were taught and practiced it during the science methods course. Some student teachers attempted to hide their feelings toward Science in a Bag, however their actions revealed that they were simply carrying out the instructional strategy because they

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

    Science.gov (United States)

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

    2018-05-01

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

  6. Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms

    Science.gov (United States)

    Parker, Lesley H.; Rennie, Léonie J.

    2002-09-01

    Debate continues over the benefits, or otherwise, of single-sex classes in science and mathematics, particularly for the performance of girls. Previous research and analyses of the circumstances surrounding the implementation of single-sex classes warn that the success of the strategy requires due consideration of the nature of the instructional environment for both boys and girls, together with appropriate support for the teachers involved. This article reports the circumstances under which teachers were able to implement gender-inclusive strategies in single-sex science classes in coeducational high schools and documents some of the difficulties faced. The study was part of the Single-Sex Education Pilot Project (SSEPP) in ten high schools in rural and urban Western Australia. Qualitative and quantitative data were gathered during the project from teachers, students and classroom observations. Overall, it was apparent that single-sex grouping created environments in which teachers could implement gender-inclusive science instructional strategies more readily and effectively than in mixed-sex settings. Teachers were able to address some of the apparent shortcomings of the students' previous education (specifically, the poor written and oral communication of boys and the limited experience of girls with 'hands-on' activities and open-ended problem solving). Further, in same-sex classrooms, sexual harassment which inhibited girls' learning was eliminated. The extent to which teachers were successful in implementing gender-inclusive instructional strategies, however, depended upon their prior commitment to the SSEPP as a whole, and upon the support or obstacles encountered from a variety of sources, including parents, the community, students, and non-SSEPP teachers.

  7. Implementation science: the laboratory as a command centre.

    Science.gov (United States)

    Boeras, Debrah I; Nkengasong, John N; Peeling, Rosanna W

    2017-03-01

    Recent advances in point-of-care technologies to ensure universal access to affordable quality-assured diagnostics have the potential to transform patient management, surveillance programmes, and control of infectious diseases. Decentralization of testing can put tremendous stresses on fragile health systems if the laboratory is not involved in the planning, introduction, and scale-up strategies. The impact of investments in novel technologies can only be realized if these tests are evaluated, adopted, and scaled up within the healthcare system with appropriate planning and understanding of the local contexts in which these technologies will be used. In this digital age, the laboratory needs to take on the role of the Command Centre for technology introduction and implementation. Implementation science is needed to understand the political, cultural, economic, and behavioural context for technology introduction. The new paradigm should include: building a comprehensive system of laboratories and point-of-care testing sites to provide quality-assured diagnostic services with good laboratory-clinic interface to build trust in test results and linkage to care; building and coordinating a comprehensive national surveillance and communication system for disease control and global health emergencies; conducting research to monitor the impact of new tools and interventions on improving patient care.

  8. National soft science research task item-organization and implementation

    International Nuclear Information System (INIS)

    Zhang Yiming

    2014-01-01

    nuclear fusion energy research development road suitable to China's situation. This report has obtained the high praise from the domestic fusion experts. At present, this item is waiting for the acceptance check organized by the Ministry of Science and Technology. It is the first time for the Division to take on such a large-scale national level soft task item. It started a good beginning for the Division to further carry out related subject research tasks and knowledge services such as the comparative analyses of the related subjects and international attractive advanced subjects in the near future, train professional talents, as well as to provide information support of making scientific research further at SWIP. This paper discussed how to organize, implement and fulfil a large-scale strategic soft science task item based on the practice and experience of the completed soft science task item. (author)

  9. Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study

    Science.gov (United States)

    Martin, Anita M.; Hand, Brian

    2009-01-01

    This longitudinal case study describes the factors that affect an experienced teacher’s attempt to shift her pedagogical practices in order to implement embedded elements of argument into her science classroom. Research data was accumulated over 2 years through video recordings of science classes. The Reformed Teacher Observation Protocol (RTOP) is an instrument designed to quantify changes in classroom environments as related to reform as defined by the National Research Council ( National science education standards. Washington, DC: National Academy Press, 1996b) and the National Research Council ( Fulfilling the promise: Biology education in the nation’s schools, Washington, DC: National Academy Press, 1990) and was used to analyze videotaped science lessons. Analysis of the data shows that there was a significant shift in the areas of teacher questioning, and student voice. Several levels of subsequent analysis were completed related to teacher questioning and student voice. The data suggests a relationship between these areas and the implementation of scientific argument. Results indicate that the teacher moved from a traditional, teacher-centered, didactic teaching style to instructional practices that allowed the focus and direction of the lesson to be affected by student voice. This was accomplished by a change in teacher questioning that included a shift from factual recall to more divergent questioning patterns allowing for increased student voice. As student voice increased, students began to investigate ideas, make statements or claims and to support these claims with strong evidence. Finally, students were observed refuting claims in the form of rebuttals. This study informs professional development related to experienced teachers in that it highlights pedagogical issues involved in implementing embedded elements of argument in the elementary classroom.

  10. The Indiana University Center for Healthcare Innovation and Implementation Science: Bridging healthcare research and delivery to build a learning healthcare system.

    Science.gov (United States)

    Azar, Jose; Adams, Nadia; Boustani, Malaz

    2015-01-01

    In the United States, it is estimated that 75,000 deaths every year could be averted if the healthcare system implemented high quality care more effectively and efficiently. Patient harm in the hospital occurs as a consequence of inadequate procedures, medications and other therapies, nosocomial infections, diagnostic evaluations and patient falls. Implementation science, a new emerging field in healthcare, is the development and study of methods and tools aimed at enhancing the implementation of new discoveries and evidence into daily healthcare delivery. The Indiana University Center for Healthcare Innovation and Implementation Science (IU-CHIIS) was launched in September 2013 with the mission to use implementation science and innovation to produce great-quality, patient-centered and cost-efficient healthcare delivery solutions for the United States of America. Within the first 24 months of its initiation, the IU-CHIIS successfully scaled up an evidence-based collaborative care model for people with dementia and/or depression, successfully expanded the Accountable Care Unit model positively impacting the efficiency and quality of care, created the first Certificate in Innovation and Implementation Science in the US and secured funding from National Institutes of Health to investigate innovations in dementia care. This article summarizes the establishment of the IU-CHIIS, its impact and outcomes and the lessons learned during the journey. Copyright © 2015. Published by Elsevier GmbH.

  11. An Eminent Specialist in Both Chinese Literature and Comparative Literature—An Interview with Prof.Stephen Owen

    Institute of Scientific and Technical Information of China (English)

    2008-01-01

    <正>The Interviewee:Stephen Owen,James Bryant Conant University Professor and a member of American Academy of Arts and Sciences(1991-),is working at Harvard University as Professor of Comparative Literature in the Dept.of Comparative Literature and Professor of Chinese Literature in the Dept.of Asian Studies.

  12. Levels of some heavy Metals in Cocoyam (Colocasia esculentum ...

    African Journals Online (AJOL)

    CEDEN

    Dept. of Chemistry, University of Uyo, Akwa Ibom State, Nigeria. 3Dept. of Plant Science and Biotechnology. University of Port Harcourt, Nigeria. ABSTRACT: The levels of some heavy metals in soil samples and tubers of cocoyam. (Colocasia esculentum) grown on soil receiving paint wastes (PWS) has been investigated.

  13. The Implementation and Evaluation of Teacher Training in Gaming Instruction for Secondary Science: An Action Research Project

    Science.gov (United States)

    Sanders, Veronica

    2016-01-01

    This study implemented and evaluated gaming instruction as a professional development for science teachers at a Georgia high school. It was guided by four research questions that (a) assessed the impact of training in gaming instruction and evaluation of that training on science teachers' ability to use games; (b) examined evidence showing that…

  14. Strategies for Effective Implementation of Science Models into 6-9 Grade Classrooms on Climate, Weather, and Energy Topics

    Science.gov (United States)

    Yarker, M. B.; Stanier, C. O.; Forbes, C.; Park, S.

    2011-12-01

    As atmospheric scientists, we depend on Numerical Weather Prediction (NWP) models. We use them to predict weather patterns, to understand external forcing on the atmosphere, and as evidence to make claims about atmospheric phenomenon. Therefore, it is important that we adequately prepare atmospheric science students to use computer models. However, the public should also be aware of what models are in order to understand scientific claims about atmospheric issues, such as climate change. Although familiar with weather forecasts on television and the Internet, the general public does not understand the process of using computer models to generate a weather and climate forecasts. As a result, the public often misunderstands claims scientists make about their daily weather as well as the state of climate change. Since computer models are the best method we have to forecast the future of our climate, scientific models and modeling should be a topic covered in K-12 classrooms as part of a comprehensive science curriculum. According to the National Science Education Standards, teachers are encouraged to science models into the classroom as a way to aid in the understanding of the nature of science. However, there is very little description of what constitutes a science model, so the term is often associated with scale models. Therefore, teachers often use drawings or scale representations of physical entities, such as DNA, the solar system, or bacteria. In other words, models used in classrooms are often used as visual representations, but the purpose of science models is often overlooked. The implementation of a model-based curriculum in the science classroom can be an effective way to prepare students to think critically, problem solve, and make informed decisions as a contributing member of society. However, there are few resources available to help teachers implement science models into the science curriculum effectively. Therefore, this research project looks at

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

    Science.gov (United States)

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

    2018-01-01

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

  16. Download this PDF file

    African Journals Online (AJOL)

    Basic home range characteristics for the conservation of the African grey parrot in the Korup national park, Cameroon. TAMUNGANG, S.A. "; AYODELE I.A.; AKUMZ.E. 1. Dept of Animal Biology, Faculty of Science, University of Dschang B. P. 285, Dschang, Cameroon. 2. Dept of Wildlife and Fisheries Management, ...

  17. Soldiers’ Psychological Responses to Tactical Nuclear Warfare

    Science.gov (United States)

    1992-02-01

    530. Greene , T.L. (1987). Description of a nuclear battlefield. In R.H. Young & B.H. Drum (Edo.), Proceedings of the Defense Nuclear Agency Symposium...ATTN: DEPT OF BEHAVOR SCI & LEADERSHIP ATTN: PMS/PMA-423 ATTN: DEPT OF PHYSICS COL J G CAMPBELL ATTN: SCIENCE RESEARCH LAB OPERATIONAL TEST & EVALUATION

  18. What are the implications of implementation science for medical education?

    Directory of Open Access Journals (Sweden)

    David W. Price

    2015-04-01

    Full Text Available Background: Derived from multiple disciplines and established in industries outside of medicine, Implementation Science (IS seeks to move evidence-based approaches into widespread use to enable improved outcomes to be realized as quickly as possible by as many as possible. Methods: This review highlights selected IS theories and models, chosen based on the experience of the authors, that could be used to plan and deliver medical education activities to help learners better implement and sustain new knowledge and skills in their work settings. Results: IS models, theories and approaches can help medical educators promote and determine their success in achieving desired learner outcomes. We discuss the importance of incorporating IS into the training of individuals, teams, and organizations, and employing IS across the medical education continuum. Challenges and specific strategies for the application of IS in educational settings are also discussed. Conclusions: Utilizing IS in medical education can help us better achieve changes in competence, performance, and patient outcomes. IS should be incorporated into curricula across disciplines and across the continuum of medical education to facilitate implementation of learning. Educators should start by selecting, applying, and evaluating the teaching and patient care impact one or two IS strategies in their work.

  19. Teachers' Sensemaking about Implementation of an Innovative Science Curriculum Across the Settings of Professional Development and Classroom Enactment

    Science.gov (United States)

    de los Santos, Xeng

    Designing professional development that effectively supports teachers in learning new and often challenging practices remains a dilemma for teacher educators. Within the context of current reform efforts in science education, such as the Next Generation Science Standards, teacher educators are faced with managing the dilemma of how to support a large number of teachers in learning new practices while also considering factors such as time, cost, and effectiveness. Implementation of educative, reform-aligned curricula is one way to reach many teachers at once. However, one question is whether large-scale curriculum implementation can effectively support teachers in learning and sustaining new teaching practices. To address this dilemma, this study used a comparative, multiple case study design to investigate how secondary science teachers engaged in sensemaking about implementation of an innovative science curriculum across the settings of professional development and classroom enactment. In using the concept of sensemaking from organizational theory, I focused specifically on how teachers' roles in social organizations influenced their decisions to implement the curriculum in particular ways, with differing outcomes for their own learning and students' engagement in three-dimensional learning. My research questions explored: (1) patterns in teachers' occasions of sensemaking, including critical noticing of interactions among themselves, the curriculum, and their students; (2) how teachers' social commitments to different communities influenced their sensemaking; and, (3) how sustained sensemaking over time could facilitate teacher learning of rigorous and responsive science teaching practices. In privileging teachers' experiences in the classroom using the curriculum with their students, I used data generated primarily from teacher interviews with their case study coaches about implementation over the course of one school year. Secondary sources of data included

  20. Institutional repository in communication: the REPOSCOM project implemented in the digital libraries federation of communication science

    Directory of Open Access Journals (Sweden)

    Sueli Mara Soares Pinto Ferreira

    2007-01-01

    Full Text Available Considering the conceptualization, characterization and context of the institutional repositories (IR this paper discuss the procedures, policies and strategies delineated to the implementation of IR in a research environment. The object of discussion is the project called Reposcom - Institutional Repository of Intercom (Brazilian Society of Interdisciplinary Studies of Communication – which is part of a broader project managed by the Portcom – Information Network in Communication Sciences of Countries of Portuguese Language – and called Digital Libraries Federation in the Communication Sciences. Aiming to share the knowledge and experience acquired with the implementation of the Reposcom, this paper describes its work activities, the decisions made, the customization of the software DSpace (the technological solution and the initial results achieved with the project.

  1. The implementation and evaluation of teacher training in gaming instruction for secondary science: An action research project

    Science.gov (United States)

    Sanders, Veronica

    This study implemented and evaluated gaming instruction as a professional development for science teachers at a Georgia high school. It was guided by four research questions that (a) assessed the impact of training in gaming instruction and evaluation of that training on science teachers' ability to use games; (b) examined evidence showing that science teachers used games; (c) assessed the impact of the implementation and subsequent evaluation of games-based training on how science teachers instruct their students; and (d) explored the use of change management principles to help teachers transition from traditional to gaming instruction. The study included a purposive sampling of 10 volunteer science teachers who received the professional development of training in gaming instruction and were observed as they used games to instruct their students. Quantitative data were collected from interviews, observations, and reviews of student assignments and teacher plans, and were statistically analyzed to answer the research questions. These same methods were used to obtain qualitative data, which were also analyzed to answer the research questions as well as to understand the meaning, beliefs and experience behind the numbers. Ultimately, data analysis revealed that the science teachers not only used gaming instruction but also that the training helped them to use gaming instruction and that they considered gaming instruction a viable instruction methodology. Finally, data analysis revealed that change management was successfully used in the study.

  2. Teachers' Attitude towards Implementation of Learner-Centered Methodology in Science Education in Kenya

    Science.gov (United States)

    Ndirangu, Caroline

    2017-01-01

    This study aims to evaluate teachers' attitude towards implementation of learner-centered methodology in science education in Kenya. The study used a survey design methodology, adopting the purposive, stratified random and simple random sampling procedures and hypothesised that there was no significant relationship between the head teachers'…

  3. How has the economic downturn affected communities and implementation of science-based prevention in the randomized trial of communities that care?

    Science.gov (United States)

    Kuklinski, Margaret R; Hawkins, J David; Plotnick, Robert D; Abbott, Robert D; Reid, Carolina K

    2013-06-01

    This study examined implications of the economic downturn that began in December 2007 for the Community Youth Development Study (CYDS), a longitudinal randomized controlled trial of the Communities That Care (CTC) prevention system. The downturn had the potential to affect the internal validity of the CYDS research design and implementation of science-based prevention in study communities. We used archival economic indicators and community key leader reports of economic conditions to assess the extent of the economic downturn in CYDS communities and potential internal validity threats. We also examined whether stronger economic downturn effects were associated with a decline in science-based prevention implementation. Economic indicators suggested the downturn affected CYDS communities to different degrees. We found no evidence of systematic differences in downturn effects in CTC compared to control communities that would threaten internal validity of the randomized trial. The Community Economic Problems scale was a reliable measure of community economic conditions, and it showed criterion validity in relation to several objective economic indicators. CTC coalitions continued to implement science-based prevention to a significantly greater degree than control coalitions 2 years after the downturn began. However, CTC implementation levels declined to some extent as unemployment, the percentage of students qualifying for free lunch, and community economic problems worsened. Control coalition implementation levels were not related to economic conditions before or after the downturn, but mean implementation levels of science-based prevention were also relatively low in both periods.

  4. Challenges to implementing "best available science"

    Science.gov (United States)

    Vita Wright

    2010-01-01

    Interagency wildland fire policy directs manager to apply "best available science" to management plans and activities. But what does "best available science" mean? With a vague definition of this concept and few guidelines for delivering or integrating science into management, it can be difficult for scientists to effectively provide managers with...

  5. Assessment Strategies for Implementing Ngss in K12 Earth System Science Classrooms

    Science.gov (United States)

    McAuliffe, C.

    2016-12-01

    Several science education researchers have led assessment efforts that provide strategies particularly useful for evaluating the threedimensional learning that is central to NGSS (DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K., 2016; Knight, A. M. & McNeill, K. L., 2015; McNeill, K. L., KatshSinger, R. & Pelletier, P., 2015; McNeill K.L., et.al., 2015; McNeill, K.L., & Krajcik, J.S., 2011; Penuel, W., 2016). One of the basic premises of these researchers is that, "Assessment is a practice of argument from evidence based on what students say, do, and write" and that "the classroom is the richest place to gather evidence of what students know (Penuel, W., 2016). The implementation of the NGSS in Earth System Science provides a unique opportunity for geoscience education researchers to study student learning and contribute to the development of this research as well as for geoscience educators to apply these approaches and strategies in their own work with K12 inservice and preservice educators. DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K. (2016). Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions. American†Journal†of†Evaluation†37(2) 174192Æ Knight, A. M. & McNeill, K. L. (2015). Comparing students' individual written and collaborative oral socioscientific arguments. International Journal of Environmental and Science Education.10(5), 23647. McNeill, K. L., KatshSinger, R. & Pelletier, P. (2015). Assessing science practices-Moving your class along a continuum. Science Scope. McNeill, K.L., & Krajcik, J.S. (2011). Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing. Upper Saddle River, New Jersey: Pearson. Penuel, W. (2016). Classroom Assessment Strategies for NGSS Earth and Space Sciences. Implementing†the†NGSS†Webinar†Series, February 11, 2016.

  6. SUPPORTING TEACHERS IN IMPLEMENTING FORMATIVE ASSESSMENT PRACTICES IN EARTH SYSTEMS SCIENCE

    Science.gov (United States)

    Harris, C. J.; Penuel, W. R.; Haydel Debarger, A.; Blank, J. G.

    2009-12-01

    An important purpose of formative assessment is to elicit student thinking to use in instruction to help all students learn and inform next steps in teaching. However, formative assessment practices are difficult to implement and thus present a formidable challenge for many science teachers. A critical need in geoscience education is a framework for providing teachers with real-time assessment tools as well as professional development to learn how to use formative assessment to improve instruction. Here, we describe a comprehensive support system, developed for our NSF-funded Contingent Pedagogies project, for addressing the challenge of helping teachers to use formative assessment to enhance student learning in middle school Earth Systems science. Our support system is designed to improve student understanding about the geosphere by integrating classroom network technology, interactive formative assessments, and contingent curricular activities to guide teachers from formative assessment to instructional decision-making and improved student learning. To accomplish this, we are using a new classroom network technology, Group Scribbles, in the context of an innovative middle-grades Earth Science curriculum called Investigating Earth Systems (IES). Group Scribbles, developed at SRI International, is a collaborative software tool that allows individual students to compose “scribbles” (i.e., drawings and notes), on “post-it” notes in a private workspace (a notebook computer) in response to a public task. They can post these notes anonymously to a shared, public workspace (a teacher-controlled large screen monitor) that becomes the centerpiece of group and class discussion. To help teachers implement formative assessment practices, we have introduced a key resource, called a teaching routine, to help teachers take advantage of Group Scribbles for more interactive assessments. Routine refers to a sequence of repeatable interactions that, over time, become

  7. Multilevel Models for Estimating the Effect of Implementing Argumentation-Based Elementary Science Instruction

    Science.gov (United States)

    Shelley, Mack; Gonwa-Reeves, Christopher; Baenziger, Joan; Seefeld, Ashley; Hand, Brian; Therrien, William; Villanueva, Mary Grace; Taylor, Jonte

    2012-01-01

    The purpose of this paper is to examine the impact of implementation of the Science Writing Heuristic (SWH) approach at 5th grade level in the public school system in Iowa as measured by Cornell Critical Thinking student test scores. This is part of a project that overall tests the efficacy of the SWH inquiry-based approach to build students'…

  8. Supporting Ngss-Congruent Instruction in Earth & Space Science Through Educator Implementation and Feedback: Refining the Dig Texas Blueprints

    Science.gov (United States)

    Jacobs, B. E.; Bohls-Graham, C. E.; Ellins, K. K.; Riggs, E. M.; Serpa, L. F.; Stocks, E.; McIver, H.; Sergent, C.

    2015-12-01

    The development of the Next Generation Science Standards (NGSS) as a framework around which to guide K-12 science instruction has generated a call for rigorous curricula that meets the demand for developing a workforce with expertise in tackling modern Earth science challenges. The Diversity and Innovation in Geosciences (DIG) Texas Blueprints project addresses this need for quality, aligned curricula with educator-vetted, freely available resources carefully selected and compiled into three week thematic units that have been aligned with the Earth Science Literacy Principles and the NGSS. These units can then be packaged into customized blueprints for a year-long Earth & Space Science course that engages students in the relevant disciplinary core ideas, crosscutting concepts and science and engineering practices. As part of supporting NGSS-congruent instruction, each unit has extensive scaffolding notes for the learning activities selected for that unit. Designed with both the new and veteran teacher in mind, these scaffolding notes yield information regarding advanced teacher preparation, student prerequisite skills, and potential challenges that might arise during classroom implementation. Feedback from Texas high school teachers implementing the DIG Texas Blueprints in the classroom, in addition to that of university secondary education majors in a preparation course utilizing the blueprints, instigated the most recent revisions to these scaffolding notes. The DIG Texas Blueprints Educator Intern Team charged with these revisions then determined which learning activities became candidates for either inclusion in the refined units, retention as an additional resource, or elimination from the blueprints. This presentation will focus on the development of these scaffolding notes and their role in supporting congruence with the NGSS. A review of the second year of implementation of the blueprints and the feedback that generated the final revisions will be shared

  9. Design and implementation of information visualization system on science and technology industry based on GIS

    Science.gov (United States)

    Wu, Xiaofang; Jiang, Liushi

    2011-02-01

    Usually in the traditional science and technology information system, the only text and table form are used to manage the data, and the mathematic statistics method is applied to analyze the data. It lacks for the spatial analysis and management of data. Therefore, GIS technology is introduced to visualize and analyze the information data on science and technology industry. Firstly, by using the developed platform-microsoft visual studio 2005 and ArcGIS Engine, the information visualization system on science and technology industry based on GIS is built up, which implements various functions, such as data storage and management, inquiry, statistics, chart analysis, thematic map representation. It can show the change of science and technology information from the space and time axis intuitively. Then, the data of science and technology in Guangdong province are taken as experimental data and are applied to the system. And by considering the factors of humanities, geography and economics so on, the situation and change tendency of science and technology information of different regions are analyzed and researched, and the corresponding suggestion and method are brought forward in order to provide the auxiliary support for development of science and technology industry in Guangdong province.

  10. Parameter Networks: Towards a Theory of Low-level Vision,

    Science.gov (United States)

    1981-04-01

    edge in image space arid increment those points in an array. Figure 5 shows the relevant geometry . Figure 5: Geometry for the I Iough Transform. In...8217Iels suc(h ,-s thiose shown in 1ligure 7 to reorganize origami wo.d- figures. Figoure?7. 1’o show an example In detail, Kender’s techn!Ciue for...Compuiter Science Dept, Carnegie-.Mcllon U., October 1979. Kanade, Tl., "A theory of Origami world," CMU-CS-78-144, Computer Science Dept, Carnegie

  11. Darwinism – A Sesqui-Centennial Celebration

    Indian Academy of Sciences (India)

    Srimath

    2009-03-31

    , Organizing Secretary Zoology Dept. Karnatak University,. Dharwad 580 003, Email: bhagyashrishanbhag@gmail.com. Organisers: Prof. Raghavendra Gadagkar, Centre for Ecological Sciences, Indian Institute of Science, ...

  12. Web Services Implementations at Land Process and Goddard Earth Sciences Distributed Active Archive Centers

    Science.gov (United States)

    Cole, M.; Bambacus, M.; Lynnes, C.; Sauer, B.; Falke, S.; Yang, W.

    2007-12-01

    NASA's vast array of scientific data within its Distributed Active Archive Centers (DAACs) is especially valuable to both traditional research scientists as well as the emerging market of Earth Science Information Partners. For example, the air quality science and management communities are increasingly using satellite derived observations in their analyses and decision making. The Air Quality Cluster in the Federation of Earth Science Information Partners (ESIP) uses web infrastructures of interoperability, or Service Oriented Architecture (SOA), to extend data exploration, use, and analysis and provides a user environment for DAAC products. In an effort to continually offer these NASA data to the broadest research community audience, and reusing emerging technologies, both NASA's Goddard Earth Science (GES) and Land Process (LP) DAACs have engaged in a web services pilot project. Through these projects both GES and LP have exposed data through the Open Geospatial Consortiums (OGC) Web Services standards. Reusing several different existing applications and implementation techniques, GES and LP successfully exposed a variety data, through distributed systems to be ingested into multiple end-user systems. The results of this project will enable researchers world wide to access some of NASA's GES & LP DAAC data through OGC protocols. This functionality encourages inter-disciplinary research while increasing data use through advanced technologies. This paper will concentrate on the implementation and use of OGC Web Services, specifically Web Map and Web Coverage Services (WMS, WCS) at GES and LP DAACs, and the value of these services within scientific applications, including integration with the DataFed air quality web infrastructure and in the development of data analysis web applications.

  13. Forging a link between mentoring and collaboration: a new training model for implementation science.

    Science.gov (United States)

    Luke, Douglas A; Baumann, Ana A; Carothers, Bobbi J; Landsverk, John; Proctor, Enola K

    2016-10-13

    Training investigators for the rapidly developing field of implementation science requires both mentoring and scientific collaboration. Using social network descriptive analyses, visualization, and modeling, this paper presents results of an evaluation of the mentoring and collaborations fostered over time through the National Institute of Mental Health (NIMH) supported by Implementation Research Institute (IRI). Data were comprised of IRI participant self-reported collaborations and mentoring relationships, measured in three annual surveys from 2012 to 2014. Network descriptive statistics, visualizations, and network statistical modeling were conducted to examine patterns of mentoring and collaboration among IRI participants and to model the relationship between mentoring and subsequent collaboration. Findings suggest that IRI is successful in forming mentoring relationships among its participants, and that these mentoring relationships are related to future scientific collaborations. Exponential random graph network models demonstrated that mentoring received in 2012 was positively and significantly related to the likelihood of having a scientific collaboration 2 years later in 2014 (p = 0.001). More specifically, mentoring was significantly related to future collaborations focusing on new research (p = 0.009), grant submissions (p = 0.003), and publications (p = 0.017). Predictions based on the network model suggest that for every additional mentoring relationships established in 2012, the likelihood of a scientific collaboration 2 years later is increased by almost 7 %. These results support the importance of mentoring in implementation science specifically and team science more generally. Mentoring relationships were established quickly and early by the IRI core faculty. IRI fellows reported increasing scientific collaboration of all types over time, including starting new research, submitting new grants, presenting research results, and

  14. `Discover, Understand, Implement, and Transfer': Effectiveness of an intervention programme to motivate students for science

    Science.gov (United States)

    Schütte, Kerstin; Köller, Olaf

    2015-09-01

    Considerable research has focused on how best to satisfy modern societies' needs for skilled labour in the field of science. The present study evaluated an intervention programme designed to increase secondary school students' motivation to pursue a science career. Students from 3 schools of the highest educational track participated for up to 2 years in the intervention programme, which was implemented as an elective in the school curriculum. Our longitudinal study design for evaluating the effectiveness of the intervention programme included all students at the grade levels involved in the programme with students who did not participate serving as a control group. Mixed-model analyses of variance showed none of the intended effects of the intervention programme on science motivation; latent growth models corroborated these results. When the programme began, students who enrolled in the science elective (n = 92) were already substantially more motivated than their classmates (n = 228). Offering such an intervention programme as an elective did not further increase the participating students' science motivation. It seems worthwhile to carry out intervention programmes with talented students who show (comparatively) little interest in science at the outset rather than with highly motivated students who self-select into the programme.

  15. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Period: 1984–1987. Kolaskar, Prof A S . Date of birth: 3 September 1950. Specialization: Molecular Biophysics Address during Associateship: Officer-in-Charge, DIC Bioinformatics, Dept.of Zoology, University of Poona, Ganeshkhind, Pune 411 ...

  16. "Finding the Joy in the Unknown": Implementation of STEAM Teaching Practices in Middle School Science and Math Classrooms

    Science.gov (United States)

    Quigley, Cassie F.; Herro, Dani

    2016-06-01

    In response to a desire to strengthen the economy, educational settings are emphasizing science, technology, engineering, and mathematics (STEM) curriculum and programs. Yet, because of the narrow approach to STEM, educational leaders continue to call for a more balanced approach to teaching and learning, which includes the arts, design, and humanities. This desire created space for science, technology, engineering, arts, and mathematics (STEAM) education, a transdisciplinary approach that focuses on problem-solving. STEAM-based curricula and STEAM-themed schools are appearing all over the globe. This growing national and global attention to STEAM provides an opportunity for teacher education to explore the ways in which teachers implement STEAM practices, examining the successes and challenges, and how teachers are beginning to make sense of this innovative teaching practice. The purpose of this paper is to examine the implementation of STEAM teaching practices in science and math middle school classrooms, in hopes to provide research-based evidence on this emerging topic to guide teacher educators.

  17. Implementation Science for closing the treatment gap for mental disorders by translating evidence base into practice: experiences from the PRIME project.

    Science.gov (United States)

    Shidhaye, Rahul

    2015-12-01

    This paper utilizes the experience of PRIME (Programme for Improving Mental health care) to exemplify how implementation science provides key insights and approaches to closing the treatment gap for mental disorders. The real-world application of strategies described in the implementation science literature, accompanied by use of alternative, rigorous evaluation methods to assess their impact on patient outcomes, can help in closing the mental health treatment gap in disadvantaged populations. © The Royal Australian and New Zealand College of Psychiatrists 2015.

  18. Building community partnerships to implement the new Science and Engineering component of the NGSS

    Science.gov (United States)

    Burke, M. P.; Linn, F.

    2013-12-01

    Partnerships between science professionals in the community and professional educators can help facilitate the adoption of the Next Generation Science Standards (NGSS). Classroom teachers have been trained in content areas but may be less familiar with the new required Science and Engineering component of the NGSS. This presentation will offer a successful model for building classroom and community partnerships and highlight the particulars of a collaborative lesson taught to Rapid City High School students. Local environmental issues provided a framework for learning activities that encompassed several Crosscutting Concepts and Science and Engineering Practices for a lesson focused on Life Science Ecosystems: Interactions, Energy, and Dynamics. Specifically, students studied local water quality impairments, collected and measured stream samples, and analyzed their data. A visiting hydrologist supplied additional water quality data from ongoing studies to extend the students' datasets both temporally and spatially, helping students to identify patterns and draw conclusions based on their findings. Context was provided through discussions of how science professionals collect and analyze data and communicate results to the public, using an example of a recent bacterial contamination of a local stream. Working with Rapid City High School students added additional challenges due to their high truancy and poverty rates. Creating a relevant classroom experience was especially critical for engaging these at-risk youth and demonstrating that science is a viable career path for them. Connecting science in the community with the problem-solving nature of engineering is a critical component of NGSS, and this presentation will elucidate strategies to help prospective partners maneuver through the challenges that we've encountered. We recognize that the successful implementation of the NGSS is a challenge that requires the support of the scientific community. This partnership

  19. The Manchester Fly Facility: Implementing an objective-driven long-term science communication initiative.

    Science.gov (United States)

    Patel, Sanjai; Prokop, Andreas

    2017-10-01

    Science communication is increasingly important for scientists, although research, teaching and administration activities tend to eat up our time already, and budgets for science communication are usually low. It appears impossible to combine all these tasks and, in addition, to develop engagement activities to a quality and impact that would make the efforts worth their while. Here we argue that these challenges are easier addressed when centering science communication initiatives on a long-term vision with a view to eventually forming outreach networks where the load can be shared whilst being driven to higher momentum. As one example, we explain the science communication initiative of the Manchester Fly Facility. It aims to promote public awareness of research using the model organism Drosophila, which is a timely, economic and most efficient experimental strategy to drive discovery processes in the biomedical sciences and must have a firm place in the portfolios of funding organisations. Although this initiative by the Manchester Fly Facility is sustained on a low budget, its long-term vision has allowed gradual development into a multifaceted initiative: (1) targeting university students via resources and strategies for the advanced training in fly genetics; (2) targeting the general public via science fairs, educational YouTube videos, school visits, teacher seminars and the droso4schools project; (3) disseminating and marketing strategies and resources to the public as well as fellow scientists via dedicated websites, blogs, journal articles, conference presentations and workshops - with a view to gradually forming networks of drosophilists that will have a greater potential to drive the science communication objective to momentum and impact. Here we explain the rationales and implementation strategies for our various science communication activities - which are similarly applicable to other model animals and other areas of academic science - and share our

  20. Best Practices for Implementing Inquiry-Based Science Instruction for English Language Learners

    Science.gov (United States)

    Williams, Erica

    This applied dissertation was designed to provide better access to current information to link literacy and science. Students frequently used literacy skills to gather information and communicate understanding of scientific concepts to others. Science became applicable through the tools associated with literacy. There was a need for instruction that integrated language development with science content. This research focused on revealing the instructional trends of English language learners science teachers in the United Arab Emirates. The researcher introduced the questionnaire surveys in the form of a professional development session. The participants were asked to complete the questionnaire concurrently with the descriptive presentation of each component of the sheltered instruction observation protocol (SIOP) model. Completing the SIOP Checklist Survey provided data on the type of constructivist strategies (best practices) teachers were utilizing and to what degree of fidelity the strategies were being implemented. Teachers were encouraged to continue to use these services for curriculum enrichment and as an additional source for future lesson plans. An analysis of the data revealed authentic learning as the most common best practice used with the most fidelity by teachers. The demographic subgroup, teaching location, was the only subgroup to show statistical evidence of an association between teaching location and the use of problem-based learning techniques in the classroom. Among factors that influenced the degree of teacher fidelity, teachers' expectation for student achievement had a moderate degree of association between the use of scaffolding techniques and co-operative learning.

  1. The use of social science knowledge in implementing the Nuclear Waste Policy Act

    International Nuclear Information System (INIS)

    Bradbury, J.A.

    1989-01-01

    This study investigates the use of social science knowledge by the Office of Civilian Radioactive Waste Management (OCRWM), a division of the U.S. Department of Energy (DOE), in implementing the Nuclear Waste Policy Act of 1982. The use of social science is examined both generally and in relation to a body of knowledge most relevant to the program, the social science risk literature. The study is restricted to the use by headquarters staff in relation to the largest repository and Monitored Retrievable Storage (MRS) projects. The literature on knowledge utilization and the Sabatier framework on knowledge use and policy learning provide the theoretical framework for the study. The research adopts a multistrategy approach, collecting data from two sources: (1) program documents, policy guidance, and meeting records; and (2) interviews with OCRWM officials. The constructs knowledge and use are conceptualized in different ways, each of which forms the basis for a different analytic approach. The research findings showed a very limited use of social science, more especially by the first repository program. Two reasons are advanced. First, the agency has viewed social science knowledge through technical lens and has applied an approach suited to technical problems to its structuring of waste management policy problems. Second, the degree of societal conflict over nuclear power and nuclear waste has prevented a constructive dialogue among the parties and thus reduced the possibility of policy learning

  2. Dissemination, Implementation, and Improvement Science Research in Population Health: Opportunities for Public Health and CTSAs.

    Science.gov (United States)

    Kuo, Tony; Gase, Lauren N; Inkelas, Moira

    2015-12-01

    The complex, dynamic nature of health systems requires dissemination, implementation, and improvement (DII) sciences to effectively translate emerging knowledge into practice. Although they hold great promise for informing multisector policies and system-level changes, these methods are often not strategically used by public health. More than 120 stakeholders from Southern California, including the community, federal and local government, university, and health services were convened to identify key priorities and opportunities for public health departments and Clinical and Translational Science Awards programs (CTSAs) to advance DII sciences in population health. Participants identified challenges (mismatch of practice realities with narrowly focused research questions; lack of iterative learning) and solutions (using methods that fit the dynamic nature of the real world; aligning theories of change across sectors) for applying DII science research to public health problems. Pragmatic steps that public health and CTSAs can take to facilitate DII science research include: employing appropriate study designs; training scientists and practicing professionals in these methods; securing resources to advance this work; and supporting team science to solve complex-systems issues. Public health and CTSAs represent a unique model of practice for advancing DII research in population health. The partnership can inform policy and program development in local communities. © 2015 Wiley Periodicals, Inc.

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

    Science.gov (United States)

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

    2018-04-01

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

  4. Twitter use at the 2016 Conference on the Science of Dissemination and Implementation in Health: analyzing #DIScience16.

    Science.gov (United States)

    Allen, Caitlin G; Andersen, Brittany; Chambers, David A; Groshek, Jacob; Roberts, Megan C

    2018-02-20

    Poor dissemination of research findings may hamper the reach and impact of scientific discoveries. One key emerging platform for research dissemination is social media, including Twitter. While Twitter and other social media are increasingly being used to disseminate research content presented during scientific conferences, few studies have investigated the extent to which these tools are used throughout conferences and how they are being used. The aim for this study was to better understand the use of Twitter during the 2016 Annual Conference on the Science of Dissemination and Implementation in Health (D&I conference). We performed an analysis of Twitter use before, during, and after the 2016 D&I conference, which took place from December 14 to 15. All tweets (posted between December 1 and 31) that included the conference-specific hashtag (#DIScience16) were assessed. We identified 2639 tweets using the data analytics platform NUVI. We used NUVI software to generate statistics about reach, influence, mentions, and origin of the tweets. Individual tweet content was also assessed using DiscoverText and coded for disease category, implementation outcomes discussed, category of tweet, and conference track. A total of 2639 tweets were analyzed; 89.1% of the tweets were posted during the conference. A total of 389 unique users participated on Twitter, representing 31 states and 22 locations outside of the USA. Most (56.8%) tweets were re-tweets and were used for scientific promotion (50.6%). Key conference speakers and implementation outcomes (de-implementation, adaptation, and fidelity) were commonly discussed. Our findings reveal that Twitter was used as a platform during the D&I conference, both to facilitate conference discussion and to promote scientific ideas. This work contributes to the existing data analytics and implementation science literature in two major ways: (1) by advancing knowledge of how social media is used during annual academic conferences and (2

  5. Modern processing technologies and food quality. 18th Food Technology Days '97 dedicated to prof. F. Bitenc

    International Nuclear Information System (INIS)

    Zlender, Bozidar; Gasperlin, Lea; Hocevar, Ivica; Slemenik, Barbka; Hocevar, Polona

    1997-01-01

    Modern processing technologies and food quality. Proceedings of thematic survey of topics in food science and technology and nutrition for postgraduate students, Ljubljana Univ. (Slovenia). Biotechnical Fac., Food Science and Technology Dept

  6. 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.

  7. A methodology for enhancing implementation science proposals: comparison of face-to-face versus virtual workshops.

    Science.gov (United States)

    Marriott, Brigid R; Rodriguez, Allison L; Landes, Sara J; Lewis, Cara C; Comtois, Katherine A

    2016-05-06

    With the current funding climate and need for advancements in implementation science, there is a growing demand for grantsmanship workshops to increase the quality and rigor of proposals. A group-based implementation science-focused grantsmanship workshop, the Implementation Development Workshop (IDW), is one methodology to address this need. This manuscript provides an overview of the IDW structure, format, and findings regarding its utility. The IDW methodology allows researchers to vet projects in the proposal stage in a structured format with a facilitator and two types of expert participants: presenters and attendees. The presenter uses a one-page handout and verbal presentation to present their proposal and questions. The facilitator elicits feedback from attendees using a format designed to maximize the number of unique points made. After each IDW, participants completed an anonymous survey assessing perceptions of the IDW. Presenters completed a funding survey measuring grant submission and funding success. Qualitative interviews were conducted with a subset of participants who participated in both delivery formats. Mixed method analyses were performed to evaluate the effectiveness and acceptability of the IDW and compare the delivery formats. Of those who participated in an IDW (N = 72), 40 participated in face-to-face only, 16 in virtual only, and 16 in both formats. Thirty-eight (face-to-face n = 12, 35 % response rate; virtual n = 26, 66.7 % response rate) responded to the surveys and seven (15.3 % response rate), who had attended both formats, completed an interview. Of 36 total presenters, 17 (face-to-face n = 12, 42.9 % response rate; virtual n = 5, 62.9 % response rate) responded to the funding survey. Mixed method analyses indicated that the IDW was effective for collaboration and growth, effective for enhancing success in obtaining grants, and acceptable. A third (35.3 %) of presenters ultimately received funding for their proposal, and more than

  8. Building Sustainable Professional Development Programs: Applying Strategies From Implementation Science to Translate Evidence Into Practice.

    Science.gov (United States)

    Baldwin, Constance D; Chandran, Latha; Gusic, Maryellen E

    2017-01-01

    Multisite and national professional development (PD) programs for educators are challenging to establish. Use of implementation science (IS) frameworks designed to convert evidence-based intervention methods into effective health care practice may help PD developers translate proven educational methods and models into successful, well-run programs. Implementation of the national Educational Scholars Program (ESP) is used to illustrate the value of the IS model. Four adaptable elements of IS are described: (1) replication of an evidence-based model, (2) systematic stages of implementation, (3) management of implementation using three implementation drivers, and (4) demonstration of program success through measures of fidelity to proven models and sustainability. Implementation of the ESP was grounded on five established principles and methods for successful PD. The process was conducted in four IS stages over 10 years: Exploration, Installation, Initial Implementation, and Full Implementation. To ensure effective and efficient processes, attention to IS implementation drivers helped to manage organizational relationships, build competence in faculty and scholars, and address leadership challenges. We describe the ESP's fidelity to evidence-based structures and methods, and offer three examples of sustainability efforts that enabled achievement of targeted program outcomes, including academic productivity, strong networking, and career advancement of scholars. Application of IS frameworks to program implementation may help other PD programs to translate evidence-based methods into interventions with enhanced impact. A PD program can follow systematic developmental stages and be operationalized by practical implementation drivers, thereby creating successful and sustainable interventions that promote the academic vitality of health professions educators.

  9. Design and Implementation of a Library and Information Science Open Access Journal Union Catalogue System

    Directory of Open Access Journals (Sweden)

    Sinn-Cheng Lin

    2017-03-01

    Full Text Available Open access is a mode of academic communication that has been on the rise in recent years, but open access academic resources are widely dispersed across the internet, making it occasionally inconvenient in terms of its use. This research is focused on library and information science, using the OAIS reference model as the system framework, two open access platform, DOAJ and E-LIS as the data sources, and through system implementation develop a “library and information science open access journal union catalogue” system. Using the OAI-PMH protocol as the data interoperability standard, and LAMP as the development environment, four major functionalities: injest, archiving, management and access of information were designed, developed, and integrated into system build. Actual testing and verification showed this system is able to successfully collect data from DOAJ and E-LIS open journal resources related to library and information science. The system is now active and functional, and can be used by researchers in the library and science information field.

  10. How to Implement Rigorous Computer Science Education in K-12 Schools? Some Answers and Many Questions

    Science.gov (United States)

    Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.

    2015-01-01

    Aiming to collect various concepts, approaches, and strategies for improving computer science education in K-12 schools, we edited this second special issue of the "ACM TOCE" journal. Our intention was to collect a set of case studies from different countries that would describe all relevant aspects of specific implementations of…

  11. Perceptions of Science Teachers on Implementation of Seven Principles for Good Practice in Education by Chickering and Gamson in Courses

    Science.gov (United States)

    Ugras, Mustafa; Asiltürk, Erol

    2018-01-01

    The present study aimed to determine the perceptions of science teachers on the implementation of the seven principles for good practice in education by Chickering and Gamson in their courses. Seven principles for good science education were used as a data collection tool in the survey. "The seven principles for good practice in science…

  12. Some Problems of Information-Communication Technologies Implementation in the Activity of Enterprise Structures of Education and Science

    Directory of Open Access Journals (Sweden)

    Alexander A. Galushkin

    2016-09-01

    Full Text Available In this article author examines some of the issues of information and communication technologies in the activity of enterprise structures of education and science. During study author analyzes views of some eminent scientists, with formulate their own point of view. The study emphasizes that the introduction of information products in the deeper stages of the structure of education and science, implementing educational programs, as a rule, is facing a number of serious difficulties. In conclusion, the author cites 3 evidence-based conclusions.

  13. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    ... Discussion Meetings · Public Lectures · Lecture Workshops · Refresher Courses · Symposia · Live Streaming. Home; Fellowship; Associateship. Associate Profile. Period: 2009–2012. Gogate, Dr Parag. Address during Associateship: Dept. of Chemical Engineering, Institute of Chemical Technology, Matunga, Mumbai 400 ...

  14. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Fellowship; Associateship. Associate Profile. Period: 2013–2016. Rajaraman, Dr Gopalan. Date of birth: 3 April 1979. Specialization: Computational Chemistry, Molecular Magnetism, Catalysis Address during Associateship: Dept. of Chemistry, IIT, Powai, Mumbai 400 076. Contact: Email: rajaraman@chem.iitb.ac.in.

  15. An Examination of Teacher Understanding of Project Based Science as a Result of Participating in an Extended Professional Development Program: Implications for Implementation

    Science.gov (United States)

    Mentzer, Gale A.; Czerniak, Charlene M.; Brooks, Lisa

    2017-01-01

    Project-based science (PBS) aligns with national standards that assert children should learn science by actively engaging in the practices of science. Understanding and implementing PBS requires a shift in teaching practices away from one that covers primarily content to one that prompts children to conduct investigations. A common challenge to…

  16. Evaluating the sustainability, scalability, and replicability of an STH transmission interruption intervention: The DeWorm3 implementation science protocol

    Science.gov (United States)

    Ajjampur, Sitara S. R.; Bailey, Robin; Galactionova, Katya; Gwayi-Chore, Marie-Claire; Halliday, Katherine; Ibikounle, Moudachirou; Juvekar, Sanjay; Kalua, Khumbo; Kang, Gagandeep; Lele, Pallavi; Luty, Adrian J. F.; Pullan, Rachel; Sarkar, Rajiv; Schär, Fabian; Tediosi, Fabrizio; Weiner, Bryan J.; Yard, Elodie; Walson, Judd

    2018-01-01

    Hybrid trials that include both clinical and implementation science outcomes are increasingly relevant for public health researchers that aim to rapidly translate study findings into evidence-based practice. The DeWorm3 Project is a series of hybrid trials testing the feasibility of interrupting the transmission of soil transmitted helminths (STH), while conducting implementation science research that contextualizes clinical research findings and provides guidance on opportunities to optimize delivery of STH interventions. The purpose of DeWorm3 implementation science studies is to ensure rapid and efficient translation of evidence into practice. DeWorm3 will use stakeholder mapping to identify individuals who influence or are influenced by school-based or community-wide mass drug administration (MDA) for STH and to evaluate network dynamics that may affect study outcomes and future policy development. Individual interviews and focus groups will generate the qualitative data needed to identify factors that shape, contextualize, and explain DeWorm3 trial outputs and outcomes. Structural readiness surveys will be used to evaluate the factors that drive health system readiness to implement novel interventions, such as community-wide MDA for STH, in order to target change management activities and identify opportunities for sustaining or scaling the intervention. Process mapping will be used to understand what aspects of the intervention are adaptable across heterogeneous implementation settings and to identify contextually-relevant modifiable bottlenecks that may be addressed to improve the intervention delivery process and to achieve intervention outputs. Lastly, intervention costs and incremental cost-effectiveness will be evaluated to compare the efficiency of community-wide MDA to standard-of-care targeted MDA both over the duration of the trial and over a longer elimination time horizon. PMID:29346376

  17. Automation through the PIP [Program Implementation Plan] concurrence system improves information sharing among DOE [Dept. of Energy] managers

    International Nuclear Information System (INIS)

    Imholz, R.M.; Berube, D.S.; Peterson, J.L.

    1990-01-01

    The Program Implementation Plan (PIP) Concurrence System is designed to improve information sharing within the U.S. Department of Energy (DOE) and between DOE and the Field. Effectively sharing information enables DOE managers to make more informed, effective decisions. The PIP Concurrence System improved information sharing among DOE managers by defining the automated process for concurring on a DOE document, thus reducing the time required to concur on the document by 75%. The first step in defining an automated process is to structure the process for concurring on a document. Only those DOE managers with approved access could review certain parts of a document on a concurrence system. Remember that the concurrence process is a sign off procedure unlike a commentary process in which comments may not be restricted to certain people. The commentary process is the beginning of the concurrence process. The commentary process builds a document; the concurrence process approves it. 6 refs., 7 figs

  18. Meeting of the Society for Research on Biological Rhythms (2nd) Held in Jacksonville, Florida on 9-13 May 1990. Programs and Abstracts

    Science.gov (United States)

    1993-04-30

    Kelly E. Mayo. and Eye Clinic, Zurich, Switzerland, *New York State Joseph S. Takahashi. Department of Biochemistry . Psychiatric Institute, New York...30 Room 4 & 5 Clinical Biochemistry , University of Toronto. Slide Session 4 Molecular and Cellular Studies of 17:00 Circadian Rhythmicity 31 CYCLIC AMP...College, Dept. of Anatomy, MI and The University of Michigan, Dept. of Uniformed Services University of Health Sciences, Kinesiology , Ann Arbor, MI. and

  19. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Fellowship; Associateship. Associate Profile. Period: 2013–2016. Maiti, Dr Debabrata. Date of birth: 10 December 1980. Specialization: Organometallic Chemistry, Bioinspired Catalysis Address during Associateship: Dept. of Chemistry, IIT, Mumbai 400 076. Contact: Email: dmaiti@chem.iitb.ac.in. YouTube; Twitter ...

  20. Gaps and strategies in developing health research capacity: experience from the Nigeria Implementation Science Alliance

    OpenAIRE

    Ezeanolue, Echezona E.; Menson, William Nii Ayitey; Patel, Dina; Aarons, Gregory; Olutola, Ayodotun; Obiefune, Michael; Dakum, Patrick; Okonkwo, Prosper; Gobir, Bola; Akinmurele, Timothy; Nwandu, Anthea; Khamofu, Hadiza; Oyeledun, Bolanle; Aina, Muyiwa; Eyo, Andy

    2018-01-01

    Background Despite being disproportionately burdened by preventable diseases than more advanced countries, low- and middle-income countries (LMICs) continue to trail behind other parts of the world in the number, quality and impact of scholarly activities by their health researchers. Our strategy at the Nigerian Implementation Science Alliance (NISA) is to utilise innovative platforms that catalyse collaboration, enhance communication between different stakeholders, and promote the uptake of ...

  1. Differentiating Science Instruction: Secondary science teachers' practices

    Science.gov (United States)

    Maeng, Jennifer L.; Bell, Randy L.

    2015-09-01

    This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.

  2. The investigation of science teachers’ experience in integrating digital technology into science teaching

    Science.gov (United States)

    Agustin, R. R.; Liliasari; Sinaga, P.; Rochintaniawati, D.

    2018-05-01

    The use of technology into science learning encounters problems. One of the problem is teachers’ less technological pedagogical and content knowledge (TPACK) on the implementation of technology itself. The purpose of this study was to investigate science teachers’ experience in using digital technology into science classroom. Through this study science teachers’ technological knowledge (TK) and technological content knowledge (TCK) can be unpacked. Descriptive method was used to depict science teachers’ TK and TCK through questionnaire that consisted of 20 questions. Subjects of this study were 25 science teachers in Bandung, Indonesia. The study was conducted in the context of teacher professional training. Result shows that science teachers still have less TK, yet they have high TCK. The teachers consider characteristics of concepts as main aspect for implementing technology into science teaching. This finding describes teachers’ high technological content knowledge. Meanwhile, science teachers’ technological knowledge was found to be still low since only few of them who can exemplify digital technology that can be implemented into several science concept. Therefore, training about technology implementation into science teaching and learning is necessary as a means to improve teachers’ technological knowledge.

  3. Laboratory evaluation of the improved tube test detection limits for β ...

    African Journals Online (AJOL)

    Administrator

    1Antibiotic research laboratory, Dept. of Food Science, Swedish University of Agricultural Sciences, P.O. Box 7051, S- ... particular commonly utilised in lactating animals (Mandell and Perti ..... for other families of drugs such as sulfa drugs,.

  4. The Implementation of a Cost Effectiveness Analyzer for Web-Supported Academic Instruction: An Example from Life Science

    Science.gov (United States)

    Cohen, Anat; Nachmias, Rafi

    2012-01-01

    This paper describes implementation of a quantitative cost effectiveness analyzer for Web-supported academic instruction that was developed in our University. The paper presents the cost effectiveness analysis of one academic exemplary course in Life Science department and its introducing to the course lecturer for evaluation. The benefits and…

  5. Tools for Implementing Science Practice in a Large Introductory Class

    Science.gov (United States)

    Prothero, W. A.

    2008-12-01

    Scientists must have in-depth background knowledge of their subject area and know where current knowledge can be advanced. They perform experiments that gather data to test new or existing theories, present their findings at meetings, publish their results, critically review the results of others, and respond to the reviews of their own work. In the context of a course, these activities correspond to learning the background material by listening to lectures or reading a text, formulating a problem, exploring data using student friendly data access and plotting software, giving brief talks to classmates in a small class or lab setting, writing a science paper or lab report, reviewing the writing of their peers, and receiving feedback (and grades) from their instructors and/or peers. These activities can be supported using course management software and online resources. The "LearningWithData" software system allows solid Earth (focused on plate tectonics) data exploration and plotting. Ocean data access, display, and plotting are also supported. Background material is delivered using animations and slide show type displays. Students are accountable for their learning through included homework assignments. Lab and small group activities provide support for data exploration and interpretation. Writing is most efficiently implemented using the "Calibrated Peer Review" method. This methodology is available at http://cpr.molsci.ucla.edu/. These methods have been successfully implemented in a large oceanography class at UCSB.

  6. Global-scale Observations of the Limb and Disk (GOLD): Science Implementation

    Science.gov (United States)

    Solomon, S. C.; McClintock, W. E.; Eastes, R.; Anderson, D. N.; Andersson, L.; Burns, A. G.; Codrescu, M.; Daniell, R. E.; England, S.; Eparvier, F. G.; Evans, J. S.; Krywonos, A.; Lumpe, J. D.; Richmond, A. D.; Rusch, D. W.; Siegmund, O.; Woods, T. N.

    2017-12-01

    The Global-scale Observations of the Limb and Disk (GOLD) is a NASA mission of opportunity that will image the Earth's thermosphere and ionosphere from geostationary orbit. GOLD will investigate how the thermosphere-ionosphere (T-I) system responds to geomagnetic storms, solar radiation, and upward propagating tides and how the structure of the equatorial ionosphere influences the formation and evolution of equatorial plasma density irregularities. GOLD consists of a pair of identical imaging spectrographs that will measure airglow emissions at far-ultraviolet wavelengths from 132 to 162 nm. On the disk, temperature and composition will be determined during the day using emissions from molecular nitrogen Lyman-Birge-Hopfield (LBH) band and atomic oxygen 135.6 nm, and electron density will be derived at night from 135.6 nm emission. On the limb, exospheric temperature will be derived from LBH emission profiles, and molecular oxygen density will be measured using stellar occultations. This presentation describes the GOLD mission science implementation including the as-built instrument performance and the planned observing scenario. It also describes the results of simulations performed by the GOLD team to validate that the measured instrument performance and observing plan will return adequate data to address the science objectives of the mission.

  7. Proceedings of the 8th Annual Conference on the Science of Dissemination and Implementation

    OpenAIRE

    Chambers, David; Simpson, Lisa; Hill-Briggs, Felicia; Neta, Gila; Vinson, Cynthia; Chambers, David; Beidas, Rinad; Marcus, Steven; Aarons, Gregory; Hoagwood, Kimberly; Schoenwald, Sonja; Evans, Arthur; Hurford, Matthew; Rubin, Ronnie; Hadley, Trevor

    2016-01-01

    Table of contents A1 Introduction to the 8th Annual Conference on the Science of Dissemination and Implementation: Optimizing Personal and Population Health David Chambers, Lisa Simpson D1 Discussion forum: Population health D&I research Felicia Hill-Briggs D2 Discussion forum: Global health D&I research Gila Neta, Cynthia Vinson D3 Discussion forum: Precision medicine and D&I research David Chambers S1 Predictors of community therapists? use of therapy techniques in a large public mental hea...

  8. Summer Faculty Research Program (SFRP) (1992). Volume 1. Program Management Report.

    Science.gov (United States)

    1992-12-01

    for expenses (i.e., for their to/from trip, privately owned automobile mileage at ($0.25) per mile). A rental-car’s cost is not an authorized...Professor SPECIALTY: Psychology Dept of Social Sciences LABORATORY: AL/ HRM Winston-Salem State University Winston-Salem, NC 27110 Robert J. Turnbull DEGREE...Psychology Dept of Psychology LABORATORY: AL/ HRM Columbus, OH 43210-1222 Ronald L. O(l{svor DEGREE: "S Ohio State University SPECIALTY: Electrical

  9. United States Air Force Summer Research Program 1991. Volume 1. Program Management Report

    Science.gov (United States)

    1992-01-09

    Engineering 4 4 Aerospace Engineering 3 16 19 Aerospace Mechanics 2 2 Astronomy 1 1 Astrophysics 2 2 Biochemistry 1 I Bioengineering 1 1 Biological...27706 C-1 NAME/ADDRESS DEGREE, SPECIALTY, LAB ASSIGNMENT David W. Barnett DEGREE: PhD Asst Professor SPECIALTY: Physical Sciences Dept of KinesioLogy LAB...SPECIALTY: Exercise Physiology Dept of KinesioLogy LAB ASSIGNMENT: SAN Baton Rouge, LA 70803 Amie L. edLtey-Goode DEGREE: NS Texas ALM University

  10. Untitled

    African Journals Online (AJOL)

    Dept. of Life Sciences, Faculty of Science ... can fit into new job situations, continuously improve. 368 ... cope with the rapidly evolving world of work. .... Not only did it gain its autonomy by .... an understanding of the delicate balance between.

  11. Next Generation Science Standards: Adoption and Implementation Workbook

    Science.gov (United States)

    Peltzman, Alissa; Rodriguez, Nick

    2013-01-01

    The Next Generation Science Standards (NGSS) represent the culmination of years of collaboration and effort by states, science educators and experts from across the United States. Based on the National Research Council's "A Framework for K-12 Science Education" and developed in partnership with 26 lead states, the NGSS, when…

  12. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Address: Dept. of Biosciences & Bioengg., Indian Institute of Technology, Guwahati 781 039, Assam Contact: Office: (0361) 258 2223. Residence: (0361) 258 4223, 98641 23088. Fax: (0361) 258 2249. Email: banand@iitg.ernet.in, anandbasub@gmail.com. http://www.iitg.ernet.in/banand · YouTube · Twitter · Facebook ...

  13. Gaps and strategies in developing health research capacity: experience from the Nigeria Implementation Science Alliance.

    Science.gov (United States)

    Ezeanolue, Echezona E; Menson, William Nii Ayitey; Patel, Dina; Aarons, Gregory; Olutola, Ayodotun; Obiefune, Michael; Dakum, Patrick; Okonkwo, Prosper; Gobir, Bola; Akinmurele, Timothy; Nwandu, Anthea; Khamofu, Hadiza; Oyeledun, Bolanle; Aina, Muyiwa; Eyo, Andy; Oleribe, Obinna; Ibanga, Ikoedem; Oko, John; Anyaike, Chukwuma; Idoko, John; Aliyu, Muktar H; Sturke, Rachel

    2018-02-12

    Despite being disproportionately burdened by preventable diseases than more advanced countries, low- and middle-income countries (LMICs) continue to trail behind other parts of the world in the number, quality and impact of scholarly activities by their health researchers. Our strategy at the Nigerian Implementation Science Alliance (NISA) is to utilise innovative platforms that catalyse collaboration, enhance communication between different stakeholders, and promote the uptake of evidence-based interventions in improving healthcare delivery. This article reports on findings from a structured group exercise conducted at the 2016 NISA Conference to identify (1) gaps in developing research capacity and (2) potential strategies to address these gaps. A 1-hour structured group exercise was conducted with 15 groups of 2-9 individuals (n = 94) to brainstorm gaps for implementation, strategies to address gaps and to rank their top 3 in each category. Qualitative thematic analysis was used. First, duplicate responses were merged and analyses identified emerging themes. Each of the gaps and strategies identified were categorised as falling into the purview of policy-makers, researchers, implementing partners or multiple groups. Participating stakeholders identified 98 gaps and 91 strategies related to increasing research capacity in Nigeria. A total of 45 gaps and an equal number of strategies were ranked; 39 gaps and 43 strategies were then analysed, from which 8 recurring themes emerged for gaps (lack of sufficient funding, poor research focus in education, inadequate mentorship and training, inadequate research infrastructure, lack of collaboration between researchers, research-policy dissonance, lack of motivation for research, lack of leadership buy-in for research) and 7 themes emerged for strategies (increased funding for research, improved research education, improved mentorship and training, improved infrastructure for research, increased collaboration between

  14. Women Fellows of NASI | Women in Science | Initiatives | Indian ...

    Indian Academy of Sciences (India)

    ... Near Nursing College, Centre for Diarrhoeal Disease & Nutrition Research, Dept. ... Residential Address: 418 Hawa Singh Block, Asian Games Village, New Delhi - ... Address: Chief Scientist, Division of Parasitology, Central Drug Research ...

  15. Associateship | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    ... Sensors, Paper Electronics Address: Dept. of Electrical Engineering, Indian Institute of Technology, Kandi, Hyderabad 502 285, A.P.. Contact: Office: (040) 2301 8443. Residence: 84552 37735, 94948 19735. Fax: (040) 2301 6032. Email: sbadh@iith.ac.in. http://www.iith.ac.in/~sbadh/ · YouTube · Twitter · Facebook · Blog ...

  16. The Collier Chautauqua program: A formative evaluation of the implementation of the Iowa Chautauqua model of professional development and its effectiveness in improving science teaching

    Science.gov (United States)

    Dass, Pradeep Maxwell

    1997-11-01

    A formative evaluation of the implementation of the Iowa Chautauqua model of professional development in Collier County, Florida, was conducted during 1995-97, focusing on implementation issues and teacher enhancement. Major findings are as follows: Implementation issues. (1) Development of a shared vision through collaborative interaction between teachers, school administrators, and district administrators is critical to successful program implementation. (2) When a new program is implemented on a district-wide basis, the success of implementation depends upon how well the program matches local goals and needs and how ready the district and teachers are to make changes necessary for implementing the tenets of the program. (3) Development of proper understanding of desired pedagogical approaches requires modeling of these approaches in program activities, with explicit attention drawn to the modeling. (4) Successful implementation of desired pedagogical approaches in the classroom is critically influenced by the support and continual feedback teachers receive from district administrators, building administrators, and their peers. (5) Unwavering commitment of district and school administrators is essential for encouraging more teachers to participate in the program, leading to district-wide implementation without making it mandatory. Teacher Enhancement. (1) Participants developed leadership skills in mentorship, teamwork, presenting at professional meetings, and assuming responsibility within the program. (2) Participants learned to focus more on student questions and concerns, value prior conceptions of students, and develop instructional activities accordingly. They grew in their understanding and use of the constructivist pedagogy. (3) Participants attitude toward teaching in general and science in particular improved markedly, leading to new excitement and enthusiasm toward their profession. (4) Participants became more confident about teaching science

  17. Planning and implementing an honors degree in environmental science curricula: a case study from the University of Delaware, USA

    Science.gov (United States)

    Levia, Delphis

    2015-04-01

    Environmental degradation is undermining the sustainability of our planet. The multi-faceted nature of environmental stressors, which inherently couples human-environment interactions across space and time, necessitates that we train environmental scientists holistically within an interdisciplinary framework. Recruiting top-notch honors students to major in the environmental sciences is a critical step to ensure that we have the human capital to tackle complicated environmental problems successfully. Planning and implementing an honors degree is no trivial task. Based upon a recently completed and implemented set of programmatic revisions*, this poster showcases a successful example of an honors curriculum in environmental science to recruit and educate dynamic thinkers capable of improving the quality of our environment. The interdisciplinary environmental science program at the University of Delaware emphasizes the cross-cutting among earth's spheres through a core set of courses which employ a quantitative approach which is supplemented by several environmental policy courses. The core is coupled with six different thematic concentrations (students choose one) which permit the student to delve into a particular area of environmental science. The honors component of the degree consists of twelve additional credits. These credits are met through a specially designed introductory environmental course, a field experience requiring data collection, analysis, and write-up, a capstone course, and one other environmentally related course. The environmental sciences honors curriculum outlined in this poster may serve as a useful guide to others wishing to establish an honors program of their own in environmental science to recruit and prepare the next generation to mitigate environmental degradation. -------------- * Please note that the planning process for the environmental programs was and is the collective effort of many dedicated people. Current members of the

  18. Transfer Entails Communication: The Public Understanding of (Social) Science as a Stage and a Play for Implementing Evidence-Based Prevention Knowledge and Programs.

    Science.gov (United States)

    Bromme, Rainer; Beelmann, Andreas

    2018-04-01

    Many social science-based interventions entail the transfer of evidence-based knowledge to the "target population," because the acquisition and the acceptance of that knowledge are necessary for the intended improvement of behavior or development. Furthermore, the application of a certain prevention program is often legitimated by a reference to science-based reasons such as an evaluation according to scientific standards. Hence, any implementation of evidence-based knowledge and programs is embedded in the public understanding of (social) science. Based on recent research on such public understanding of science, we shall discuss transfer as a process of science communication.

  19. 2018-02-19T16:08:03Z https://www.ajol.info/index.php/all/oai oai:ojs ...

    African Journals Online (AJOL)

    ... Reduit Boodhoo, Kishore; Faculty of Science, University of Mauritius, Reduit Balgobin, Janita; Faculty of Science, University of Mauritius, Reduit Povinec, Pavel; IAEA, Marine Environmental Laboratory, Monaco Burnett, W.C; Dept of Oceanography, Florida State University, Tallahassee, FL 32306, USA Mauritius, lagoon, ...

  20. 78 FR 59916 - Application(s) for Duty-Free Entry of Scientific Instruments

    Science.gov (United States)

    2013-09-30

    ... Minnesota, Dept. of Chemical Engineering & Material Science, 421 Washington Avenue SE, Minneapolis, MN 55455... microelectronics, micro-electromechanical systems (MEMS) as well as nanotechnology materials and devices...

  1. Green-E general program and public information support program report, August 1, 1999 - September 30, 2000

    Energy Technology Data Exchange (ETDEWEB)

    Brown, Kirk

    2000-09-30

    Green-E Program support from the Dept. of Energy augmented the costs of implementing the objectives of the Green-E Renewable Electricity Project; general program implementation; regional adaptation; developing strategic partnerships; and public information/education/outreach.

  2. MS PHD'S PDP: Vision, Design, Implementation, and Outcomes of a Minority-Focused Earth System Sciences Program

    Science.gov (United States)

    Habtes, S. Y.; Mayo, M.; Ithier-Guzman, W.; Pyrtle, A. J.; Williamson Whitney, V.

    2007-05-01

    As minorities are predicted to comprise at least 33% of the US population by the year 2010, their representation in the STEM fields, including the ocean sciences, is still poorly established. In order to advance the goal of better decision making, the Ocean Sciences community must achieve greater levels of diversity in membership. To achieve this objective of greater diversity in the sciences, the Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science® Professional Development Program (MS PHD'S PDP), which was launched in 2003, is supported via grants from NASA's Office of Earth Science, and NSF's Directorate for Geosciences. The MS PHD'S PDP is designed to provide professional and mentoring experiences that facilitate the advancement of minorities committed to achieving outstanding Earth System Science careers. The MS PHD'S PDP is structured in three phases, connected by engagement in a virtual community, continuous peer and mentor to mentee interactions, and the professional support necessary for ensuring the educational success of the student participants. Since the pilot program in 2003, the MSPHD'S PDP, housed at the University of South Florida's College of Marine Science, has produced 4 cohorts of students. Seventy-five have completed the program; of those 6 have earned their doctoral degrees. Of the 45 current participants 10 are graduate students in Marine Science and 15 are still undergraduates, the remaining 10 participants are graduate students in other STEM fields. Since the implementation of the MSPHD'S PDP a total of 87 students and 33 scientist mentors have become part of the MSPHD'S virtual community, helping to improve the learning environment for current and future participants as well as build a community of minority students that encourages each other to pursue their academic degrees.

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

    Science.gov (United States)

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

    2016-01-01

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

  4. Qualitative and mixed methods research in dissemination and implementation science: introduction to the special issue.

    Science.gov (United States)

    Southam-Gerow, Michael A; Dorsey, Shannon

    2014-01-01

    This special issue provides examples of how qualitative and mixed methods research approaches can be used in dissemination and implementation science. In this introductory article, we provide a brief rationale for why and how qualitative and mixed methods approaches can be useful in moving the field forward. Specifically, we provide a brief primer on common qualitative methods, including a review of guidelines provided by the National Institutes of Health. Next, we introduce the six articles in the issue. The first of the articles by Palinkas represents a more thorough and authoritative discussion related to qualitative methods, using the other five articles in the issue (and other published works) as examples. The remaining five articles are empirical and/or descriptive articles of recently completed or ongoing qualitative or mixed methods studies related to dissemination and implementation of evidence-based practices for children and adolescents.

  5. Prof. Parag P. Sadhale

    Indian Academy of Sciences (India)

    user

    2009-07-01

    Jul 1, 2009 ... Manimala Sen. Swati Deshpande. Pallavi Kakde. Ritu Gupta. Bhavna P. Bhavin Shah. Harigopala B. Kannan. Anandkumar. Prof. Parag P. Sadhale. Dept. of Microbiology and Cell Biology. July 2009. Financial support. DBT,. Piramal Life Sciences Mumbai. Indian Institute of Science. Bangalore- 560012.

  6. Classroom Implementation of Science, Technology, Engineering ...

    African Journals Online (AJOL)

    Zimbabwe Journal of Educational Research ... Understanding science, technology, engineering, and mathematics (STEM) education as a ... life skills in general and scientific literacy, along with a productive disposition and sense of social ...

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

    Science.gov (United States)

    Satria, E.

    2018-03-01

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

  8. 1st Hands-on Science Science Fair

    OpenAIRE

    Costa, Manuel F. M.; Esteves. Z.

    2017-01-01

    In school learning of science through investigative hands-on experiments is in the core of the Hands-on Science Network vision. However informal and non-formal contexts may also provide valuable paths for implementing this strategy aiming a better e!ective science education. In May 2011, a "rst country wide “Hands-on Science’ Science Fair” was organized in Portugal with the participation of 131 students that presented 38 projects in all "elds of Science. In this communication we will pr...

  9. What goal is of most worth? The effects of the implementation of the Texas Assessment of Knowledge and Skills on elementary science teaching

    Science.gov (United States)

    Rodgers, Pamela England

    This qualitative, narrative study centered on the effects of the implementation of the science portion of the fifth grade Texas Assessment of Knowledge and Skills (TAKS) on the instruction of science at the elementary level, grades one through five. Fourteen teachers and five administrators were interviewed at two elementary schools (kindergarten through grade four) and one middle school (grades five and six). Classroom observations of each of the teachers were also conducted. The study focused on the effect of the implementation of the science TAKS on the amount of time spent on science as well as the instructional methods utilized in the elementary science classroom. Lower grade levels were found to have changed little in these areas unless strong administrative leadership---emphasizing curriculum alignment, providing adequate materials and facilities, and encouraging sustained, content-based professional development in science---was present in the school. At the fifth grade level, however, the amount of time spent on science had increased significantly, although the instructional methods utilized by the teachers were focused more often upon increasing ratings on the test rather than providing the research-based best practice methods of hands-on, inquiry-based science instruction. In addition, the study also explored the teachers' and administrators' perceptions of the state and local mandates concerning science instruction and preparation for the TAKS. Other topics that came to light during the course of the study included the teachers' views on accountability and the effects of the state assessments on children in their classrooms. It was found that most teachers readily accept accountability for themselves, but are opposed to one-shot high-stakes tests which they feel are damaging for their students emotionally and academically---adversely affecting their love of learning science.

  10. International Journal of Science and Technology(STECH) Bahir Dar ...

    African Journals Online (AJOL)

    Nneka Umera-Okeke

    This paper also reviewed tourism development in Nigeria, as a potent tool for economy ..... increase in social and political unrest in the society, National dept on the rise and ..... For example, buying spaces in international media platforms to ...

  11. Factors affecting implementation of practical activities in science ...

    African Journals Online (AJOL)

    Absence of separate and well equipped laboratory for each science, absence of efforts made by science teacher to use local material for practice of basic activities and less attention of local government and school administrative to existing problem results in less student motivation to practical activity which have influence ...

  12. Bridging the Chasm: Challenges, Opportunities, and Resources for Integrating a Dissemination and Implementation Science Curriculum into Medical Education.

    Science.gov (United States)

    Ginossar, Tamar; Heckman, Carolyn J; Cragun, Deborah; Quintiliani, Lisa M; Proctor, Enola K; Chambers, David A; Skolarus, Ted; Brownson, Ross C

    2018-01-01

    Physicians are charged with implementing evidence-based medicine, yet few are trained in the science of Dissemination and Implementation (D&I). In view of the potential of evidence-based training in D&I to help close the gap between research and practice, the goal of this review is to examine the importance of D&I training in medical education, describe challenges to implementing such training, and provide strategies and resources for building D&I capacity. We conducted (1) a systematic review to identify US-based D&I training efforts and (2) a critical review of additional literature to inform our evaluation of the challenges and opportunities of integrating D&I training in medical education. Out of 269 unique articles reviewed, 11 described US-based D&I training. Although vibrant and diverse training opportunities exist, their capacity is limited, and they are not designed to meet physicians' needs. Synthesis of relevant literature using a critical review approach identified challenges inherent to changing medical education, as well as challenges related to D&I science. Finally, selected strategies and resources are available for facilitating incorporation of D&I training into medical education and overcoming existing challenges. Integrating D&I training in the medical education curriculum, and particularly in residency and fellowship training, holds promise for bridging the chasm between scientific discoveries and improved patient care and outcomes. However, unique challenges should be addressed, including the need for greater evidence.

  13. Optimizing Cancer Care Delivery through Implementation Science

    Directory of Open Access Journals (Sweden)

    Heather B Neuman

    2016-01-01

    Full Text Available The 2013 Institute of Medicine report investigating cancer care concluded that the cancer care delivery system is in crisis due to an increased demand for care, increasing complexity of treatment, decreasing work force and rising costs. Engaging patients and incorporating evidence-based care into routine clinical practice are essential components of a high quality cancer delivery system. However, a gap currently exists between the identification of beneficial research findings and application in clinical practice. Implementation research strives to address this gap. In this review, we discuss key components of high quality implementation research. We then apply these concepts to a current cancer care delivery challenge in women’s health, specifically the implementation of a surgery decision aid for women newly diagnosed with breast cancer.

  14. 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.

  15. Genetic disorders from an endogamous population

    African Journals Online (AJOL)

    Abdulbari Bener

    b Dept. of Evidence for Population Health Unit, School of Epidemiology and Health Sciences, University of Manchester, Manchester, UK ... genetics counseling and screening for the hereditary diseases programme. Results: The ..... Elementary.

  16. Geology for a changing world 2010-2020-Implementing the U.S. Geological Survey science strategy

    Science.gov (United States)

    Gundersen, Linda C.S.; Belnap, Jayne; Goldhaber, Martin; Goldstein, Arthur; Haeussler, Peter J.; Ingebritsen, S.E.; Jones, John W.; Plumlee, Geoffrey S.; Thieler, E. Robert; Thompson, Robert S.; Back, Judith M.

    2011-01-01

    This report describes a science strategy for the geologic activities of the U.S. Geological Survey (USGS) for the years 2010-2020. It presents six goals with accompanying strategic actions and products that implement the science directions of USGS Circular 1309, 'Facing Tomorrow's Challenges-U.S. Geological Survey Science in the Decade 2007-2017.' These six goals focus on providing the geologic underpinning needed to wisely use our natural resources, understand and mitigate hazards and environmental change, and understand the relationship between humans and the environment. The goals emphasize the critical role of the USGS in providing long-term research, monitoring, and assessments for the Nation and the world. Further, they describe measures that must be undertaken to ensure geologic expertise and knowledge for the future. The natural science issues facing today's world are complex and cut across many scientific disciplines. The Earth is a system in which atmosphere, oceans, land, and life are all connected. Rocks and soils contain the answers to important questions about the origin of energy and mineral resources, the evolution of life, climate change, natural hazards, ecosystem structures and functions, and the movements of nutrients and toxicants. The science of geology has the power to help us understand the processes that link the physical and biological world so that we can model and forecast changes in the system. Ensuring the success of this strategy will require integration of geological knowledge with the other natural sciences and extensive collaboration across USGS science centers and with partners in Federal, State, and local agencies, academia, industry, nongovernmental organizations and, most importantly, the American public. The first four goals of this report describe the scientific issues facing society in the next 10 years and the actions and products needed to respond to these issues. The final two goals focus on the expertise and

  17. Developing eLearning Technologies to Implement Competency Based Medical Education: Experiences from Muhimbili University of Health and Allied Sciences

    Science.gov (United States)

    Nagunwa, Thomas; Lwoga, Edda

    2012-01-01

    This paper provides the practical experience of developing an eLearning technology as a tool to implement Competency-based Medical Education (CBME) in Tanzania medical universities, with a specific focus on Muhimbili University of Health and Allied Sciences. The paper provides a background to eLearning and the early attempt to adopt it in 2006 at…

  18. equilibrium approach in thederivation of differential equations

    African Journals Online (AJOL)

    user

    DEPT OF CIVIL ENGINEERING, ENUGU STATE UNIVERSITY OF SCIENCE & TECHNOLOGY ... In this paper, the differential equations of Mindlin plates are derived from basic principles by ..... Journal of Applied Mechanics, pages 31-38.

  19. Automated Patient Information Systems for Federal Government ...

    African Journals Online (AJOL)

    2012-12-01

    Dec 1, 2012 ... *Department of Computer Science, Nnamdi Azikiwe University, PMB5025 Awka, Anambra State, Nigeria boni_eke@yahoo.com. ** Dept of Information Technology, National Open University, Awka .... When funding for project.

  20. Astronomy and Disabled: Implementation of new technologies to communicate science to new audiences

    Science.gov (United States)

    García, Beatriz; Ortiz Gil, Amelia; Proust, Dominique

    2015-08-01

    Commission 46 proposed in 2012 the creation of an interdisciplinary WG in which astronomers work together with technicians, educators and disability specialists to develop new teaching and learning strategies devoted o generate resources of high impact among disabled populations, which are usually away from astronomy. Successful initiatives designed to research the best-practices in using new technologies to communicate science in these special audiences include the creation of models and applications, and the implementation of a data base of didactic approaches and tools. Between the achievements of this proposal, we have original development in: design of electronics, design of original software, scripts and music for Planetarium functions, design of models and their associated explanatory script, printed material in Braille and 3D, filming associated with sign language, interviews and docs recompilation and the recently project on the Sign Language Universal Encyclopedic Dictionary, based on the proposal by Proust (2009) and, which proposes the dissemination of a unique language for the deaf worldwide, associated with astronomical terms.We present, on behalf of the WG, some of the achievements, developments, successful stories of recent applications of this new approach to the science for all, thinking in the new “public of sciences”, and new challenges.

  1. Prof. S. Dhawan | History | About IASc | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Head 55-62, Director 63-81; Dept. of Space: Secy. and Chairman, Space Commission 72-84, Member 85. Fellow, INSA, Council ... Formulated and led the national space programme from 1972 to 1984. ... Access To [All] Knowledge. Posted on ...

  2. Can the implementation of aerospace science in elementary school help girls maintain their confidence and engagement in science as they transition to middle school?

    Science.gov (United States)

    Solberg, Margot

    2018-06-01

    There is a global crisis due to a lack of qualified applicants entering STEM careers, especially in science. Add the fact that women are greatly underrepresented in science, and the solution becomes obvious. Go to the source, and find out why girls as young as 12 years old are losing an interest in scientific endeavors that they once found to be captivating. This action research project sought to find out if the implementation of aerospace science, embedded both in the classroom and in an after school Space Club, could assist girls in maintaining their confidence and engagement in science overall as they transition to middle school. Furthermore, girls in fifth through seventh grade, who had previously been the teacher researcher's students, were included in the study in order to discover if their previous participation in a variety of authentic and ongoing aerospace activities had any impact upon their engagement in science as they entered the notable years of declined interest. The research took place at an international American school, Academia Cotopaxi, in Quito, Ecuador from September 2015 through April 2016. Data was collected through both qualitative and quantitative sources, and included attitude surveys, parent questionnaires, a writing prompt, photos, video, interviews and observations. Additionally, a control group was utilized in grades five to seven for purposes of comparison. Innovative activities included engaging and first-hand experiences with the Ecuadorian Civilian Space Agency (EXA), the National Aeronautics Space Administration (NASA), Space X and the Canadian Space Agency (CSA). Inquiry-based activities included, but were not limited to, experiences with: speaking live with both astronauts and cosmonauts on the International Space Station, robotics, rocketry, Skype chats with aerospace professionals, utilizing the Design Process, online resources and more. Findings suggested that embedding aerospace science in grade four, both during and after

  3. "I Know This Is Supposed to Be More Like the Real World, but . . .": Student Perceptions of a PBL Implementation in an Undergraduate Materials Science Course

    Science.gov (United States)

    Henry, Holly R.; Tawfik, Andrew A.; Jonassen, David H.; Winholtz, Robert A.; Khanna, Sanjeev

    2012-01-01

    This qualitative case study examines the initial implementation of a problem-based version of an undergraduate course in materials science for the purpose of identifying areas of improvement to the curriculum prior to a planned second implementation. The course was designed around problems that students work in small teams to solve under the…

  4. Derivation and Implementation of a Model Teaching the Nature of Science Using Informal Science Education Venues

    Science.gov (United States)

    Spector, Barbara S.; Burkett, Ruth; Leard, Cyndy

    2012-01-01

    This paper introduces a model for using informal science education venues as contexts within which to teach the nature of science. The model was initially developed to enable university education students to teach science in elementary schools so as to be consistent with "National Science Education Standards" (NSES) (1996) and "A Framework for…

  5. Deploying 2F Authentication Algorithm for Electronic Vovers ...

    African Journals Online (AJOL)

    PROF. O. E. OSUAGWU

    2013-09-01

    Sep 1, 2013 ... Dept. of Computer Science; Imo State University, Owerri. 2. Alvan Ikoku Federal .... security to checkmate fake Voter's Registration. Card. The registration .... based password protection are being produced to replace ordinary ...

  6. Science in Hawaii/Haawina Hoopapau: A Culturally Responsive Curriculum Project

    Science.gov (United States)

    Galloway, L. M.; Roberts, K.; Leake, D. W.; Stodden, R. S.; Crabbe, V.

    2005-12-01

    The marvels of modern science often fail to engage indigenous students, as the content and instructional style are usually rooted in the Western experience. This 3 year project, funded by the US Dept. of Education for the Education of Native Hawaiians, offers a curriculum that teaches science through (rather than just about) Native Hawaiian culture. The curriculum focuses on the interdependence of natural resources in our ahupuaa, or watersheds, and helps students strengthen their sense of place and self to malama i ka aina, to care for the land. Further, the curriculum is designed to: engage students in scientific study with relevant, interesting content and activities; improve student achievement of state department of education standards; increase student knowledge and skills in science, math and language arts; respond to the learning needs of Native Hawaiian and/or at-risk students. The project will be presented by a curriculum writer who created and adapted more than a year's worth of materials by teaming with kupuna (respected elders), local cultural experts and role models, educators (new, veteran, Hawaiian, non-Hawaiian, mainland, general and special education teachers), and professionals at the Center on Disability Studies at the University of Hawaii and ALU LIKE, Inc, a non-profit organization to assist Native Hawaiians. The materials created thus far are available for viewing at: www.scihi.hawaii.edu The curriculum, designed for grades 8-11 science classes, can be used to teach a year-long course, a unit, or single lesson related to astronomy, biology, botany, chemistry, geology, oceanography, physical and environmental sciences. This project is in its final year of field testing, polishing and dissemination, and therefore this session will encourage idea sharing, as does our copyright free Web site.

  7. 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…

  8. Porter, Prof. Lord George

    Indian Academy of Sciences (India)

    Chemistry) - 1967. Date of birth: 6 December 1920. Date of death: 31 August 2002. Last known address: Chairman, Centre for Photomol. Sci., Dept of Chemistry & Biochemistry, Imperial College of Science,, Technology and Medicine, London ...

  9. A practical example of implementing TQM within a science and engineering company

    International Nuclear Information System (INIS)

    Taylor, L.G.; Hickey, W.J.

    1992-01-01

    EG and G Energy Measurements is committed to being the best and most productive management and operating contractor in the Department of Energy (DOE) complex. The company provides instrumentation for underground testing at the Nevada Test Site and do engineering and research and development for the Department of Energy, Lawrence Livermore, Los Alamos, and Sandia National Laboratories. The also conducts aerial surveys nation-wide to monitor radiation and other impacts on the environment. In 1986, EG and G, along with all the other defense contractors, entered the era of declining budgets, known to some as the era of Gramm-Rudman, and to others as the simple and obvious need to reduce the federal deficit in order to save our national economy. In order to meet this challenge, EG and G Energy Measurements, Inc. has chosen a two-pronged approach to implementing Total Quality Management (TQM): management initiatives and employee initiatives. This presentation presents a practical example of how a TQM system is being implemented in a science, engineering, and research and development culture. The TQM concept is discussed as it pertains to the DOE/contractor relationship. Emphasis is given to the quality improvement process as it relates to quality control and quality assurance. Special emphasis is given in the areas of definitions, philosophies of experts, cultural challenges, creation of an infrastructure, resistance to change, quality improvement teams, cost of quality, DOE Orders, customer interface, and recognition issues

  10. Nuclear science and engineering education at a university research reactor

    International Nuclear Information System (INIS)

    Loveland, W.

    1990-01-01

    The research and teaching operations of the Nuclear Chemistry Division of the Dept. of Chemistry and the Dept. of Nuclear Engineering are housed at the Oregon State University Radiation Center. This facility which includes a 1.1 MW TRIGA reactor was used for 53 classes from a number of different academic departments last year. About one-half of these classes used the reactor and ∼25% of the reactor's 45 hour week was devoted to teaching. Descriptions will be given of reactor-oriented instructional programs in nuclear engineering, radiation health and nuclear chemistry. In nuclear chemistry, classes in (a) nuclear chemistry for nuclear engineers, (b) radiotracer methods, (c) elementary and advanced activation analysis, and (d) advanced nuclear instrumentation will be described in detail. The use of the facility to promote general nuclear literacy among college students, high school and grade school students and the general population will also be covered

  11. Online Pharmaceutical Care Provision: Full-Implementation of an eHealth Service Using Design Science Research.

    Science.gov (United States)

    Gregório, João; Pizarro, Ângela; Cavaco, Afonso; Wipfli, Rolf; Lovis, Christian; Mira da Silva, Miguel; Lapão, Luís Velez

    2015-01-01

    Chronic diseases are pressing health systems to introduce reforms, focused on primary care and multidisciplinary models. Community pharmacists have developed a new role, addressing pharmaceutical care and services. Information systems and technologies (IST) will have an important role in shaping future healthcare provision. However, the best way to design and implement an IST for pharmaceutical service provision is still an open research question. In this paper, we present a possible strategy based on the use of Design Science Research Methodology (DSRM). The application of the DSRM six stages is described, from the definition and characterization of the problem to the evaluation of the artefact.

  12. Beyond "implementation strategies": classifying the full range of strategies used in implementation science and practice.

    Science.gov (United States)

    Leeman, Jennifer; Birken, Sarah A; Powell, Byron J; Rohweder, Catherine; Shea, Christopher M

    2017-11-03

    Strategies are central to the National Institutes of Health's definition of implementation research as "the study of strategies to integrate evidence-based interventions into specific settings." Multiple scholars have proposed lists of the strategies used in implementation research and practice, which they increasingly are classifying under the single term "implementation strategies." We contend that classifying all strategies under a single term leads to confusion, impedes synthesis across studies, and limits advancement of the full range of strategies of importance to implementation. To address this concern, we offer a system for classifying implementation strategies that builds on Proctor and colleagues' (2013) reporting guidelines, which recommend that authors not only name and define their implementation strategies but also specify who enacted the strategy (i.e., the actor) and the level and determinants that were targeted (i.e., the action targets). We build on Wandersman and colleagues' Interactive Systems Framework to distinguish strategies based on whether they are enacted by actors functioning as part of a Delivery, Support, or Synthesis and Translation System. We build on Damschroder and colleague's Consolidated Framework for Implementation Research to distinguish the levels that strategies target (intervention, inner setting, outer setting, individual, and process). We then draw on numerous resources to identify determinants, which are conceptualized as modifiable factors that prevent or enable the adoption and implementation of evidence-based interventions. Identifying actors and targets resulted in five conceptually distinct classes of implementation strategies: dissemination, implementation process, integration, capacity-building, and scale-up. In our descriptions of each class, we identify the level of the Interactive System Framework at which the strategy is enacted (actors), level and determinants targeted (action targets), and outcomes used to

  13. National Science Foundation Grant Implementation: Perceptions of Teachers and Graduate Fellows in One School Regarding the Barriers and Successes

    Science.gov (United States)

    Pickering, Sharon Durham

    The purpose of this qualitative case study was to examine the perceptions of partner teachers and graduate fellows in 1 school regarding the barriers and successes made during their participation in a National Science Foundation Grant. This study included 9 partner teachers and 7 graduate fellows who participated in the Science First! NSF GK-12 Grant. There were 16 participants in this study. This study was conducted at North Side Elementary and East Tennessee State University. Partner teachers and graduate fellows were interviewed to gain perceptions of the barriers and successes of their participation in the implementation of the Science First! grant at North Side and East Tennessee State University from 2008-2013. A list of possible participants in the study was provided from the grant leadership team. The 16 participants in the study were chosen through purposeful sampling. During data analysis, 4 themes arose as successes and 4 themes arose as barriers. The success themes were (a) relationships, (b) mutual appreciation, (c) increased academic depth, and (d) professional growth. The barriers were (a) communication, (b) time, (c) expectations, and (d) preparation. Based on the research, the following conclusions were presented. The coordination of a major NSF-GK12 grant can provide STEM support and academic rigor for a high poverty school with leadership. Positive relationships between the graduate fellows and partner teachers as well as the 2 participating institutions are critical in fostering successful grant implementation. Professional growth through the grant partnerships was obtained. The participants gained a mutual appreciation for the roles and responsibilities of each other. There are ups and downs in implementing a large grant at 1 elementary school with a university, but the rewards of the potential to influence teacher practices in STEM and student learning are great. Recommendations from the study findings may assist future grant award winners or

  14. Science Credit for Agriculture: Perceived Support, Preferred Implementation Methods and Teacher Science Course Work.

    Science.gov (United States)

    Johnson, Donald M.

    1996-01-01

    Arkansas agriculture teachers (213 of 259 surveyed) expressed support for granting science credit for agriculture (88.8%); 65.6% supported science credit for a limited number of agriculture courses. Blanket endorsement for all certified agriculture teachers was favored by 71.5%; 56.6% preferred endorsement only for certified teachers completing an…

  15. Volume 10 No. 2 February 2010 2124 CHEMICAL COMPOSITION ...

    African Journals Online (AJOL)

    2010-02-02

    Feb 2, 2010 ... Dept of Food Science and Post Harvest Technology, University of Hawassa, Ethiopia. 2. Department of Chemical ... Wine is an alcoholic beverage produced by the fermentation of the ..... Management, 2nd edition. Gaitherburg ...

  16. 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)

  17. Connecting science, policy, and implementation for landscape-scale habitat connectivity.

    Science.gov (United States)

    Brodie, Jedediah F; Paxton, Midori; Nagulendran, Kangayatkarasu; Balamurugan, G; Clements, Gopalasamy Reuben; Reynolds, Glen; Jain, Anuj; Hon, Jason

    2016-10-01

    We examined the links between the science and policy of habitat corridors to better understand how corridors can be implemented effectively. As a case study, we focused on a suite of landscape-scale connectivity plans in tropical and subtropical Asia (Malaysia, Singapore, and Bhutan). The process of corridor designation may be more efficient if the scientific determination of optimal corridor locations and arrangement is synchronized in time with political buy-in and establishment of policies to create corridors. Land tenure and the intactness of existing habitat in the region are also important to consider because optimal connectivity strategies may be very different if there are few, versus many, political jurisdictions (including commercial and traditional land tenures) and intact versus degraded habitat between patches. Novel financing mechanisms for corridors include bed taxes, payments for ecosystem services, and strategic forest certifications. Gaps in knowledge of effective corridor design include an understanding of how corridors, particularly those managed by local communities, can be protected from degradation and unsustainable hunting. There is a critical need for quantitative, data-driven models that can be used to prioritize potential corridors or multicorridor networks based on their relative contributions to long-term metacommunity persistence. © 2016 Society for Conservation Biology.

  18. The Earth2Class Model for Professional Development to Implement the Next Generation Science Standards

    Science.gov (United States)

    Passow, M. J.; Assumpcao, C. M.; Baggio, F. D.; Hemming, S. R.; Goodwillie, A. M.; Brenner, C.

    2014-12-01

    Professional development for teachers involved in the implementation of the Next Generation Science Standards (NGSS) will require a multifaceted approach combining curriculum development, understanding the nature of science, applications of engineering and technology, integrating reading and writing, and other pedagogical components. The Earth2Class Workshops (E2C) at the Lamont-Doherty Earth Observatory of Columbia University (LDEO) provides one model for creating effective training to meet the NGSS challenges. E2C has provided more than 135 workshops since 1998 that have brought together LDEO research scientists with classroom teachers and students from the New York metropolitan area and elsewhere. Each session provides teachers with the chance to learn first-hand about the wide range of investigations conducted at LDEO. This approach aligns strongly with the NGSS goals: mastery of the disciplinary core ideas, science and engineering practices, understanding the nature of science, and cross-cutting relationships. During workshops, participating teachers interact with scientists to gain understanding of what stimulated research questions, how scientists put together all the components of investigations, and ways in which results are disseminated. Networking among teachers often leads to developing lesson plans based on the science, as well as support for professional growth not always possible within the school setting. Through the E2C website www.earth2class.org, teachers and students not able to attend the live workshops can access archival versions of the sessions. The website also provides a wide variety of educational resources. These have proved to be valuable on a national basis, as evidenced by an average of more than 300,000 hits per month from thousands of site visitors. Participating researchers have found E2C to be an effective approach to provide broader outreach of their results. During the next couple of years, the E2C program will expand to provide

  19. A case study of an experienced teacher's beliefs and practice during implementation of an inquiry-based approach in her elementary science classroom

    Science.gov (United States)

    Martin, Anita Marie Benna

    The purpose of this study was to examine the relationship between one teacher's beliefs and her practices. This study examined this relationship during the implementation of reform by the teacher in the area of science as recommended by the National Science Education Standards (NRC, 1996). This study was a single case study of one experienced elementary teacher who was implementing the Science Writing Heuristic (SWH) approach in her science classroom. The study's focus was on the relationship between the teacher's beliefs and her practice during this innovation, as well as the factors that influenced that relationship. Data were collected from multiple sources such as routinely scheduled interviews, classroom observations, researcher's fieldnotes, teacher's written reflections, professional development liaison reflections, student responses, video-tape analysis, think-aloud protocol, audio-tapes of student discourse, metaphor analysis, and Reformed Teacher Observation Protocol (RTOP) scores. Data analysis was conducted using two different approaches: constant comparative method and RTOP scores. Results indicate that a central belief of this teacher was her beliefs about how students learn. This belief was entangled with other more peripheral beliefs such as beliefs about the focus of instruction and beliefs about student voice. As the teacher shifted her central belief from a traditional view of learning to one that is more closely aligned with a constructivist' view, these peripheral beliefs also shifted. This study also shows that the teacher's beliefs and her practice were consistent and entwined throughout the study. As her beliefs shifted, so did her practice and it supports Thompson's (1992) notion of a dialectic relationship between teacher beliefs and practice. Additionally, this study provides implications for teacher education and professional development. As teachers implement reform efforts related to inquiry in their science classrooms, professional

  20. Safari Science: Assessing the reliability of citizen science data for wildlife surveys

    Science.gov (United States)

    Steger, Cara; Butt, Bilal; Hooten, Mevin B.

    2017-01-01

    Protected areas are the cornerstone of global conservation, yet financial support for basic monitoring infrastructure is lacking in 60% of them. Citizen science holds potential to address these shortcomings in wildlife monitoring, particularly for resource-limited conservation initiatives in developing countries – if we can account for the reliability of data produced by volunteer citizen scientists (VCS).This study tests the reliability of VCS data vs. data produced by trained ecologists, presenting a hierarchical framework for integrating diverse datasets to assess extra variability from VCS data.Our results show that while VCS data are likely to be overdispersed for our system, the overdispersion varies widely by species. We contend that citizen science methods, within the context of East African drylands, may be more appropriate for species with large body sizes, which are relatively rare, or those that form small herds. VCS perceptions of the charisma of a species may also influence their enthusiasm for recording it.Tailored programme design (such as incentives for VCS) may mitigate the biases in citizen science data and improve overall participation. However, the cost of designing and implementing high-quality citizen science programmes may be prohibitive for the small protected areas that would most benefit from these approaches.Synthesis and applications. As citizen science methods continue to gain momentum, it is critical that managers remain cautious in their implementation of these programmes while working to ensure methods match data purpose. Context-specific tests of citizen science data quality can improve programme implementation, and separate data models should be used when volunteer citizen scientists' variability differs from trained ecologists' data. Partnerships across protected areas and between protected areas and other conservation institutions could help to cover the costs of citizen science programme design and implementation.

  1. 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.

  2. The Structure of Analogical Models in Science.

    Science.gov (United States)

    1980-07-01

    mapping M of the nodes b1 , b2 ,...,bn of system B into the (different) nodes t1, t2,...,tm of system T. (2) The mapping is such that substantial parts... Rugby Avenue Livingstone Road Bethesda, MD 20014 Stratford London E15 2LJ 1 Dr. A. J. Eschenbrenner ENGLAND Dept. E422, Bldg. 81 McDonnell Douglas

  3. Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

    Science.gov (United States)

    Rhee, Hyang-yon; Choi, Kyunghee

    2014-01-01

    The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized…

  4. Teaching Experiences for Graduate Student Researchers: A Study of the Design and Implementation of Science Courses for Secondary Students

    Science.gov (United States)

    Collins, Anne Wrigley

    Modern science education reform recommends that teachers provide K-12 science students a more complete picture of the scientific enterprise, one that lies beyond content knowledge and centers more on the processes and culture of scientists. In the case of Research Experience for Teachers (RET) programs, the "teacher" becomes "researcher" and it is expected that he/she will draw from the short-term science research experience in his/her classroom, offering students more opportunities to practice science as scientists do. In contrast, this study takes place in a program that allows graduate students, engaged in research full-time, to design and implement a short-duration course for high school students on Saturdays; the "researcher" becomes "teacher" in an informal science program. In this study, I investigated eleven graduate students who taught in the Saturday Science (SS) program. Analyses revealed participants' sophisticated views of the nature of science. Furthermore, participants' ideas about science clearly resonated with the tenets of NOS recommended for K-12 education (McComas et al., 1998). This study also highlighted key factors graduate students considered when designing lessons. Instructors took great care to move away from models of traditional, "lecture"-based, university science teaching. Nonetheless, instruction lacked opportunities for students to engage in scientific inquiry. In instances when instructors included discussions of NOS in SS courses, opportunities for high school students to learn NOS were not explicit enough to align with current science reform recommendations (e.g., AAAS, 2009). Graduate students did, however, offer high school students access to their own science or engineering research communities. These findings have significant implications for K-12 classroom reform. Universities continue to be a valuable resource for K-12 given access to scientists, materials or equipment, and funding. Nonetheless, and as was the case with

  5. Complexities of implementing Stepping Stones and Creating ...

    African Journals Online (AJOL)

    assessing' their effectiveness towards understanding processes around how such interventions are implemented. Implementation Science is focused on understanding potential challenges of translating interventions from highly controlled conditions ...

  6. Social Thinking®: Science, Pseudoscience, or Antiscience?

    Science.gov (United States)

    Leaf, Justin B; Kassardjian, Alyne; Oppenheim-Leaf, Misty L; Cihon, Joseph H; Taubman, Mitchell; Leaf, Ronald; McEachin, John

    2016-06-01

    Today, there are several interventions that can be implemented with individuals diagnosed with autism spectrum disorder. Most of these interventions have limited to no empirical evidence demonstrating their effectiveness, yet they are widely implemented in home, school, university, and community settings. In 1996, Green wrote a chapter in which she outlined three levels of science: evidence science, pseudoscience, and antiscience; professionals were encouraged to implement and recommend only those procedures that would be considered evidence science. Today, an intervention that is commonly implemented with individuals diagnosed with autism spectrum disorder is Social Thinking®. This intervention has been utilized by behaviorists and non-behaviorists. This commentary will outline Social Thinking® and provide evidence that the procedure, at the current time, qualifies as a pseudoscience and, therefore, should not be implemented with individuals diagnosed with autism spectrum disorder, especially given the availability of alternatives which clearly meet the standard of evidence science.

  7. Phases and phase transitions of S=1 bosons

    Indian Academy of Sciences (India)

    smukerjee

    Quantum phases and phase transitions of bosons. Subroto Mukerjee. Dept. of Physics & Centre for Quantum. Information and Quantum Computing (CQIQC). Indian Institute of Science, Bangalore. 77th annual meeting of the IAS, Nov. 20 2011, PRL Ahmedabad ...

  8. The influence of professional development on informal science educators' engagement of preschool-age audiences in science practices

    Science.gov (United States)

    Crowl, Michele

    There is little research on professional development for informal science educators (ISEs). One particular area that ISEs need support in is how to engage preschool-age audiences in science practices. This study is part of a NSF-funded project, My Sky Tonight (MST), which looked at how to support ISEs in facilitating astronomy-themed activities with preschool-age audiences. This dissertation focuses on the influence of a six-week, online professional development workshop designed for ISEs working with preschool-age audiences. I used three primary sources of data: pre/post interviews and a video analysis task from data of 16 participants, as well as observations of implementation from a subset of seven participants who agreed to participate further. I developed and used the Phenomena-driven Practices of Science (PEPS) Framework as an analysis tool for identifying engagement in science practices. Findings from this study show that ISEs identified affective goals and rarely goals that reflect science practice engagement for their preschool-age audiences. They maintained these initial goals after the professional development workshop. ISEs describe the ways in which they engage children in science using primarily science practice-related words, but these descriptions did not show full use of science practices according to the PEPS framework. When observed implementing science activities with their preschool audiences, the ISEs demonstrated a variety of forms of science engagement, but only a few used science practices in ways consistent with the PEPS framework. Engagement in the professional development workshop did not result in a transition in the ways ISEs talk about and implement science with young children. While the write-ups for MST activities were not written in a way that supported engagement in science practices, a subset of MST activities were designed with it in mind. The professional development workshop included little time focusing on how ISEs could

  9. Hazarika, Dr Nabajit

    Indian Academy of Sciences (India)

    Hazarika, Dr Nabajit Ph.D. (Tezpur). Date of birth: 17 January 1986. Specialization: Remote Sensing, GIS Applications, Fluvial Geomorphology, Landuse Landcover Studies Address: Dept. of Environmental Science, Nagaland University, Lumami 798 627, Nagaland Contact: Residence: 94354 81256, 97066 71256

  10. UWHS Climate Science: Uniting University Scientists and High School Teachers in the Development and Implementation of a Dual-Credit STEM-Focused Curriculum

    Science.gov (United States)

    Bertram, M. A.; Thompson, L.; Ackerman, T. P.

    2012-12-01

    The University of Washington is adapting a popular UW Atmospheric Sciences course on Climate and Climate Change for the high school environment. In the process, a STEM-focused teaching and learning community has formed. With the support of NASA Global Climate Change Education 20 teachers have participated in an evolving professional development program that brings those actively engaged in research together with high school teachers passionate about bringing a formal climate science course into the high school. Over a period of several months participating teachers work through the UW course homework and delve deeply into specific subject areas. Then, during a week-long summer institute, scientists bring their particular expertise (e.g. radiation, modeling) to the high school teachers through lectures or labs. Together they identify existing lectures, textbook material and peer-reviewed resources and labs available through the internet that can be used to effectively teach the UW material to the high school students. Through this process the scientists learn how to develop teaching materials around their area of expertise, teachers engage deeply in the subject matter, and both the university and high school teachers are armed with the tools to effectively teach a STEM-focused introductory course in climate science. To date 12 new hands-on modules have been completed or are under development, exploring ice-cores, isotopes, historical temperature trends, energy balance, climate models, and more. Two modules have been tested in the classroom and are ready for peer-review through well-respected national resources such as CLEAN or the National Earth Science Teachers Association; three others are complete and will be implemented in a high school classroom this year, and the remainder under various stages of development. The UWHS ATMS 211 course was piloted in two APES (Advanced Placement Environmental Science classrooms) in Washington State in 2011/2012. The high school

  11. Science Fair Projects. LC Science Tracer Bullet. TB 07-6

    Science.gov (United States)

    Howland, Joyce, Comp.

    2007-01-01

    Selected sources in this bibliography provide guidance to students, parents, and teachers throughout the process of planning, developing, implementing and competing in science fair activities. Sources range in suitability from elementary to high school levels. This guide updates "Library of Congress Science Tracer Bullet" 01-4. More specialized…

  12. Development and implementation of a science training course for breast cancer activists: Project LEAD (leadership, education and advocacy development).

    Science.gov (United States)

    Dickersin, K; Braun, L; Mead, M; Millikan, R; Wu, A M; Pietenpol, J; Troyan, S; Anderson, B; Visco, F

    2001-12-01

    To develop and implement Project LEAD (leadership, education, and advocacy development), a science course for breast cancer activists. Students were breast cancer activists and other consumers, mainly affiliated with advocacy organizations in the United States of America. Project LEAD is offered by the National Breast Cancer Coalition; the course takes place over 5 days and is offered 4 times a year, in various cities in the United States of America. The Project LEAD curriculum has developed over 5 years to include lectures, problem-based study groups, case studies, interactive critical appraisal sessions, a seminar by an 'expert' scientist, role play, and homework components. A core faculty has been valuable for evaluating and revising the course and has proved necessary to provide consistent high quality teaching. Course evaluations indicated that students gained critical appraisal skills, enhanced their knowledge and developed confidence in selected areas of basic science and epidemiology. Project LEAD comprises a unique curriculum for training breast cancer activists in science and critical appraisal. Course evaluations indicate that students gain confidence and skills from the course.

  13. What are the barriers to scaling up health interventions in low and middle income countries? A qualitative study of academic leaders in implementation science

    Directory of Open Access Journals (Sweden)

    Yamey Gavin

    2012-05-01

    Full Text Available Abstract Background Most low and middle income countries (LMICs are currently not on track to reach the health-related Millennium Development Goals (MDGs. One way to accelerate progress would be through the large-scale implementation of evidence-based health tools and interventions. This study aimed to: (a explore the barriers that have impeded such scale-up in LMICs, and (b lay out an “implementation research agenda”—a series of key research questions that need to be addressed in order to help overcome such barriers. Methods Interviews were conducted with fourteen key informants, all of whom are academic leaders in the field of implementation science, who were purposively selected for their expertise in scaling up in LMICs. Interviews were transcribed by hand and manually coded to look for emerging themes related to the two study aims. Barriers to scaling up, and unanswered research questions, were organized into six categories, representing different components of the scaling up process: attributes of the intervention; attributes of the implementers; scale-up approach; attributes of the adopting community; socio-political, fiscal, and cultural context; and research context. Results Factors impeding the success of scale-up that emerged from the key informant interviews, and which are areas for future investigation, include: complexity of the intervention and lack of technical consensus; limited human resource, leadership, management, and health systems capacity; poor application of proven diffusion techniques; lack of engagement of local implementers and of the adopting community; and inadequate integration of research into scale-up efforts. Conclusions Key steps in expanding the evidence base on implementation in LMICs include studying how to: simplify interventions; train “scale-up leaders” and health workers dedicated to scale-up; reach and engage communities; match the best delivery strategy to the specific health problem and

  14. Beyond “implementation strategies”: classifying the full range of strategies used in implementation science and practice

    Directory of Open Access Journals (Sweden)

    Jennifer Leeman

    2017-11-01

    Full Text Available Abstract Background Strategies are central to the National Institutes of Health’s definition of implementation research as “the study of strategies to integrate evidence-based interventions into specific settings.” Multiple scholars have proposed lists of the strategies used in implementation research and practice, which they increasingly are classifying under the single term “implementation strategies.” We contend that classifying all strategies under a single term leads to confusion, impedes synthesis across studies, and limits advancement of the full range of strategies of importance to implementation. To address this concern, we offer a system for classifying implementation strategies that builds on Proctor and colleagues’ (2013 reporting guidelines, which recommend that authors not only name and define their implementation strategies but also specify who enacted the strategy (i.e., the actor and the level and determinants that were targeted (i.e., the action targets. Main body We build on Wandersman and colleagues’ Interactive Systems Framework to distinguish strategies based on whether they are enacted by actors functioning as part of a Delivery, Support, or Synthesis and Translation System. We build on Damschroder and colleague’s Consolidated Framework for Implementation Research to distinguish the levels that strategies target (intervention, inner setting, outer setting, individual, and process. We then draw on numerous resources to identify determinants, which are conceptualized as modifiable factors that prevent or enable the adoption and implementation of evidence-based interventions. Identifying actors and targets resulted in five conceptually distinct classes of implementation strategies: dissemination, implementation process, integration, capacity-building, and scale-up. In our descriptions of each class, we identify the level of the Interactive System Framework at which the strategy is enacted (actors, level and

  15. Quality science for all: A qualitative study of professional development and assessment implementation in STEP-uP

    Science.gov (United States)

    Funk, Christine M.

    One of the most important factors in achieving scientific literacy is for science teachers at the local level to develop a greater understanding of science education, including science content, pedagogy, and assessment. This study was designed to examine the connection between teacher learning and practice by studying the relationship between professional development and assessment implementation in the elementary science classroom. The goal was to develop a deeper understanding of the components of the STEP-uP model that served as a catalyst for change and to provide insight into how to best work with teachers in order to develop a more scientifically literate population. Four essential questions guided this research. What kinds of opportunities does STEP-uP provide for elementary school teachers to improve their assessment practices in science? In what ways did STEP-uP training affect assessment practices by teachers? How, if at all, are the assessment practices modified by teachers? What are the most salient features of the STEP-uP professional development model that allow for change and growth in assessment practices in elementary science classrooms and for education at large? The research method for this study was educational connoisseurship and criticism. I developed rich descriptions and interpretations based on observations, interviews, and artifacts from six classroom teachers which were then compared and contrasted to the goals of STEP-uP described in their literature, by the assessment coordinator, and an observation of a STEP-uP training. Key findings include: (1) collaboration and collegial support must be integral to sustain change; (2) clearly articulated goals form one, cohesive vision for professional development that must be integral to all components of the program; (3) multiple entry points help encourage participation and honor differences between teachers' personal and professional needs; and, (4) classroom structures such as time, classroom

  16. Sustainable computational science: the ReScience initiative

    Directory of Open Access Journals (Sweden)

    Nicolas P. Rougier

    2017-12-01

    Full Text Available Computer science offers a large set of tools for prototyping, writing, running, testing, validating, sharing and reproducing results; however, computational science lags behind. In the best case, authors may provide their source code as a compressed archive and they may feel confident their research is reproducible. But this is not exactly true. James Buckheit and David Donoho proposed more than two decades ago that an article about computational results is advertising, not scholarship. The actual scholarship is the full software environment, code, and data that produced the result. This implies new workflows, in particular in peer-reviews. Existing journals have been slow to adapt: source codes are rarely requested and are hardly ever actually executed to check that they produce the results advertised in the article. ReScience is a peer-reviewed journal that targets computational research and encourages the explicit replication of already published research, promoting new and open-source implementations in order to ensure that the original research can be replicated from its description. To achieve this goal, the whole publishing chain is radically different from other traditional scientific journals. ReScience resides on GitHub where each new implementation of a computational study is made available together with comments, explanations, and software tests.

  17. Developing Science Communication in Africa: Undergraduate and Graduate Students should be Trained and Actively Involved in Outreach Activity Development and Implementation.

    Science.gov (United States)

    Karikari, Thomas K; Yawson, Nat Ato; Quansah, Emmanuel

    2016-01-01

    Despite recent improvements in scientific research output from Africa, public understanding of science in many parts of the continent remains low. Science communication there is faced with challenges such as (i) lack of interest among some scientists, (ii) low availability of training programs for scientists, (iii) low literacy rates among the public, and (iv) multiplicity of languages. To address these challenges, new ways of training and motivating scientists to dialogue with non-scientists are essential. Developing communication skills early in researchers' scientific career would be a good way to enhance their public engagement abilities. Therefore, a potentially effective means to develop science communication in Africa would be to actively involve trainee scientists (i.e., undergraduate and graduate students) in outreach activity development and delivery. These students are often enthusiastic about science, eager to develop their teaching and communication skills, and can be good mentors to younger students. Involving them in all aspects of outreach activity is, therefore, likely to be a productive implementation strategy. However, science communication training specifically for students and the involvement of these students in outreach activity design and delivery are lacking in Africa. Here, we argue that improving the training and involvement of budding scientists in science communication activities would be a good way to bridge the wide gap between scientists and the African public.

  18. AGI's Earth Science Week and Education Resources Network: Connecting Teachers to Geoscience Organizations and Classroom Resources that Support NGSS Implementation

    Science.gov (United States)

    Robeck, E.; Camphire, G.; Brendan, S.; Celia, T.

    2016-12-01

    There exists a wide array of high quality resources to support K-12 teaching and motivate student interest in the geosciences. Yet, connecting teachers to those resources can be a challenge. Teachers working to implement the NGSS can benefit from accessing the wide range of existing geoscience resources, and from becoming part of supportive networks of geoscience educators, researchers, and advocates. Engaging teachers in such networks can be facilitated by providing them with information about organizations, resources, and opportunities. The American Geoscience Institute (AGI) has developed two key resources that have great value in supporting NGSS implement in these ways. Those are Earth Science Week, and the Education Resources Network in AGI's Center for Geoscience and Society. For almost twenty years, Earth Science Week, has been AGI's premier annual outreach program designed to celebrate the geosciences. Through its extensive web-based resources, as well as the physical kits of posters, DVDs, calendars and other printed materials, Earth Science Week offers an array of resources and opportunities to connect with the education-focused work of important geoscience organizations such as NASA, the National Park Service, HHMI, esri, and many others. Recently, AGI has initiated a process of tagging these and other resources to NGSS so as to facilitate their use as teachers develop their instruction. Organizing Earth Science Week around themes that are compatible with topics within NGSS contributes to the overall coherence of the diverse array of materials, while also suggesting potential foci for investigations and instructional units. More recently, AGI has launched its Center for Geoscience and Society, which is designed to engage the widest range of audiences in building geoscience awareness. As part of the Center's work, it has launched the Education Resources Network (ERN), which is an extensive searchable database of all manner of resources for geoscience

  19. ACKNOWLEDGEMENTS

    Indian Academy of Sciences (India)

    ... Raha, Soumen Basak , Amitava Majumder, Mousumi Basu, Smarajit Polley, Raja Bhattacharya, and all other lab members. OUR COLLABORATORS: Prof. S. Roy, Bose Institute, Kolkata. Prof.M.S.Shaila, IISC, Bangalore. GRANTING AGENCIES: Dept. of Science and Technology. All India Council for Technical Education.

  20. Manganese Health Research Program (MHRP)

    Science.gov (United States)

    2008-01-01

    to Prion 21 Klein Bradley Dept. of Biomedical Sciences & Pathobiology College of Veterinary Medicine Virginia Tech, Blacksburg, VA...PhD Struve, Melanie , BS Norris, Amy, PhD Higgins, Alan, PhD 5f. WORK UNIT NUMBER 8. PERFORMING ORGANIZATION REPORT NUMBER 7

  1. Research Article Special Issue

    African Journals Online (AJOL)

    pc

    2018-05-01

    May 1, 2018 ... IMAGE PROCESSING FOR SDR APPLICATIONS TO RECREATE LOST IMAGE ... 3Professor, Dept. of Computer Science Engineering, Sri Indu Institute of ... software using Python programming or embedded system. ... INTRODUCTION ... By those exponential development in the routes and worth by which ...

  2. E-SCIENCE: AN INTRODUCTION

    OpenAIRE

    , Sarhan M. Musa

    2017-01-01

    E-science refers to the type of scientific research that uses large-scale computing infrastructure to process very large amount of data. It is an interdisciplinary branch of science that explores and implements information technology platforms, which include computer networks, computer information technology, telecommunication, and computational methods. This paper provides a brief introduction to e-science.

  3. Curriculum Implementation and Reform: Teachers' Views about Kuwait's New Science Curriculum

    Science.gov (United States)

    Alshammari, Ahmad

    2013-01-01

    The MoE (Ministry of Education) in the state of Kuwait is starting to reform the science curriculum in all school academic stages: primary (1-5) grades, intermediate (6-9) grades, and secondary (10-12) grades. The purpose of this study was to explore the opinions of science teachers about Kuwait's new sixth and seventh grade science curriculum,…

  4. NASA science communications strategy

    Science.gov (United States)

    1995-01-01

    In 1994, the Clinton Administration issued a report, 'Science in the National Interest', which identified new national science goals. Two of the five goals are related to science communications: produce the finest scientists and engineers for the 21st century, and raise scientific and technological literacy of all Americans. In addition to the guidance and goals set forth by the Administration, NASA has been mandated by Congress under the 1958 Space Act to 'provide for the widest practicable and appropriate dissemination concerning its activities and the results thereof'. In addition to addressing eight Goals and Plans which resulted from a January 1994 meeting between NASA and members of the broader scientific, education, and communications community on the Public Communication of NASA's Science, the Science Communications Working Group (SCWG) took a comprehensive look at the way the Agency communicates its science to ensure that any changes the Agency made were long-term improvements. The SCWG developed a Science Communications Strategy for NASA and a plan to implement the Strategy. This report outlines a strategy from which effective science communications programs can be developed and implemented across the agency. Guiding principles and strategic themes for the strategy are provided, with numerous recommendations for improvement discussed within the respective themes of leadership, coordination, integration, participation, leveraging, and evaluation.

  5. Battelle-Northwest monthly activities report, February 1965

    Energy Technology Data Exchange (ETDEWEB)

    1964-03-15

    Activities for each of the following departments are discussed in this report: Reactor and Materials Technology Dept.; Physics and Instruments Dept.; Chemistry Dept.; Biology Dept.; Applied Mathematics Dept.; Radiation Protection Dept.; and the Test Reactor and Engineering Services Dept.. Activities are in support of Hanford reactors (production reactors, N-reactor, PRTR reactor, etc) and reprocessing and radioactive waste management efforts at Hanford.

  6. 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 ...

  7. Recycled material-based science instruments to support science education in rural area at Central Sulawesi District of Indonesia

    Science.gov (United States)

    Ali, M.; Supriyatman; Saehana, S.

    2018-03-01

    It has been successfully designing low cost of science experiment from recycled materials. The science instruments were produced to explain expansion concept and hydrostatic pressure inside the liquid. Science instruments were calibrated and then validated. It was also implemented in science learning.

  8. Implementing Concepts of Pharmaceutical Engineering into High School Science Classrooms

    Science.gov (United States)

    Kimmel, Howard; Hirsch, Linda S.; Simon, Laurent; Burr-Alexander, Levelle; Dave, Rajesh

    2009-01-01

    The Research Experience for Teachers was designed to help high school science teachers develop skills and knowledge in research, science and engineering with a focus on the area of pharmaceutical particulate and composite systems. The experience included time for the development of instructional modules for classroom teaching. Results of the…

  9. Fostering implementation of health services research findings into practice: a consolidated framework for advancing implementation science

    Directory of Open Access Journals (Sweden)

    Alexander Jeffery A

    2009-08-01

    Full Text Available Abstract Background Many interventions found to be effective in health services research studies fail to translate into meaningful patient care outcomes across multiple contexts. Health services researchers recognize the need to evaluate not only summative outcomes but also formative outcomes to assess the extent to which implementation is effective in a specific setting, prolongs sustainability, and promotes dissemination into other settings. Many implementation theories have been published to help promote effective implementation. However, they overlap considerably in the constructs included in individual theories, and a comparison of theories reveals that each is missing important constructs included in other theories. In addition, terminology and definitions are not consistent across theories. We describe the Consolidated Framework For Implementation Research (CFIR that offers an overarching typology to promote implementation theory development and verification about what works where and why across multiple contexts. Methods We used a snowball sampling approach to identify published theories that were evaluated to identify constructs based on strength of conceptual or empirical support for influence on implementation, consistency in definitions, alignment with our own findings, and potential for measurement. We combined constructs across published theories that had different labels but were redundant or overlapping in definition, and we parsed apart constructs that conflated underlying concepts. Results The CFIR is composed of five major domains: intervention characteristics, outer setting, inner setting, characteristics of the individuals involved, and the process of implementation. Eight constructs were identified related to the intervention (e.g., evidence strength and quality, four constructs were identified related to outer setting (e.g., patient needs and resources, 12 constructs were identified related to inner setting (e.g., culture

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

    Science.gov (United States)

    Boydston, Theodore Lewis, III

    1999-12-01

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

  11. [Implementing evidence and implementation research: two different and prime realities].

    Science.gov (United States)

    Rumbo Prieto, José María; Martínez Ques, Ángel Alfredo; Sobrido Prieto, María; Raña Lama, Camilo Daniel; Vázquez Campo, Miriam; Braña Marcos, Beatriz

    Scientific research can contribute to more efficient health care, enhance care quality and safety of persons. In order for this to happen, the knowledge gained must be put into practice. Implementation is known as the introduction of a change or innovation to daily practice, which requires effective communication and the elimination of barriers that hinder this process. Best practice implementation experiences are being used increasingly in the field of nursing. The difficulty in identifying the factors that indicate the success or failure of implementation has led to increased studies to build a body of differentiated knowledge, recognized as implementation science or implementation research. Implementation research is the scientific study whose objective is the adoption and systematic incorporation of research findings into clinical practice to improve the quality and efficiency of health services. The purpose of implementation research is to improve the health of the population through equitable and effective implementation of rigorously evaluated scientific knowledge, which involves gathering the evidence that has a positive impact on the health of the community. In this text, we set out the characteristics of nursing implementation research, providing a synthesis of different methods, theories, key frameworks and implementation strategies, along with the terminology proposed for greater conceptual clarity. Copyright © 2016 Elsevier España, S.L.U. All rights reserved.

  12. Designing Caregiver-Implemented Shared-Reading Interventions to Overcome Implementation Barriers

    Science.gov (United States)

    Logan, Jessica R.; Damschroder, Laura

    2015-01-01

    Purpose This study presents an application of the theoretical domains framework (TDF; Michie et al., 2005), an integrative framework drawing on behavior-change theories, to speech-language pathology. Methods A multistep procedure was used to identify barriers affecting caregivers' implementation of shared-reading interventions with their children with language impairment (LI). The authors examined caregiver-level data corresponding to implementation issues from two randomized controlled trials and mapped these to domains in the TDF as well as empirically validated behavior-change techniques. Results Four barriers to implementation were identified as potentially affecting caregivers' implementation: time pressures, reading difficulties, discomfort with reading, and lack of awareness of benefits. These were mapped to 3 TDF domains: intentions, beliefs about capabilities, and skills. In turn, 4 behavior-change techniques were identified as potential vehicles for affecting these domains: reward, feedback, model, and encourage. An ongoing study is described that is determining the effects of these techniques for improving caregivers' implementation of a shared-reading intervention. Conclusions A description of the steps to identifying barriers to implementation, in conjunction with an ongoing experiment that will explicitly determine whether behavior-change techniques affect these barriers, provides a model for how implementation science can be used to identify and overcome implementation barriers in the treatment of communication disorders. PMID:26262941

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

    Science.gov (United States)

    Weiland, Sunny Minelli

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

  14. Strategy Implementation in a Small Island Community

    NARCIS (Netherlands)

    A.A. van der Maas (Arnoud)

    2008-01-01

    textabstractStrategy implementation is of high importance to organization science and practice, due to its direct relation to organizational performance, its high complexity, and high failure rate. This PhD thesis is about strategy implementation and the reasons for success or failure. Despite its

  15. Science and mathematics teachers of the future

    DEFF Research Database (Denmark)

    Michelsen, Claus; Nielsen, Jan Alexis; Petersen, Morten Rask

    2008-01-01

    This paper presents the project Science and Mathematics Teachers of the Future. The aim of the project is to develop and implement a graduate level equivalent degree program in mathematics and science instruction for in-service teachers of lower secondary education. This aim is achieved...... in the programme through involving the teachers in design, implementation and evaluation of innovative instructional sequences, which deals with a wide range of aspects of mathematics and science, e.g. modern science and the importance of science in society. In the program contemporary science and mathematics...... education research serves as a basis for the design and development of warranted practices with which the teachers may experiment in their classroom. We will focus on the outcomes of offering a program which is intimately tied to (i) contemporary science and mathematics education research, (ii) modern...

  16. IN-SERVICE SCIENCE TEACHER PROFILES FROM THE EYES OF PRE-SERVICE SCIENCE TEACHERS: WHAT DID THEY OBSERVE?

    OpenAIRE

    Kıran, Dekant; Şen, Mehmet

    2014-01-01

    The purpose of this study is to portrayin-class implementations of in-service science teachers from the eyes of thepre-service science teachers. Specifically, this study examines various scienceteaching components such as overcoming misconceptions, assessment of sciencelearning, integrating nature of science aspects, using different scienceteaching methods etc. that science teachers use during instruction.Additionally, classroom management strategies of science teachers are alsoincluded. The ...

  17. A User Driven Dynamic Circuit Network Implementation

    Energy Technology Data Exchange (ETDEWEB)

    Guok, Chin; Robertson, David; Chaniotakis, Evangelos; Thompson, Mary; Johnston, William; Tierney, Brian

    2008-10-01

    The requirements for network predictability are becoming increasingly critical to the DoE science community where resources are widely distributed and collaborations are world-wide. To accommodate these emerging requirements, the Energy Sciences Network has established a Science Data Network to provide user driven guaranteed bandwidth allocations. In this paper we outline the design, implementation, and secure coordinated use of such a network, as well as some lessons learned.

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

    Science.gov (United States)

    Todd, Brandy

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

  19. Teachers' sense-making of curriculum structures and its impact on the implementation of an innovative reform-based science curriculum

    Science.gov (United States)

    Beckford-Smart, Meredith

    This study discusses the social interactions involved in teachers' enactment and use of new science curricula. The teachers studied participated in the LiFE program, a university-school partnership, which is an inquiry based science and nutrition education program. In this program fifth and sixth grade students learned science through the study of food. The program used the study of food and food systems to teach life sciences and nutrition through inquiry based studies. Through the partnership teachers received professional development which aimed to deepen their conceptual understandings of life science and develop skills in implementing inquiry-base teaching. Using qualitative research methods of ethnography and narrative inquiry to study teachers' sense-making of messages from curriculum structures, the intention was to explore how teachers' sense-making of these structures guided their classroom practices. Two research questions were addressed: (a) How do teachers make sense of curriculum given their perceptions, their school context and their curricular context; (b) What influence do their identities as science teachers/learners have on their enactment of an innovative science curriculum. I used comparative analysis to examine teacher's beliefs and identities as teachers/learners. In the process of studying these teachers an understanding of how teachers' stories and identities shape their use and enactment of science curriculum came to light. The initial analysis revealed four distinct teacher identities: (a) social responsibility teacher/learner; (b) experiential teacher/learner; (c) supportive institution teacher/learner; and (d) turning point teacher. Besides these distinct teacher identities three cross cutting themes emerged: (a) creating environments conducive to their teaching visions; (b) empowering student through science teaching; and (c) dealing with the uncertainty of teaching. The information gathered from this study will illuminate how these

  20. Teacher change in implementing a research-developed representation construction pedagogy

    Science.gov (United States)

    Hubber, Peter; Chittleborough, Gail

    2016-05-01

    The Representations in Learning Science (RiLS) project developed a representation construction approach to teaching and learning in science, which has successfully demonstrated enhanced student learning through sustained engagement with ideas, and enhancement of teachers' pedagogical knowledge and understandings of how knowledge in science is developed and communicated. The current Constructing Representations in Science Pedagogy (CRISP) project aims at wider scale implementation of the representation construction approach. This paper explores a range of issues that confronted four Year-8 teachers in implementing this research-developed approach, such as: preparedness of the teacher in terms of epistemological positioning and positioning as a learner, significant support for planning and modelling by the university expert, and a team ethos where teachers share ideas and plan jointly. The Year-8 teachers implemented a representation construction approach to the teaching of the topic of astronomy. The Interconnected Model of Teacher Growth (IMTG) (Clarke and Hollingworth, Teach. Educ., 18 (2001) 947) was used to analyse the teachers' experience in planning and delivering the teaching sequence. This model was found to be flexible in identifying the experiences of teachers in different situations and useful in identifying issues for implementation of a research-developed pedagogy.

  1. Troubleshooting Complex Equipment in the Military Services: Research and Prospects.

    Science.gov (United States)

    1979-12-01

    energy quantum . We need same of this ingenuity to support troubleshooter cognition. There is sone evidence that the ability to bring up vivid voluntary...of Illinois DEPT. OF PSYCHOLOGY Champaign, IL 61820 UNIVERSITY OF COLORADO BOULDER, CO 80309 Dr. Robert A. Levit Director, Behavioral Sciences 1 Dr

  2. Implementation Strategy

    Science.gov (United States)

    1983-01-01

    Meeting the identified needs of Earth science requires approaching EOS as an information system and not simply as one or more satellites with instruments. Six elements of strategy are outlined as follows: implementation of the individual discipline missions as currently planned; use of sustained observational capabilities offered by operational satellites without waiting for the launch of new mission; put first priority on the data system; deploy an Advanced Data Collection and Location System; put a substantial new observing capability in a low Earth orbit in such a way as to provide for sustained measurements; and group instruments to exploit their capabilities for synergism; maximize the scientific utility of the mission; and minimize the costs of implementation where possible.

  3. 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…

  4. Estimated effects of radioactive fallout on agricultural production in Sweden. Contamination of crop products

    International Nuclear Information System (INIS)

    Eriksson, Aake; Loensjoe, H.; Karlstroem, F.

    1994-01-01

    The study is part of a research project, 'Radioactivity problems within the food sector' performed in 1991-94 at the request of the National Board of Agriculture in Sweden by The National Research Establishment, Dept. of NBC Defence, and the Dept. of Radioecology and the Dept. of Biosystems and Technology, the latter two belonging to the Swedish Univ. of Agricultural Sciences. The aim of the study was to investigate the contamination levels that may occur in agricultural crop products in Sweden in a situation of radioactive fallout from the use of nuclear weapons. There is a risk for a major nuclide transport in agricultural systems by the feeds, mainly by pasture grass and silage and hay crops but also to some extent by grain crops. For that reason, cattle are expected to be important vectors of the fallout nuclides to the human diet, particularly in milk from dairy cattle but also in beef. The activity transport by grain to pig products may also be of some importance. 8 refs, 7 figs, 25 tabs

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

    Science.gov (United States)

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

    2012-01-01

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

  6. Exposing the Science in Citizen Science: Fitness to Purpose and Intentional Design.

    Science.gov (United States)

    Parrish, Julia K; Burgess, Hillary; Weltzin, Jake F; Fortson, Lucy; Wiggins, Andrea; Simmons, Brooke

    2018-05-21

    Citizen science is a growing phenomenon. With millions of people involved and billions of in-kind dollars contributed annually, this broad extent, fine grain approach to data collection should be garnering enthusiastic support in the mainstream science and higher education communities. However, many academic researchers demonstrate distinct biases against the use of citizen science as a source of rigorous information. To engage the public in scientific research, and the research community in the practice of citizen science, a mutual understanding is needed of accepted quality standards in science, and the corresponding specifics of project design and implementation when working with a broad public base. We define a science-based typology focused on the degree to which projects deliver the type(s) and quality of data/work needed to produce valid scientific outcomes directly useful in science and natural resource management. Where project intent includes direct contribution to science and the public is actively involved either virtually or hands-on, we examine the measures of quality assurance (methods to increase data quality during the design and implementation phases of a project) and quality control (post hoc methods to increase the quality of scientific outcomes). We suggest that high quality science can be produced with massive, largely one-off, participation if data collection is simple and quality control includes algorithm voting, statistical pruning and/or computational modeling. Small to mid-scale projects engaging participants in repeated, often complex, sampling can advance quality through expert-led training and well-designed materials, and through independent verification. Both approaches - simplification at scale and complexity with care - generate more robust science outcomes.

  7. School Science and the Language Arts

    Science.gov (United States)

    Ediger, Marlow

    2014-01-01

    An integrated science curriculum assists pupils to retain learnings better than to separate academic disciplines. Too frequently, science teachers teach each academic discipline as separate entities. However, there is much correlating of science with language, for example which might well be implemented in teaching and learning situations. Thus,…

  8. Cheetham, Prof. Antony Kevin

    Indian Academy of Sciences (India)

    Home; Fellowship. Fellow Profile. Elected: 2001 Honorary. Cheetham, Prof. Antony Kevin FRS. Date of birth: 16 November 1946. Address: Dept. of Materials Science &, Metallurgy, University of Cambridge, 27, Charles Babbage Road, Cambridge CB3 0FS, uk. Contact: Office: (+44-1223) 74 6733. Fax: (+44-1223) 33 4567

  9. Document Management Projects: implementation guide

    Directory of Open Access Journals (Sweden)

    Beatriz Bagoin Guimarães

    2016-12-01

    Full Text Available Records Management System implementation is a complex process that needs to be executed by a multidisciplinary team and involves components of apparently non-related areas such as archival science, computer engineering, law, project management and human resource management. All of them are crucial and complementary to guarantee a full and functional implementation of a system and a perfect fusion with the connected processes and procedures. The purpose of this work is to provide organizations with a basic guide to Records Management Project implementation beginning with the steps prior to acquiring the system, following with the main project activities and concluding with the post implementation procedures of continuous improvement and system maintenance.

  10. Road Safety Education in a Science Course: Evaluation of "Science and the Road."

    Science.gov (United States)

    Gardner, Paul L.

    1989-01-01

    A traffic safety instructional package--"Science and the Road"--was assessed. It was designed by the Road Traffic Authority of Victoria (Australia) for use in tenth-grade science courses. Evaluation findings resulted in revision of the unit and implementation of more inservice courses for teachers lacking relevant biology and physics…

  11. Document Management Projects: implementation guide

    OpenAIRE

    Beatriz Bagoin Guimarães

    2016-01-01

    Records Management System implementation is a complex process that needs to be executed by a multidisciplinary team and involves components of apparently non-related areas such as archival science, computer engineering, law, project management and human resource management. All of them are crucial and complementary to guarantee a full and functional implementation of a system and a perfect fusion with the connected processes and procedures. The purpose of this work is to provide organizations...

  12. Science Policy in Spain: National Programs and Public Perception of Science

    Directory of Open Access Journals (Sweden)

    Veronica M. Novikova

    2016-01-01

    Full Text Available The article studies the organization and financing of the Spanish state policy in the field of scientific and technological research and innovation, its institutional basic and the legal and regulatory framework, as well as analyzes the problem of Spanish public opinion on research and work of scientists. The author uses the methods of texts analysis, interviews and expert assessments. First, the author examines the legislative framework of scientific and technical policy of the Kingdom of Spain, the theoretical basis of its development and implementation Then, we study the institutional characteristics of scientific policy in the country, in particular the principal organs of coordination, financing and implementation, including their functional powers. Finally, we investigate the Spanish people perception of the science as a whole, the introduction of new technologies and the sources of material support to scientific research. In conclusion, the past 10years have seen active steps of the Spanish authorities improve the legislation in the field of science in order to ensure the effective implementation of innovation and enhance the overall competitiveness of the country in the international arena. An important finding was also positive changes in the public attitude towards science and the intensification of the dialogue between the scientific community and the public.

  13. Surviving the Implementation of a New Science Curriculum

    Science.gov (United States)

    Lowe, Beverly; Appleton, Ken

    2015-01-01

    Queensland schools are currently teaching with the first National Curriculum for Australia. This new curriculum was one of a number of political responses to address the recurring low scores in literacy, mathematics, and science that continue to hold Australia in poor international rankings. Teachers have spent 2 years getting to know the new…

  14. A new science competition for secondary school students : the First European Union Science Olympiad

    NARCIS (Netherlands)

    van Kampen, P; Browne, WR; Burke, M; Cotter, MA; James, P; McGlynn, E; O'Kennedy, R; Smyth, P; Whelan, G

    The first European Union Science Olympiad (EUSO2003) took place at Dublin City University in April 2003. In this paper we discuss the philosophy behind and implementation of this new competition, and the role third-level institutions can play in making science more attractive to second-level

  15. Supporting Implementation of Evidence-Based Practices through Practice-Based Coaching

    Science.gov (United States)

    Snyder, Patricia A.; Hemmeter, Mary Louise; Fox, Lise

    2015-01-01

    In active implementation science frameworks, coaching has been described as an important competency "driver" to ensure evidence-based practices are implemented as intended. Empirical evidence also has identified coaching as a promising job-embedded professional development strategy to support implementation of quality teaching practices.…

  16. Curriculum Framework (CF) Implementation Conference. Report of the Regional Educational Laboratory Network Program and the National Network of Eisenhower Mathematics and Science Regional Consortia (Hilton Head Island, South Carolina, January 26-27, 1995).

    Science.gov (United States)

    Palmer, Jackie; Powell, Mary Jo

    The Laboratory Network Program and the National Network of Eisenhower Mathematics and Science Regional Consortia, operating as the Curriculum Frameworks Task Force, jointly convened a group of educators involved in implementing state-level mathematics or science curriculum frameworks (CF). The Hilton Head (South Carolina) conference had a dual…

  17. How Does Science Learning Occur in the Classroom? Students' Perceptions of Science Instruction during the Implementation of REAPS Model

    Science.gov (United States)

    Gomez-Arizaga, Maria P.; Bahar, A. Kadir; Maker, C. June; Zimmerman, Robert; Pease, Randal

    2016-01-01

    In this qualitative study the researchers explored children's perceptions of their participation in a science class in which an elementary science curriculum, the Full Option Science System (FOSS), was combined with an innovative teaching model, Real Engagement in Active Problem Solving (REAPS). The children were capable of articulating views…

  18. Implementation Measurement for Evidence-Based Violence Prevention Programs in Communities.

    Science.gov (United States)

    Massetti, Greta M; Holland, Kristin M; Gorman-Smith, Deborah

    2016-08-01

    Increasing attention to the evaluation, dissemination, and implementation of evidence-based programs (EBPs) has led to significant advancements in the science of community-based violence prevention. One of the prevailing challenges in moving from science to community involves implementing EBPs and strategies with quality. The CDC-funded National Centers of Excellence in Youth Violence Prevention (YVPCs) partner with communities to implement a comprehensive community-based strategy to prevent violence and to evaluate that strategy for impact on community-wide rates of violence. As part of their implementation approach, YVPCs document implementation of and fidelity to the components of the comprehensive youth violence prevention strategy. We describe the strategies and methods used by the six YVPCs to assess implementation and to use implementation data to inform program improvement efforts. The information presented describes the approach and measurement strategies employed by each center and for each program implemented in the partner communities. YVPCs employ both established and innovative strategies for measurement and tracking of implementation across a broad range of programs, practices, and strategies. The work of the YVPCs highlights the need to use data to understand the relationship between implementation of EBPs and youth violence outcomes.

  19. Secondary Science Teachers' Implementation of CCSS and NGSS Literacy Practices: A Survey Study

    Science.gov (United States)

    Drew, Sally Valentino; Thomas, Jeffrey

    2018-01-01

    Most middle and high school students struggle with reading and writing in science. This may be because science teachers are reluctant to teach literacy in science class. New standards now require a shift in the way science teachers develop students' literacy in science. This survey study examined the extent to which science teachers report…

  20. Life sciences flight experiments program, life sciences project division, procurement quality provisions

    Science.gov (United States)

    House, G.

    1980-01-01

    Methods are defined for implementing quality assurance policy and requirements for life sciences laboratory equipment, experimental hardware, integration and test support equipment, and integrated payloads.

  1. Neural Networks: Implementations and Applications

    OpenAIRE

    Vonk, E.; Veelenturf, L.P.J.; Jain, L.C.

    1996-01-01

    Artificial neural networks, also called neural networks, have been used successfully in many fields including engineering, science and business. This paper presents the implementation of several neural network simulators and their applications in character recognition and other engineering areas

  2. Lessons Learned from Developing and Operating the Kepler Science Pipeline and Building the TESS Science Pipeline

    Science.gov (United States)

    Jenkins, Jon M.

    2017-01-01

    The experience acquired through development, implementation and operation of the KeplerK2 science pipelines can provide lessons learned for the development of science pipelines for other missions such as NASA's Transiting Exoplanet Survey Satellite, and ESA's PLATO mission.

  3. I.R.D. annual report - 1988. Institute of Radioprotection and Dosimetry of Brazilian Nuclear Energy Commission (CNEN)

    International Nuclear Information System (INIS)

    1989-01-01

    This is the annual report of the activities developed by the Institute of Radioprotection and Dosimetry -IRD/CNEN-Brazil, in the year of 1988. It is composed by the individual reports of its several divisions, describing the main activities and personnel: DEPRO - Occupational and Radiological Protection Dept.; DEPRA - Environmental and Radiological Protection Dept.; DEMET - Metrology Dept.; DEPAT - Technical Support Dept.; DETAC - Scientific Support and Training Dept.; DEPAD -Administrative Support Dept. (J.A.M.M.)

  4. An Investigation of Science and Technology Teachers’ Views on the 5th Grade Science Course

    OpenAIRE

    İkramettin Daşdemir

    2014-01-01

    This study was conducted to explore the science and technology teachers’ views on the implementation of 5th grade science course. Open-ended questions were used as a data collection tool. The study sample consisted of 28 science and technology teachers working in Erzurum in 2012-2013 education year. The data gathered were analysed via content analysis method. According to the results obtained from the open-ended questions, a great majority of science and technology teache...

  5. 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

  6. Download this PDF file

    African Journals Online (AJOL)

    komla

    Effect of Phosphate Rock Fertilization and Arbuscular. Mycorrhizae (AM) Inoculation on Growth and Nodulation of. Agroforestry Tree Seedlings. N.K. Karanja'', K.A. Mwendwa?, J.R. Okaleboº, and J.H.P. Kahindi. 'University of Nairobi, Dept. of Soil Science, PO Box 30197 Nairobi, Kenya, ?Kenya Forestry Research. Institute ...

  7. MANAGEMENT OF PELVIC FRACTURES IN DOG

    African Journals Online (AJOL)

    EDITOR-IN-CHIEF

    Dept. of Surgery and Radiology, College of Veterinary Science and Animal Husbandry,. Birsa Agricultural ... dogs, most of the pelvic fractures recover without surgery. .... management in the dog and cat,. New York: Thieme, pp. 161-199. FOSSUM, T.W. (2007) Pelvic fractures. In: Fossum, T.W., 3rd edn.Small. Animal Surgery.

  8. U-Science (Invited)

    Science.gov (United States)

    Borne, K. D.

    2009-12-01

    represent and encode the new knowledge, and how to curate the discovered knowledge. This talk will address the emergence of U-Science as a type of Semantic e-Science, and will explore challenges, implementations, and results. Semantic e-Science and U-Science applications and concepts will be discussed within the context of one particular implementation (AstroDAS: Astronomy Distributed Annotation System) and its applicability to petascale science projects such as the LSST (Large Synoptic Survey Telescope), coming online within the next few years.

  9. IMPLEMENTASI PROGRAM CORPORATE SOCIAL RESPONSIBILITY (CSR USED MOTORCYCLE DEPARTMENT DALAM MENINGKATKAN CITRA PT. SUMMIT OTO FINANCE

    Directory of Open Access Journals (Sweden)

    FERRIANSYAH FIRDAUS

    2016-11-01

    Full Text Available Corporate Social Responsibility (CSR is a program that held by the company as a form of social or environmental responsibility. UMC Dept of PT Summit Oto Finance do the CSR programs to establish good relations with the public and dealers. CSR program is handled by some sections, namely UMC Dept. Head, UMC Staff, Branch Manager and Marketing Head.The purpose of this report is to investigate the preparation, implementation and evaluation of Corporate Social Responsibility (CSR UMC Department to improve the image of PT Summit Oto Finance. The concept of this research is public relations, corporate social responsibility and corporate image. This study used a qualitative approach with case study method. The data obtained by using observation, library research and in-depth interviews of key informants. The results of this study discusses the UMC Dept. CSR program in improving the image of PT Summit Oto Finance are divided into three stages, namely the preparation and planning stages, stages of implementation and evaluation stages. These three stages are carried out by the HO (head office that UMC Dept. Head and Staff and from the branch are Branch Manager and Marketing Head. The conclusion of this report is the CSR program UMC held on July 22, 2014. The three stages are performed optimally for results that have been planned, namely to establish good relations with the community and dealers as well as increasing the image that has been built.   Tanggung Jawab Sosial Perusahaan (CSR adalah program yang diselenggarakan oleh perusahaan sebagai bentuk tanggung jawab sosial atau lingkungan. UMC Dept dari PT Summit Oto Finance melakukan program CSR untuk menjalin hubungan baik dengan masyarakat dan dealer. Program CSR ditangani oleh beberapa bagian, yaitu Kepala Dept UMC, Staf UMC, Branch Manager dan Marketing Head. Tujuan dari laporan ini adalah untuk mengetahui persiapan, pelaksanaan dan evaluasi Tanggung Jawab Sosial Perusahaan UMC untuk memperbaiki

  10. Project PEACH at UCLH: Student Projects in Healthcare Computing.

    Science.gov (United States)

    Ramachandran, Navin; Mohamedally, Dean; Taylor, Paul

    2017-01-01

    A collaboration between clinicians at UCLH and the Dept of Computer Science at UCL is giving students of computer science the opportunity to undertake real healthcare computing projects as part of their education. This is enabling the creation of a significant research computing platform within the Trust, based on open source components and hosted in the cloud, while providing a large group of students with experience of the specific challenges of health IT.

  11. Generating Natural Language Under Pragmatic Constraints.

    Science.gov (United States)

    1987-03-01

    Computation and Mathematics Department Bethesda, Maryland 20084 Captain Grace M. Hopper, USNR I copy Naval Data Automation Command, Code OOH Washington Navy...Institute Mathematical Science New York University New York, NY 10012 Dr. Morgan I copy University of Pennsylvania Dept. of Computer Science & Info. Sci...If mi initerpretatioi wvith the group’s concepts i 4hut Alrealdv present ili mlemory. ,1 lew higzh- lvel interpretltion cii 1e created and indexed off

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

    Science.gov (United States)

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

    2016-01-01

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

  13. [The role of science and technology in Canada's implementation strategy for climate change

    International Nuclear Information System (INIS)

    Oulton, D.

    1998-01-01

    The scientific-technical challenge facing Canada in meeting its Kyoto target was the subject of this discourse. It was suggested that in order to meet the six per cent reduction target we need to introduce new technology into the economy, but just as importantly, we need to change how people use energy and how they use things that emit greenhouse gases. The role that climate change experts can and must play in defining what needs to be done and how to do it, and the crucial contribution that science, analysis and modelling can make to the process, were discussed at length. The question of federal leadership, the role of the Climate Change Secretariat, the role of the Climate Change Action Fund, early action initiatives, the performance of the voluntary action initiative and its future role, federal-provincial cooperation in formulating and implementing climate change policy, and the question of whether or not to impose common greenhouse gas emission targets and timetables on all nations were some of the other major points touched upon. With regard to developing countries, this author put forth the view that developing countries would benefit most from a differentiated system of targets

  14. Innovative Graduate Research Education for Advancement of Implementation Science in Adolescent Behavioral Health.

    Science.gov (United States)

    Burton, Donna L; Levin, Bruce Lubotsky; Massey, Tom; Baldwin, Julie; Williamson, Heather

    2016-04-01

    An innovative approach to research education that integrates the theory and principles of implementation science, participatory research, and service learning in the area of adolescent behavioral health is presented. Qualitative interviews and surveys of program participants have been conducted to assess the program's curricula, service-learning partnerships, student (scholar) satisfaction, and views of community partnerships and academic mentors. The Institute has experienced the successful completion of its first and second cohorts and enrollment of a third cohort of scholars. Community partners are utilizing results of service-learning projects to influence agency operations. Institute scholars have identified research and service learning experiences as key factors in the decision to apply to the Institute graduate certificate program. The availability of tuition support is identified as valuable but not ranked as the most important reason for scholar interest in the program. Academic mentors report positive relationships with community agencies. Future iterations of the program will expand options for distance learning and alternatives to traditional graduate education for community-based scholars. Community partner agency capacity for participation is expected to change over time. Methods are being identified to both sustain existing partnerships and develop new community partnership relationships.

  15. Air Pollution and the Social Sciences: Formulating and Implementing Control Programs.

    Science.gov (United States)

    Downing, Paul B., Ed.

    The social science literature, dealing with air quality, up to mid-1970 is reviewed and synthesized in five separately authored chapters, one for each of sociology, psychology, political science, law and economies. In addition to suggesting what each discipline can contribute to the solution of the air pollution problem, gaps in the literature are…

  16. Implementing inquiry-based kits within a professional development school model

    Science.gov (United States)

    Jones, Mark Thomas

    2005-07-01

    Implementation of guided inquiry teaching for the first time carries inherent problems for science teachers. Reform efforts on inquiry-based science teaching are often unsustainable and are not sensitive to teachers' needs and abilities as professionals. Professional development schools are meant to provide a research-based partnership between a public school and a university. These collaborations can provide support for the professional development of teachers. This dissertation reports a study focused on the implementation of inquiry-based science kits within the support of one of these collaborations. The researcher describes the difficulties and successful adaptations experienced by science teachers and how a coteaching model provided support. These types of data are needed in order to develop a bottom-up, sustainable process that will allow teachers to implement inquiry-based science. A qualitative methodology with "researcher as participant" was used in this study of two science teachers during 2002--2003. These two teachers were supported by a coteaching model, which included preservice teachers for each teacher as well as a supervising professor. Data were collected from the researcher's direct observations of coteachers' practice. Data were also collected from interviews and reflective pieces from the coteachers. Triangulation of the data on each teacher's case supported the validity of the findings. Case reports were prepared from these data for each classroom teacher. These case reports were used and cross-case analysis was conducted to search for major themes and findings in the study. Major findings described the hurdles teachers encounter, examples of adaptations observed in the teachers' cases and the supportive interactions with their coteachers while implementing the inquiry-based kits. In addition, the data were used to make recommendations for future training and use of the kits and the coteaching model. Results from this study showed that the

  17. Teacher candidates in an online post-baccalaureate science methods course: Implications for teaching science inquiry with technology

    Science.gov (United States)

    Colon, Erica L.

    Online learning is becoming more prevalent in today's education and is changing the way students learn and instructors teach. This study proposed using an informative case study design within a multilevel conceptual framework as teacher candidates were learning to teach and use science inquiry while in an online post-baccalaureate science methods course. The purposes were to (a) explore whether the teacher candidates had a thorough understanding of scientific inquiry and how to implement higher-order thinking skills, (b) examine whether or not the teacher candidates used a variety of computer-based instructional technologies when choosing instructional objectives, and (c) identify barriers that impede teacher candidates from using science inquiry or technology singly, or the ability to incorporate technology into learning science inquiry. The findings indicate that an online approach in preparing science teachers holds great potential for using innovative technology to teach science inquiry. First, the teacher candidates did incorporate essential features of classroom inquiry, however it was limited and varied in the type of inquiry used. Second, of the 86 lesson plans submitted by the teacher candidates, less than twelve percent of the learning objectives involved higher-order skills that promoted science inquiry. Third, results supported that when using technology in their lesson planning, participants had widely varying backgrounds in reference to their familiarity with technology. However, even though each participant used some form or another, the technology used was fairly low level. Finally, when discussing implementing inquiry-based science in the lesson plans, this study identified time as a reason that participants may not be pushing for more inquiry-based lessons. The researcher also identifies that school placements were a huge factor in the amount of inquiry-based skills coded in the lesson plans. The study concludes that online teacher preparation

  18. Development and Implementation of an Integrated Science Course for Elementary Eduation Majors

    Science.gov (United States)

    Gunter, Mickey E.; Gammon, Steven D.; Kearney, Robert J.; Waller, Brenda E.; Oliver, David J.

    1997-02-01

    Currently the scientific community is trying to increase the general populationapos;s knowledge of science. These efforts stem from the fact that the citizenry needs a better understanding of scientific knowledge to make informed decisions on many issues of current concern. The problem of scientific illiteracy begins in grade school and can be traced to inadequate exposure to science and scientific thinking during the preparation of K - 8 teachers. Typically preservice elementary teachers are required to take only one or two disconnected science courses to obtain their teaching certificates. Also, introductory science courses are often large and impersonal, with the result that while students pass the courses, they may learn very little and retain even less.

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

    Science.gov (United States)

    Atar, Hakan Yavuz

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

  20. Minority Undergraduate Research in Prostate Cancer: Bridging Opportunities for Post-Baccalaureate Education

    Science.gov (United States)

    2010-04-01

    Rubrics for the ASBMB Undergraduate Poster Competition 2007 Dr. David Usher (Dept. of Biological Sciences), Tyler Larsen and Laura Sloofman. A good site...did his research on a genetic disease called Spinal Muscular Atrophy, also known as SMA. "I did research up at the Children’s Hospital because this is a

  1. An Analysis of the Distinction between Deep and Shallow Expert Systems

    Science.gov (United States)

    1989-08-01

    Standards Yorktown Heighta, NY 10500 Gaithersburg, MD 20896 Dr. Saul Amarel Dept. of Computer Science Dr. Harold Bamford CDR Robert Carter Rutgero...Michigan Marina Del Ray, CA 00232 320 Packard Read Ann Arbor, MI 48103 Mr. Colin Sheppard Dr. Diana We.r-e AXC2 Block I Mr. Prasad Tadepalli Department of

  2. 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

  3. Teachers' Understanding and Operationalisation of `Science Capital'

    Science.gov (United States)

    King, Heather; Nomikou, Effrosyni; Archer, Louise; Regan, Elaine

    2015-12-01

    Across the globe, governments, industry and educationalists are in agreement that more needs to be done to increase and broaden participation in post-16 science. Schools, as well as teachers, are seen as key in this effort. Previous research has found that engagement with science, inclination to study science and understanding of the value of science strongly relates to a student's science capital. This paper reports on findings from the pilot year of a one-year professional development (PD) programme designed to work with secondary-school teachers to build students' science capital. The PD programme introduced teachers to the nature and importance of science capital and thereafter supported them to develop ways of implementing science capital-building pedagogy in their practice. The data comprise interviews with the participating teachers (n = 10), observations of classroom practices and analyses of the teachers' accounts of their practice. Our findings suggest that teachers found the concept of science capital to be compelling and to resonate with their own intuitive understandings and experiences. However, the ways in which the concept was operationalised in terms of the implementation of pedagogical practices varied. The difficulties inherent in the operationalisation are examined and recommendations for future work with teachers around the concept of science capital are developed.

  4. The Next Generation Science Standards

    Science.gov (United States)

    Pruitt, Stephen L.

    2015-01-01

    The Next Generation Science Standards (NGSS Lead States 2013) were released almost two years ago. Work tied to the NGSS, their adoption, and implementation continues to move forward around the country. Stephen L. Pruitt, senior vice president, science, at Achieve, an independent, nonpartisan, nonprofit education reform organization that was a lead…

  5. New microfluidic platform for life sciences in South Africa

    CSIR Research Space (South Africa)

    Hugo, S

    2012-10-01

    Full Text Available is also offered as numerous devices can be implemented on one disc. A variety of components from sample preparation through to detection can be implemented simply and effectively into an integrated microfluidic solution for life sciences. The lab... in the field of centrifugal microfluidics. New microfluidic platform for life sciences in South Africa S. HUGO, K. LAND CSIR Materials Science and Manufacturing P O Box 395, Pretoria 0001, SOUTH AFRICA Email: kland@csir.co.za INTRODUCTION Microfluidic...

  6. Supporting Academic Language Development in Elementary Science: A Classroom Teaching Experiment

    Science.gov (United States)

    Jung, Karl Gerhard

    Academic language is the language that students must engage in while participating in the teaching and learning that takes place in school (Schleppegrell, 2012) and science as a content area presents specific challenges and opportunities for students to engage with language (Buxton & Lee, 2014; Gee, 2005). In order for students to engage authentically and fully in the science learning that will take place in their classrooms, it is important that they develop their abilities to use science academic language (National Research Council, 2012). For this to occur, teachers must provide support to their students in developing the science academic language they will encounter in their classrooms. Unfortunately, this type of support remains a challenge for many teachers (Baecher, Farnsworth, & Ediger, 2014; Bigelow, 2010; Fisher & Frey, 2010) and teachers must receive professional development that supports their abilities to provide instruction that supports and scaffolds students' science academic language use and development. This study investigates an elementary science teacher's engagement in an instructional coaching partnership to explore how that teacher planned and implemented scaffolds for science academic language. Using a theoretical framework that combines the literature on scaffolding (Bunch, Walqui, & Kibler, 2015; Gibbons, 2015; Sharpe, 2001/2006) and instructional coaching (Knight, 2007/2009), this study sought to understand how an elementary science teacher plans and implements scaffolds for science academic language, and the resources that assisted the teacher in planning those scaffolds. The overarching goal of this work is to understand how elementary science teachers can scaffold language in their classroom, and how they can be supported in that work. Using a classroom teaching experiment methodology (Cobb, 2000) and constructivist grounded theory methods (Charmaz, 2014) for analysis, this study examined coaching conversations and classroom

  7. Strengthening Africa's science granting councils as champions of ...

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

    Science granting councils are central to funding and catalyzing research and innovation, particularly in national science systems in sub-Saharan Africa. The availability of reliable indicators—to monitor Africa's scientific and technological developments, implement science policies and strategies, track public investment in ...

  8. Interprofessional Health Team Communication About Hospital Discharge: An Implementation Science Evaluation Study.

    Science.gov (United States)

    Bahr, Sarah J; Siclovan, Danielle M; Opper, Kristi; Beiler, Joseph; Bobay, Kathleen L; Weiss, Marianne E

    The Consolidated Framework for Implementation Research guided formative evaluation of the implementation of a redesigned interprofessional team rounding process. The purpose of the redesigned process was to improve health team communication about hospital discharge. Themes emerging from interviews of patients, nurses, and providers revealed the inherent value and positive characteristics of the new process, but also workflow, team hierarchy, and process challenges to successful implementation. The evaluation identified actionable recommendations for modifying the implementation process.

  9. The problem of using hierarchy for implementing organisational innovation

    NARCIS (Netherlands)

    Schuring, R.W.; Harbers, Clementine; Harbers, C.C.E.; Kruiswijk, M.; Kruiswijk, Martine; Rijnders, Sander; Boer, Harm

    2003-01-01

    Neither science nor practice seems to regard the implementation of a continuous improvement (CI) programme as a problematic organisational innovation. Many organisations do not regard CI implementation as a major change and tend to use their existing hierarchy to organise and manage the process.

  10. 77 FR 27151 - Implementing the Freedom of Information Act

    Science.gov (United States)

    2012-05-09

    ... Memoranda on ``The Freedom of Information Act'' and ``Transparency and Open Government,'' as well as... OFFICE OF SCIENCE AND TECHNOLOGY POLICY 32 CFR Part 2403 Implementing the Freedom of Information... Policy (OSTP) is proposing to issue regulations implementing the Freedom of Information Act (FOIA). The...

  11. Implementing the Mars Science Laboratory Terminal Descent Sensor Field Test Campaign

    Science.gov (United States)

    Montgomery, James F.; Bodie, James H.; Brown, Joseph D.; Chen, Allen; Chen, Curtis W.; Essmiller, John C.; Fisher, Charles D.; Goldberg, Hannah R.; Lee, Steven W.; Shaffer, Scott J.

    2012-01-01

    The Mars Science Laboratory (MSL) will deliver a 900 kg rover to the surface of Mars in August 2012. MSL will utilize a new pulse-Doppler landing radar, the Terminal Descent Sensor (TDS). The TDS employs six narrow-beam antennas to provide unprecedented slant range and velocity performance at Mars to enable soft touchdown of the MSL rover using a unique sky crane Entry, De-scent, and Landing (EDL) technique. Prior to use on MSL, the TDS was put through a rigorous verification and validation (V&V) process. A key element of this V&V was operating the TDS over a series of field tests, using flight-like profiles expected during the descent and landing of MSL over Mars-like terrain on Earth. Limits of TDS performance were characterized with additional testing meant to stress operational modes outside of the expected EDL flight profiles. The flight envelope over which the TDS must operate on Mars encompasses such a large range of altitudes and velocities that a variety of venues were neces-sary to cover the test space. These venues included an F/A-18 high performance aircraft, a Eurocopter AS350 AStar helicopter and 100-meter tall Echo Towers at the China Lake Naval Air Warfare Center. Testing was carried out over a five year period from July 2006 to June 2011. TDS performance was shown, in gen-eral, to be excellent over all venues. This paper describes the planning, design, and implementation of the field test campaign plus results and lessons learned.

  12. Barriers in Implementing E-Learning in Hormozgan University of Medical Sciences

    Science.gov (United States)

    Lakbala, Parvin

    2016-01-01

    Background: E-learning provides an alternative way for higher educational institutes to deliver knowledge to learners at a distance, rather than the traditional way. The aim of this study is to identify the barrier factors of e-learning programs in Hormozgan University of Medical Sciences (HUMS) in respect of the students and lecturers’ point of view. Methods: A cross-sectional study based on a questionnaire was conducted among 286 of students and lecturers in the nursing, midwifery and paramedic schools of HUMS. Two hundred and eighty-six participants filled in the questionnaire: 256 students, and 30 lecturers. Results: Results of the study showed a lack of proper training in e-learning courses of the university 182 (69.1%), limited communication with the instructor 174 (68%) and the learners dominance of English language 174 (68%) showed the greatest importance for the students. The awareness about e-learning program was 80% and 43% among lecturers and students respectively. The dominance of English language 26 (86.7%) and lack of research grants for e-learning 23 (76.6%) and lack of proper training on e-learning courses from the university 20 (66.7 %) were the most important barrier factors of implementing e-learning for lecturers. E-learning courses to supplement classroom teaching was a solution that mentioned by the majority of students 240 (93.8%) and lecturers 29 (96.7%) in this study. Conclusions: The positive perception of e-learning is an important consequence effect in the future, educational development of nursing, midwifery and paramedic schools. PMID:26925885

  13. Barriers in Implementing E-Learning in Hormozgan University of Medical Sciences.

    Science.gov (United States)

    Lakbala, Parvin

    2015-11-03

    E-learning provides an alternative way for higher educational institutes to deliver knowledge to learners at a distance, rather than the traditional way. The aim of this study is to identify the barrier factors of e-learning programs in Hormozgan University of Medical Sciences (HUMS) in respect of the students and lecturers' point of view. A cross-sectional study based on a questionnaire was conducted among 286 of students and lecturers in the nursing, midwifery and paramedic schools of HUMS. Two hundred and eighty-six participants filled in the questionnaire: 256 students, and 30 lecturers. Results of the study showed a lack of proper training in e-learning courses of the university 182 (69.1%), limited communication with the instructor 174 (68%) and the learners dominance of English language 174 (68%) showed the greatest importance for the students. The awareness about e-learning program was 80% and 43% among lecturers and students respectively.The dominance of English language 26 (86.7%) and lack of research grants for e-learning 23 (76.6%) and lack of proper training on e-learning courses from the university 20 (66.7 %) were the most important barrier factors of implementing e-learning for lecturers. E-learning courses to supplement classroom teaching was a solution that mentioned by the majority of students 240 (93.8%) and lecturers 29 (96.7%) in this study. The positive perception of e-learning is an important consequence effect in the future, educational development of nursing, midwifery and paramedic schools.

  14. MODEL OF THE IMPLEMENTATION PROCESS OF DESIGNING A CLOUD-BASED LEARNING ENVIRONMENT FOR THE PREPARATION OF BACHELOR OF COMPUTER SCIENCE

    Directory of Open Access Journals (Sweden)

    Vakaliuk T.

    2017-12-01

    Full Text Available The article presents the model of the process of implementation of the design of a cloud-oriented learning environment (CBLE for the preparation of bachelor of computer science, which consists of seven stages: analysis, setting goals and objectives, formulating requirements for the cloud-oriented learning environment, modeling the CBLE, developing CBLE, using CBLE in the educational Bachelor of Computer Science and Performance Testing. Each stage contains sub-steps. The analysis stage is considered in three aspects: psychological, pedagogical and technological. The formulation of the requirements for the CBLE was carried out taking into account the content and objectives of the training; experience of using CBLE; the personal qualities and knowledge, skills and abilities of students. The simulation phase was divided into sub-stages: the development of a structural and functional model of the CBLE for the preparation of bachelors of computer science; development of a model of cloud-oriented learning support system (COLSS; development of a model of interaction processes in CBLE. The fifth stage was also divided into the following sub-steps: domain registration and customization of the appearance of COLSS; definition of the disciplines provided by the curriculum preparation of bachelors of computer science; creation of own cabinets of teachers and students; download educational and methodological and accompanying materials; the choice of traditional and cloud-oriented forms, methods, means of training. The verification of the functioning of the CBLE will be carried out in the following areas: the functioning of the CBLE; results of students' educational activity; formation of information and communication competence of students.

  15. United States Air Force Summer Faculty Research Program (1987). Program Technical Report. Volume 2.

    Science.gov (United States)

    1987-12-01

    Psychology Dept. of Behavioral Sciences Assigned: HRL/MO Drury College Springfield, MO 65802 (417) 865-8731 Dr. Alastair McAulay Degree: Ph.D...Michael D. Matthews, Ph.D. Academic Rank: Assistant Professor Department: Behavioral Sciences Department University: Drury College Research Location... colin -matcd. 1 aWO :wcc.-io o the iceI for equal tie. Stiiyand lineanity C).~ ~ ~ ~ ~~It ret n-1’ 11~ ~eg~ ist be mea-siirec. to femy arialog ctio Aw

  16. 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

  17. To Kit or Not to Kit? Evaluating and Implementing Science Materials and Resources

    Science.gov (United States)

    Schiller, Ellen; Melin, Jacque; Bair, Mary

    2016-01-01

    With the release of the "Next Generation Science Standards," many schools are reexamining the science materials they are using. Textbook companies and kit developers are eager to meet the demand for "NGSS"-aligned teaching materials. Teacher may have been asked to serve on a science curriculum committee, or to evaluate current…

  18. A Portable Parallel Implementation of the U.S. Navy Layered Ocean Model

    Science.gov (United States)

    1995-01-01

    Wallcraft, PhD (I.C. 1981) Planning Systems Inc. & P. R. Moore, PhD (Camb. 1971) IC Dept. Math. DR Moore 1° Encontro de Metodos Numericos...Kendall Square, Hypercube, D R Moore 1 ° Encontro de Metodos Numericos para Equacöes de Derivadas Parciais A. J. Wallcraft IC Mathematics...chips: Chips Machine DEC Alpha CrayT3D/E SUN Sparc Fujitsu AP1000 Intel 860 Paragon D R Moore 1° Encontro de Metodos Numericos para Equacöes

  19. Problem Solving Model for Science Learning

    Science.gov (United States)

    Alberida, H.; Lufri; Festiyed; Barlian, E.

    2018-04-01

    This research aims to develop problem solving model for science learning in junior high school. The learning model was developed using the ADDIE model. An analysis phase includes curriculum analysis, analysis of students of SMP Kota Padang, analysis of SMP science teachers, learning analysis, as well as the literature review. The design phase includes product planning a science-learning problem-solving model, which consists of syntax, reaction principle, social system, support system, instructional impact and support. Implementation of problem-solving model in science learning to improve students' science process skills. The development stage consists of three steps: a) designing a prototype, b) performing a formative evaluation and c) a prototype revision. Implementation stage is done through a limited trial. A limited trial was conducted on 24 and 26 August 2015 in Class VII 2 SMPN 12 Padang. The evaluation phase was conducted in the form of experiments at SMPN 1 Padang, SMPN 12 Padang and SMP National Padang. Based on the development research done, the syntax model problem solving for science learning at junior high school consists of the introduction, observation, initial problems, data collection, data organization, data analysis/generalization, and communicating.

  20. Assessment of the implementation of environmental management ...

    African Journals Online (AJOL)

    Assessment of the implementation of environmental management system in the construction ... Journal of Fundamental and Applied Sciences ... The Environmental Management System (EMS) illustrates a possible solution to reduce the ...

  1. The science of quality improvement implementation: developing capacity to make a difference.

    Science.gov (United States)

    Alexander, Jeffrey A; Hearld, Larry R

    2011-12-01

    Quality improvement (QI) holds promise to improve quality of care; however, organizations often struggle with its implementation. It has been recommended that practitioners, managers, and researchers attempt to increase systematic understanding of the structure, practices, and context of organizations that facilitate or impede the implementation of QI innovations. To critically review the empirical research on QI implementation in health care organizations. A literature review of 107 studies that examined the implementation of QI innovations in health care organizations. Studies were classified into 4 groups based on the types of predictors that were assumed to affect implementation (content of QI innovation, organizational processes, internal context, and external context). Internal context and organizational processes were the most frequently studied categories. External context and organizational process categories exhibited the highest rate of positive effects on QI implementation. The review revealed several important gaps in the QI implementation literature. Studies often lacked clear conceptual frameworks to guide the research, which may hinder efforts to compare relationships across studies. Studies also tended to adopt designs that were narrowly focused on independent effects of predictors and did not include holistic frameworks to capture interactions among the many factors involved in implementation. Other design limitations included the use of cross-sectional designs, single-source data collection, and potential selection bias among study participants.

  2. Untitled

    Indian Academy of Sciences (India)

    4P Semiconductor in applied solid state science, (ed.) R. Wolfe 4. Molecular beam epitaxy (ed) BR Pamplin (Pergamon) pp. 49-94. Kasai 1970 PhD Thesis. California University, Los Angeles. Puskeppel A and Harsdorff M 1976 Thi Solid Films 3599. Santhanam S 1982 PhD Thesis, Dept. of PhyS., IIT, Kharagpur, India.

  3. New project examining Bearded Vulture movements in southern ...

    African Journals Online (AJOL)

    campbell

    southern Africa to inform wind turbine placement. Tim Reid. 1. , Sonja Krüger. 1,2 and Arjun Amar. 1. 1. Percy FitzPatrick Institute of African Ornithology, DST/NRF Centre of. Excellence, Dept. of Biological Sciences, University of Cape Town,. Rondebosch 7701, South Africa. 2. Ezemvelo KwaZulu-Natal Wildlife, P.O. Box ...

  4. Mitigating Mosquito Disease Vectors with Citizen Science: a Review of the GLOBE Observer Mosquito Habitat Mapper Pilot and Implications for Wide-scale Implementation

    Science.gov (United States)

    Riebeek Kohl, H.; Low, R.; Boger, R. A.; Schwerin, T. G.; Janney, D. W.

    2017-12-01

    The spread of disease vectors, including mosquitoes, is an increasingly significant global environmental issue driven by a warming climate. In 2017, the GLOBE Observer Program launched a new citizen science initiative to map mosquito habitats using the free GLOBE Observer App for smart phones and tablets. The app guides people to identify mosquito larvae and breeding sites, and then once documented, to eliminate or treat the site to prevent further breeding. It also gives citizen scientists the option to identify the mosquito larvae species to determine whether it is one of three genera that potentially could transmit Zika, dengue fever, yellow fever, chikungunya, and other diseases. This data is uploaded to an international database that is freely available to the public and science community. GLOBE Observer piloted the initiative with educators in the United States, Brazil, and Peru, and it is now open for global participation. This presentation will discuss lessons learned in the pilot phase as well as plans to implement the initiative worldwide in partnership with science museums and science centers. GLOBE Observer is the non-student citizen science arm of the Global Learning and Observations to Benefit the Environment (GLOBE) Program, a long-standing, international science and education program that provides students and citizen scientists with the opportunity to participate in data collection and the scientific process, and contribute meaningfully to our understanding of the Earth system and global environment. GLOBE Observer data collection also includes cloud cover and cloud type and land cover/land use (in late 2017).

  5. Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom

    Science.gov (United States)

    Pinney, Brian Robert John

    The purpose of this study was to characterize ways in which teaching practice in classroom undergoing first semester implementation of an argument-based inquiry approach changes in whole-class discussion. Being that argument is explicitly called for in the Next Generation Science Standards and is currently a rare practice in teaching, many teachers will have to transform their teaching practice for inclusion of this feature. Most studies on Argument-Based Inquiry (ABI) agree that development of argument does not come easily and is only acquired through practice. Few studies have examined the ways in which teaching practice changes in relation to the big idea or disciplinary core idea (NGSS), the development of dialogue, and/or the development of argument during first semester implementation of an argument-based inquiry approach. To explore these areas, this study posed three primary research questions: (1) How does a teacher in his first semester of Science Writing Heuristic professional development make use of the "big idea"?, (1a) Is the indicated big idea consistent with NGSS core concepts?, (2) How did the dialogue in whole-class discussion change during the first semester of argument-based inquiry professional development?, (3) How did the argument in whole-class discussion change during the first semester of argument-based inquiry professional development? This semester-long study that took place in a middle school in a rural Midwestern city was grounded in interactive constructivism, and utilized a qualitative design to identify the ways in which the teacher utilized big ideas and how dialogue and argumentative dialogue developed over time. The purposefully selected teacher in this study provided a unique situation where he was in his first semester of professional development using the Science Writing Heuristic Approach to argument-based inquiry with 19 students who had two prior years' experience in ABI. Multiple sources of data were collected, including

  6. Think Scientifically: Science Hidden in a Storybook

    Science.gov (United States)

    Van Norden, W. M.

    2012-12-01

    The Solar Dynamics Observatory's Think Scientifically (TS) program links literacy and science in the elementary classroom through an engaging storybook format and hands-on, inquiry based activities. TS consists of three illustrated storybooks, each addressing a different solar science concept. Accompanying each book is a hands-on science lesson plan that emphasizes the concepts addressed in the book, as well as math, reading, and language arts activities. Written by teachers, the books are designed to be extremely user-friendly and easy to implement in classroom instruction. The objectives of the program are: (1) to increase time spent on science in elementary school classrooms, (2) to assist educators in implementing hands-on science activities that reinforce concepts from the book, (3) to increase teacher capacity and comfort in teaching solar concepts, (4) to increase student awareness and interest in solar topics, especially students in under-served and under-represented communities. Our program meets these objectives through the National Science Standards-based content delivered in each story, the activities provided in the books, and the accompanying training that teachers are offered through the program.; ;

  7. The Workshop Program on Authentic Assessment for Science Teachers

    Science.gov (United States)

    Rustaman, N. Y.; Rusdiana, D.; Efendi, R.; Liliawati, W.

    2017-02-01

    A study on implementing authentic assessment program through workshop was conducted to investigate the improvement of the competence of science teachers in designing performance assessment in real life situation at school level context. A number of junior high school science teachers and students as participants were involved in this study. Data was collected through questionnaire, observation sheets, and pre-and post-test during 4 day workshop. This workshop had facilitated them direct experience with seventh grade junior high school students during try out. Science teachers worked in group of four and communicated each other by think-pair share in cooperative learning approach. Research findings show that generally the science teachers’ involvement and their competence in authentic assessment improved. Their knowledge about the nature of assessment in relation to the nature of science and its instruction was improved, but still have problem in integrating their design performance assessment to be implemented in their lesson plan. The 7th grade students enjoyed participating in the science activities, and performed well the scientific processes planned by group of science teachers. The response of science teachers towards the workshop was positive. They could design the task and rubrics for science activities, and revised them after the implementation towards the students. By participating in this workshop they have direct experience in designing and trying out their ability within their professional community in real situation towards their real students in junior high school.

  8. Readiness of hospitals affiliated with Shiraz university of medical sciences for implementation of radio frequency identification technology

    Directory of Open Access Journals (Sweden)

    Saeid Ebrahimi

    2015-10-01

    Full Text Available Introduction: Applying information technology in healthcare system is one of the most important criteria of the World Health Organization for evaluating the quality of healthcare systems of different countries. Moreover, applying this technology in different parts of health care system can create great potentials for improving the quality of healthcare services. In this regard, Radio Frequency Identification (RFID technology is one of the most practical technologies in identifying and collecting data. The present study aimed to compare the readiness of Shiraz University of medical sciences hospitals for implementation of RFID system in 2014. Method: This was a cross-sectional study conducted in 2014. The research population consisted of 110 senior and middle managers. Due to the limited research population, census method was used. The research tool was a questionnaire prepared by the researcher to investigate the hospitals’ readiness for implementation of RFID technology. Face and content validity of the questionnaire were approved by the experts. Cronbach’s alpha test was run to determine the reliability of the questionnaire (data were considered significant at p <0.05. Also, the data were analyzed in SPSS software using descriptive statistics (mean, standard deviation, and percentage and inferential statistics (one-way ANOVA. Results: The study showed that the readiness level of the hospitals was moderate. Comparing the mean of the total readiness level in the hospitals under the study revealed that there was a statistically significant difference between hospital M and other hospitals (P=0.003. However, the total readiness of hospital I was higher than others. Conclusion: Among 13 hospitals under the study, the hospitals I and A were moderately ready and others were not ready for implementation of RFID technology. Thus, considering various applications and advantages of RFID technology, it is suggested that the hospitals should prepare

  9. Aspects of science engagement, student background, and school characteristics: Impacts on science achievement of U.S. students

    Science.gov (United States)

    Grabau, Larry J.

    Science achievement of U.S. students has lagged significantly behind other nations; educational reformers have suggested science engagement may enhance this critical measure. The 2006 Program for International Student Assessment (PISA) was science-focused and measured science achievement along with nine aspects of science engagement: science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities. I used multilevel modeling techniques to address both aspects of science engagement and science achievement as outcome variables in the context of student background and school characteristics. Treating aspects of science engagement as outcome variables provided tests for approaches for their enhancement; meanwhile, treating science achievement as the outcome variable provided tests for the influence of the aspects of science engagement on science achievement under appropriate controls. When aspects of science engagement were treated as outcome variables, gender and father's SES had frequent (significant) influences, as did science teaching strategies which focused on applications or models and hands-on activities over-and-above influences of student background and other school characteristics. When science achievement was treated as the outcome variable, each aspect of science engagement was significant, and eight had medium or large effect sizes (future-oriented science motivation was the exception). The science teaching strategy which involved hands-on activities frequently enhanced science achievement over-and-above influences of student background and other school characteristics. Policy recommendations for U.S. science educators included enhancing eight aspects of science engagement and implementing two specific science teaching strategies (focus on applications or models

  10. Implementation of an Online Climate Science Course at San Antonio College

    Science.gov (United States)

    Reyes, R.; Strybos, J.

    2016-12-01

    San Antonio College (SAC) plans to incorporate an online climate science class into the curriculum with a focus on local weather conditions and data. SAC is part of a network of five community colleges based around San Antonio, Texas, has over 20,000 students enrolled, and its student population reflects the diversity in ethnicity, age and gender of the San Antonio community. The college understands the importance of educating San Antonio residents on climate science and its complexities. San Antonio residents are familiar with weather changes and extreme conditions. The region has experienced an extreme drought, including water rationing in the city. Then, this year's El Niño intensified expected annual rainfalls and flash floods. The proposed climate science course will uniquely prepare students to understand weather data and the evidence of climate change impacting San Antonio at a local level. This paper will discuss the importance and challenges of introducing the new climate science course into the curriculum, and the desired class format that will increase the course's success. Two of the most significant challenges are informing students about the value of this class and identifying the best teaching format. Additionally, measuring and monitoring enrollment will be essential to determine the course performance and success. At the same time, Alamo Colleges is modifying the process of teaching online classes and is officially working to establish an online college. Around 23% of students enrolled in SAC offered courses are currently enrolled in online courses only, representing an opportunity to incorporate the climate science class as an online course. Since the proposed course will be using electronic textbooks and online applications to access hyperlocal weather data, the class is uniquely suited for online students.

  11. The Challenges and Success of Implementing Climate Studies Lessons for Pre-Professional Teachers at a Small Historically Black College to Engage Student Teaching of Science Pedagogy and Content Skill Based Learning.

    Science.gov (United States)

    Arnold, J.; Wider-Lewis, F.; Miller-Jenkins, A.

    2017-12-01

    This poster is a description of the challenges and success of implementing climate studies lessons for pre-service teachers to engage student teaching pedagogy and content skill based learning. Edward Waters College is a historical black college with an elementary education teacher program focused on urban elementary school teaching and learning. Pre-Service Elementary Educator Students often have difficulty with science and mathematics content and pedagogy. This poster will highlight the barriers and successes of using climate studies lessons to develop and enhance pre-service teachers' knowledge of elementary science principles particularly related to climate studies, physical and earth space science.

  12. Science youth action research: Promoting critical science literacy through relevance and agency

    Science.gov (United States)

    Coleman, Elizabeth R.

    This three-article dissertation presents complementary perspectives on Science Youth Action Research (Sci-YAR), a K-12 curriculum designed to emphasize relevance and agency to promote youth's science learning. In Sci-YAR, youth conduct action research projects to better understand science-related issues in their lives, schools, or communities, while they simultaneously document, analyze, and reflect upon their own practices as researchers. The first article defines Sci-YAR and argues for its potential to enhance youth's participation as citizens in a democratic society. The second article details findings from a case study of youth engaged in Sci-YAR, describing how the curriculum enabled and constrained youth's identity work in service of critical science agency. The third article provides guidance to science teachers in implementing student-driven curriculum and instruction by emphasizing Sci-YAR's key features as a way to promote student agency and relevance in school science.

  13. Creating Next Generation Teacher Preparation Programs to Support Implementation of the Next Generation Science Standards and Common Core State Standards in K-12 Schools: An Opportunity for the Earth and Space Sciences

    Science.gov (United States)

    Geary, E. E.; Egger, A. E.; Julin, S.; Ronca, R.; Vokos, S.; Ebert, E.; Clark-Blickenstaff, J.; Nollmeyer, G.

    2015-12-01

    A consortium of two and four year Washington State Colleges and Universities in partnership with Washington's Office of the Superintendent of Public Instruction (OSPI), the Teachers of Teachers of Science, and Teachers of Teachers of Mathematics, and other key stakeholders, is currently working to improve science and mathematics learning for all Washington State students by creating a new vision for STEM teacher preparation in Washington State aligned with the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS) in Mathematics and Language Arts. Specific objectives include: (1) strengthening elementary and secondary STEM Teacher Preparation courses and curricula, (2) alignment of STEM teacher preparation programs across Washington State with the NGSS and CCSS, (3) development of action plans to support implementation of STEM Teacher Preparation program improvement at Higher Education Institutions (HEIs) across the state, (4) stronger collaborations between HEIs, K-12 schools, government agencies, Non-Governmental Organizations, and STEM businesses, involved in the preparation of preservice STEM teachers, (5) new teacher endorsements in Computer Science and Engineering, and (6) development of a proto-type model for rapid, adaptable, and continuous improvement of STEM teacher preparation programs. A 2015 NGSS gap analysis of teacher preparation programs across Washington State indicates relatively good alignment of courses and curricula with NGSS Disciplinary Core Ideas and Scientific practices, but minimal alignment with NGSS Engineering practices and Cross Cutting Concepts. Likewise, Computer Science and Sustainability ideas and practices are not well represented in current courses and curricula. During the coming year teams of STEM faculty, education faculty and administrators will work collaboratively to develop unique action plans for aligning and improving STEM teacher preparation courses and curricula at their institutions.

  14. Implementing SPRINTT [Student Polar Research with IPY National(and International)Teacher Training] in 5th Grade Science

    Science.gov (United States)

    Glass, D. S.

    2009-12-01

    I implemented the new NSF-funded SPRINTT (Student Polar Research with IPY National (and International) Teacher Training) curriculum with a 5th grade science class. SPRINTT, developed at U.S. Satellite Laboratory, Inc., is a 5-8 week science program teaching 5th through 10th graders to investigate climate change using polar data. The program includes perspectives of both Western scientists and the indigenous Northern population. The course contains three phases: Phase 1 includes content, data interpretation, and hands-on experiments to study Frozen Water, Frozen Land, and Food; Phase 2 (optional) includes further content on specific polar topics; and Phase 3 is a scaffolded research investigation. Before the course, teachers were trained via live webinars. This curriculum capitalizes on children’s innate fascination with our planet’s final frontier and combines it with the politically and scientifically relevant topic of climate change. In 2009, I used SPRINTT with 23 heterogeneous fifth grade students at National Presbyterian School in Washington DC for an environmental science unit. Overall, it was a success. The students met most of the learning objectives and showed enthusiasm for the material. I share my experiences to help other educators and curriculum developers. The Phase 1 course includes earth science (glaciers, sea ice, weather and climate, greenhouse gases, seasons, and human impacts on environments), life science (needs of living things, food and energy transfer, adaptations, and ecosystems and biomes) and physical science (phases of matter). Tailoring the program, I focused on Phase 1, the most accessible material and content, while deemphasizing the more cumbersome Phase 3 online research project. Pre-assessments documented the students’ misconceptions and informed instruction. The investigations were appropriately educational and interesting. For example, students enjoyed looking at environmental factors and their impact on the people in the

  15. Sustainable computational science

    DEFF Research Database (Denmark)

    Rougier, Nicolas; Hinsen, Konrad; Alexandre, Frédéric

    2017-01-01

    Computer science offers a large set of tools for prototyping, writing, running, testing, validating, sharing and reproducing results, however computational science lags behind. In the best case, authors may provide their source code as a compressed archive and they may feel confident their research...... workflows, in particular in peer-reviews. Existing journals have been slow to adapt: source codes are rarely requested, hardly ever actually executed to check that they produce the results advertised in the article. ReScience is a peer-reviewed journal that targets computational research and encourages...... the explicit replication of already published research, promoting new and open-source implementations in order to ensure that the original research can be replicated from its description. To achieve this goal, the whole publishing chain is radically different from other traditional scientific journals. ReScience...

  16. 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

  17. Evaluation of the Implementation of Family Life and HIV Education ...

    African Journals Online (AJOL)

    AJRH Managing Editor

    Information Science, University of Ibadan and Department of Information Science, University of South Africa, Pretoria3. ; Institute .... the face of increasing incidence and prevalence of. HIV/AIDS .... distribution of the teachers' manual and a student .... Table 1: State Performance on selected indicators of FLHE implementation.

  18. Designing virtual science labs for the Islamic Academy of Delaware

    Science.gov (United States)

    AlZahrani, Nada Saeed

    Science education is a basic part of the curriculum in modern day classrooms. Instructional approaches to science education can take many forms but hands-on application of theory via science laboratory activities for the learner is common. Not all schools have the resources to provide the laboratory environment necessary for hands-on application of science theory. Some settings rely on technology to provide a virtual laboratory experience instead. The Islamic Academy of Delaware (IAD), a typical community-based organization, was formed to support and meet the essential needs of the Muslim community of Delaware. IAD provides science education as part of the overall curriculum, but cannot provide laboratory activities as part of the science program. Virtual science labs may be a successful model for students at IAD. This study was conducted to investigate the potential of implementing virtual science labs at IAD and to develop an implementation plan for integrating the virtual labs. The literature has shown us that the lab experience is a valuable part of the science curriculum (NBPTS, 2013, Wolf, 2010, National Research Council, 1997 & 2012). The National Research Council (2012) stressed the inclusion of laboratory investigations in the science curriculum. The literature also supports the use of virtual labs as an effective substitute for classroom labs (Babateen, 2011; National Science Teachers Association, 2008). Pyatt and Simms (2011) found evidence that virtual labs were as good, if not better than physical lab experiences in some respects. Although not identical in experience to a live lab, the virtual lab has been shown to provide the student with an effective laboratory experience in situations where the live lab is not possible. The results of the IAD teacher interviews indicate that the teachers are well-prepared for, and supportive of, the implementation of virtual labs to improve the science education curriculum. The investigator believes that with the

  19. A-Level Science--What Value Practical?

    Science.gov (United States)

    McCune, Roger

    2014-01-01

    The Qualifications Regulator in England (Ofqual) has decided that with the implementation of revised (linear) science specifications, first teaching from September 2015, the assessment of practical skills will not contribute to the overall qualification grade. This could have significant implications for post-16 science teaching. The decision was…

  20. Assessment of Nanobiotechnology-Targeted siRNA Designed to inhibit NF-kappaB Classical and Alternative Signaling in Breast Tumor Macrophages

    Science.gov (United States)

    2013-07-01

    LOCATION DEGREE (if applicable) YEAR(s) FIELD OF STUDY Capital Normal University, Beijing, China B.S 1992- 1996 Biology West Virginia University...of Food Science & Nutritional Engineering, China Agricultural University, Beijing. China . 2009-Pres Research Assistant, Dept. Cancer Biology...play an important function in educating immune cells and controlling angiogenesis. Gabriel Rabinovich (Insti- tuto de Biologica y Medicina Experimental

  1. Programming Environments for High Level Scientific Problem Solving. IFIP WG 2.5 Working Conference 6 Held in Karlsruhe, Germany on September 23 - 27, 1991

    Science.gov (United States)

    1991-09-27

    Springer Verlag (1989). (13] Hulshof , B.J.A. and van Hulzen, J.A.: "Automatic error cumulation control", Proceedir EUROSAM 󈨘 (J. Fitch. ed.), Springer...User’s Manual", Dept of Comp. Science. Univ. of Twente (In preparation). 268 [15] van Hulzen, J.A., Hulshof , B.J.A.. Gates, B.L. and van Heerwaarden, M.C

  2. Download this PDF file

    African Journals Online (AJOL)

    Mr Olusoji

    for their co-operation and assistance. I must thank Mrs Odengle, Mrs Aigbe and Mr Ojo of computer science dept, ABU Zaria, whose contribution helped me in using the SPSS software for analysis. ... may help to audit the quality of care in a more. 4 meaningful manner . The ICU of 730-bed Ahmadu Bello University. Teaching ...

  3. Women in Authority: A Sociopsychological Analysis

    Science.gov (United States)

    Bayes, Marjorie; Newton, Peter M.

    1978-01-01

    A case study of a woman manager and her staff within a mental health center is analyzed in an attempt to interrelate organizational structure, leadership style, and staff group dynamics. The approach to the exercise of authority is sociopsychological. Available from: JAB S Order Dept., NTL Institute for Applied Behavioral Science, P.O. Box 9155,…

  4. Toward the Effective and Efficient Measurement of Implementation Fidelity

    OpenAIRE

    Schoenwald, Sonja K.; Garland, Ann F.; Chapman, Jason E.; Frazier, Stacy L.; Sheidow, Ashli J.; Southam-Gerow, Michael A.

    2011-01-01

    Implementation science in mental health is informed by other academic disciplines and industries. Conceptual and methodological territory charted in psychotherapy research is pertinent to two elements of the conceptual model of implementation posited by Aarons and colleagues (2010)—implementation fidelity and innovation feedback systems. Key characteristics of scientifically validated fidelity instruments, and of the feasibility of their use in routine care, are presented. The challenges of e...

  5. Implementing an Affordable High-Performance Computing for Teaching-Oriented Computer Science Curriculum

    Science.gov (United States)

    Abuzaghleh, Omar; Goldschmidt, Kathleen; Elleithy, Yasser; Lee, Jeongkyu

    2013-01-01

    With the advances in computing power, high-performance computing (HPC) platforms have had an impact on not only scientific research in advanced organizations but also computer science curriculum in the educational community. For example, multicore programming and parallel systems are highly desired courses in the computer science major. However,…

  6. Why sex and gender matter in implementation research

    Directory of Open Access Journals (Sweden)

    Cara Tannenbaum

    2016-10-01

    Full Text Available Abstract Background There has been a recent swell in activity by health research funding organizations and science journal editors to increase uptake of sex and gender considerations in study design, conduct and reporting in order to ensure that research results apply to everyone. However, examination of the implementation research literature reveals that attention to sex and gender has not yet infiltrated research methods in this field. Discussion The rationale for routinely considering sex and gender in implementation research is multifold. Sex and gender are important in decision-making, communication, stakeholder engagement and preferences for the uptake of interventions. Gender roles, gender identity, gender relations, and institutionalized gender influence the way in which an implementation strategy works, for whom, under what circumstances and why. There is emerging evidence that programme theories may operate differently within and across sexes, genders and other intersectional characteristics under various circumstances. Furthermore, without proper study, implementation strategies may inadvertently exploit or ignore, rather than transform thinking about sex and gender-related factors. Techniques are described for measuring and analyzing sex and gender in implementation research using both quantitative and qualitative methods. Summary The present paper describes the application of methods for integrating sex and gender in implementation research. Consistently asking critical questions about sex and gender will likely lead to the discovery of positive outcomes, as well as unintended consequences. The result has potential to strengthen both the practice and science of implementation, improve health outcomes and reduce gender inequities.

  7. Why sex and gender matter in implementation research.

    Science.gov (United States)

    Tannenbaum, Cara; Greaves, Lorraine; Graham, Ian D

    2016-10-27

    There has been a recent swell in activity by health research funding organizations and science journal editors to increase uptake of sex and gender considerations in study design, conduct and reporting in order to ensure that research results apply to everyone. However, examination of the implementation research literature reveals that attention to sex and gender has not yet infiltrated research methods in this field. The rationale for routinely considering sex and gender in implementation research is multifold. Sex and gender are important in decision-making, communication, stakeholder engagement and preferences for the uptake of interventions. Gender roles, gender identity, gender relations, and institutionalized gender influence the way in which an implementation strategy works, for whom, under what circumstances and why. There is emerging evidence that programme theories may operate differently within and across sexes, genders and other intersectional characteristics under various circumstances. Furthermore, without proper study, implementation strategies may inadvertently exploit or ignore, rather than transform thinking about sex and gender-related factors. Techniques are described for measuring and analyzing sex and gender in implementation research using both quantitative and qualitative methods. The present paper describes the application of methods for integrating sex and gender in implementation research. Consistently asking critical questions about sex and gender will likely lead to the discovery of positive outcomes, as well as unintended consequences. The result has potential to strengthen both the practice and science of implementation, improve health outcomes and reduce gender inequities.

  8. Implementing a centralized institutional peer tutoring program.

    Science.gov (United States)

    Gaughf, Natalie White; Foster, Penni Smith

    2016-01-01

    Peer tutoring has been found to be beneficial to both students and peer tutors in health sciences education programs. This article describes the implementation of a centralized, institutional peer tutoring program at the University of Mississippi Medical Center, an academic health science center in the U.S. The Program: This multispecialty peer tutoring program paired students experiencing academic difficulties with peer tutors who showed prior academic success, professionalism and effective communication skills. The program allowed students and peer tutors to coordinate their own tutoring services. Evaluations by both students and peer tutors showed satisfaction with the program. Recommendations for developing and implementing an effective peer tutoring program are presented, including utilization of an online system, consistent program policy with high professionalism expectations, funding, program evaluation and data tracking.

  9. Developing E-science and Research Services and Support at the University of Minnesota Health Sciences Libraries

    Science.gov (United States)

    Johnson, Layne M.; Butler, John T.; Johnston, Lisa R.

    2013-01-01

    This paper describes the development and implementation of e-science and research support services in the Health Sciences Libraries (HSL) within the Academic Health Center (AHC) at the University of Minnesota (UMN). A review of the broader e-science initiatives within the UMN demonstrates the needs and opportunities that the University Libraries face while building knowledge, skills, and capacity to support e-research. These experiences are being used by the University Libraries administration and HSL to apply support for the growing needs of researchers in the health sciences. Several research areas that would benefit from enhanced e-science support are described. Plans to address the growing e-research needs of health sciences researchers are also discussed. PMID:23585706

  10. Developing E-science and Research Services and Support at the University of Minnesota Health Sciences Libraries.

    Science.gov (United States)

    Johnson, Layne M; Butler, John T; Johnston, Lisa R

    2012-01-01

    This paper describes the development and implementation of e-science and research support services in the Health Sciences Libraries (HSL) within the Academic Health Center (AHC) at the University of Minnesota (UMN). A review of the broader e-science initiatives within the UMN demonstrates the needs and opportunities that the University Libraries face while building knowledge, skills, and capacity to support e-research. These experiences are being used by the University Libraries administration and HSL to apply support for the growing needs of researchers in the health sciences. Several research areas that would benefit from enhanced e-science support are described. Plans to address the growing e-research needs of health sciences researchers are also discussed.

  11. Evaluation of the Implementation of Family Life and HIV Education ...

    African Journals Online (AJOL)

    AJRH Managing Editor

    Information Science, University of Ibadan and Department of Information Science, ... in 35 states and the Abuja Federal Capital Territory show large variations in the year .... the recourse to development and implementation ... FLHE as a planned process of education that ... health behaviour, and thus catalysed the teaching.

  12. Equity in Science at South African Schools: A pious platitude or an achievable goal?

    Science.gov (United States)

    Dewnarain Ramnarain, Umesh

    2011-07-01

    The apartheid policies in South Africa had a marked influence on the accessibility and quality of school science experienced by the different race groups. African learners in particular were seriously disadvantaged in this regard. The issues of equity and redress were foremost in transformation of the education system, and the accompanying curriculum reform. This paper reports on equity in terms of equality of outputs and equality of inputs in South African school science, with a particular focus on the implementation of practical science investigations. This was a qualitative case study of two teachers on their implementation of science investigations at two schools, one a township school, previously designated for black children, and the other a former Model C school, previously reserved for white children. My study was guided by the curriculum implementation framework by Rogan and Grayson in trying to understand the practice of these teachers at schools located in contextually diverse communities. The framework helped profile the implementation of science investigations and also enabled me to explore the factors which are able to support or hinder this implementation.

  13. Basic science right, not basic science lite: medical education at a crossroad.

    Science.gov (United States)

    Fincher, Ruth-Marie E; Wallach, Paul M; Richardson, W Scott

    2009-11-01

    This perspective is a counterpoint to Dr. Brass' article, Basic biomedical sciences and the future of medical education: implications for internal medicine. The authors review development of the US medical education system as an introduction to a discussion of Dr. Brass' perspectives. The authors agree that sound scientific foundations and skill in critical thinking are important and that effective educational strategies to improve foundational science education should be implemented. Unfortunately, many students do not perceive the relevance of basic science education to clinical practice.The authors cite areas of disagreement. They believe it is unlikely that the importance of basic sciences will be diminished by contemporary directions in medical education and planned modifications of USMLE. Graduates' diminished interest in internal medicine is unlikely from changes in basic science education.Thoughtful changes in education provide the opportunity to improve understanding of fundamental sciences, the process of scientific inquiry, and translation of that knowledge to clinical practice.

  14. Family and Consumer Sciences Teacher Needs Assessment of a STEM-Enhanced Food and Nutrition Sciences Curriculum

    OpenAIRE

    Merrill, Cathy A.

    2016-01-01

    Science, technology, engineering and mathematics (STEM) education concepts are naturally contextualized in the study of food and nutrition. In 2014 a pilot group of Utah high school Career and Technical Education Family and Consumer Sciences teachers rewrote the Food and Nutrition Sciences curriculum to add and enhance the STEM-related content. This study is an online needs assessment by Utah Food and Nutrition 1 teachers on the implementation of the STEM-enhanced curriculum after its first y...

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

    Science.gov (United States)

    Wicker, Rosemary Knight

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

  16. The pedagogy of argumentation in science education: science teachers' instructional practices

    Science.gov (United States)

    Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel

    2017-07-01

    Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons.

  17. Proceedings of the 3rd Biennial Conference of the Society for Implementation Research Collaboration (SIRC) 2015: advancing efficient methodologies through community partnerships and team science

    OpenAIRE

    Lewis, Cara; Darnell, Doyanne; Kerns, Suzanne; Monroe-DeVita, Maria; Landes, Sara J.; Lyon, Aaron R.; Stanick, Cameo; Dorsey, Shannon; Locke, Jill; Marriott, Brigid; Puspitasari, Ajeng; Dorsey, Caitlin; Hendricks, Karin; Pierson, Andria; Fizur, Phil

    2016-01-01

    Table of contents Introduction to the 3rd Biennial Conference of the Society for Implementation Research Collaboration: advancing efficient methodologies through team science and community partnerships Cara Lewis, Doyanne Darnell, Suzanne Kerns, Maria Monroe-DeVita, Sara J. Landes, Aaron R. Lyon, Cameo Stanick, Shannon Dorsey, Jill Locke, Brigid Marriott, Ajeng Puspitasari, Caitlin Dorsey, Karin Hendricks, Andria Pierson, Phil Fizur, Katherine A. Comtois A1: A behavioral economic perspective ...

  18. Programme Implementation in Social and Emotional Learning: Basic Issues and Research Findings

    Science.gov (United States)

    Durlak, Joseph A.

    2016-01-01

    This paper discusses the fundamental importance of achieving quality implementation when assessing the impact of social and emotional learning interventions. Recent findings in implementation science are reviewed that include a definition of implementation, its relation to programme outcomes, current research on the factors that affect…

  19. Approaches to translational plant science

    DEFF Research Database (Denmark)

    Dresbøll, Dorte Bodin; Christensen, Brian; Thorup-Kristensen, Kristian

    2015-01-01

    is lessened. In our opinion, implementation of translational plant science is a necessity in order to solve the agricultural challenges of producing food and materials in the future. We suggest an approach to translational plant science forcing scientists to think beyond their own area and to consider higher......Translational science deals with the dilemma between basic research and the practical application of scientific results. In translational plant science, focus is on the relationship between agricultural crop production and basic science in various research fields, but primarily in the basic plant...... science. Scientific and technological developments have allowed great progress in our understanding of plant genetics and molecular physiology, with potentials for improving agricultural production. However, this development has led to a separation of the laboratory-based research from the crop production...

  20. SPORTS SCIENCES AND MULTICULTURALISM - EDUCATIONAL AND PROFESSIONAL IMPACT

    Directory of Open Access Journals (Sweden)

    Danica Pirsl

    2012-09-01

    Full Text Available The aim of the paper is to familiarize the sports sciences educators to the pedagogic concept and professional benefits and awareness of multicultural education if implemented in sports sciences curricula, especially in the efforts to obtain international transparency through sports science literature writing and publishing. Data Sources were textbook chapters and articles searched through the archives of Diversity Digest and Academic Medicine for the years 2000 to 2005 with the key words multiculturalism, diversity, cultural competence, education, and learning. Synthesized data were used to present a rational argument for the inclusion of a critical pedagogy into the field of sports science education. The infrastructure in the professional field of sports sciences, review of the literature on critical multicultural theory and pedagogy and the potential cognitive and intellectual implications of diversity and multicultural education were analyzed. Conclusions/Recommendations focus on possible various and creative strategies for implementing a multicultural agenda in sports sciences curricula and on the analysis of the associated benefits and outcomes of such educational strategies.

  1. Report on visit from Prof. Kim Lutzen: Friday, 6 November 1998, Korolinska Institute (dept of nursing Stockholm, Sweden

    Directory of Open Access Journals (Sweden)

    Kim Lutzen

    1999-10-01

    Full Text Available Prof. Kim Lutzen contacted the Department of Advanced Nursing Sciences, Unisa, via the Department's Web Page. Prof. Lutzen is the Chair of the Department of Nursing, which offers undergraduate, master and doctoral programmes. This Department of Nursing is situated within the Karolinska Institute, which comprises 29 Departments of Health Sciences, including a number of Medical Departments, Dentistry, Occupational Therapy, Physiotherapy, and Nursing. Prof. Lutzen emphasised that there is no Swedish phrase similar to "nursing science", consequently this t e n seems to be somewhat unfamiliar to the Swedish nurses. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

  2. Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung

    Science.gov (United States)

    Sjöström, Jesper

    2018-03-01

    This forum article contributes to the understanding of how science teachers' identity is related to their worldviews, cultural values and educational philosophies, and to eco-transformation of science education. Special focus is put on `reform-minded' science teachers. The starting point is the paper Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan by Ying-Syuan Huang and Anila Asghar. It highlights several factors that can explain the difficulties of implementing "new pedagogy" in science education. One important factor is Confucian values and traditions, which seem to both hinder and support the science teachers' implementation of inquiry-based and learner-centered approaches. In this article Confucianism is compared with other learning cultures and also discussed in relation to different worldviews and educational philosophies in science education. Just like for the central/north European educational tradition called Bildung, there are various interpretations of Confucianism. However, both have subcultures (e.g. reflexive Bildung and Neo-Confucianism) with similarities that are highlighted in this article. If an "old pedagogy" in science education is related to essentialism, rationalist-objectivist focus, and a hierarchical configuration, the so called "new pedagogy" is often related to progressivism, modernism, utilitarianism, and a professional configuration. Reflexive Bildung problematizes the values associated with such a "new pedagogy" and can be described with labels such as post-positivism, reconstructionism and problematizing/critical configurations. Different educational approaches in science education, and corresponding eco-identities, are commented on in relation to transformation of educational practice.

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

    Science.gov (United States)

    Trauth-Nare, Amy

    2015-01-01

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

  4. 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.

  5. Implementation of polyatomic MCTDHF capability

    Science.gov (United States)

    Haxton, Daniel; Jones, Jeremiah; Rescigno, Thomas; McCurdy, C. William; Ibrahim, Khaled; Williams, Sam; Vecharynski, Eugene; Rouet, Francois-Henry; Li, Xiaoye; Yang, Chao

    2015-05-01

    The implementation of the Multiconfiguration Time-Dependent Hartree-Fock method for poly- atomic molecules using a cartesian product grid of sinc basis functions will be discussed. The focus will be on two key components of the method: first, the use of a resolution-of-the-identity approximation; sec- ond, the use of established techniques for triple Toeplitz matrix algebra using fast Fourier transform over distributed memory architectures (MPI 3D FFT). The scaling of two-electron matrix element transformations is converted from O(N4) to O(N log N) by including these components. Here N = n3, with n the number of points on a side. We test the prelim- inary implementation by calculating absorption spectra of small hydro- carbons, using approximately 16-512 points on a side. This work is supported by the U.S. Department of Energy, Office of Science, Office of Basic Energy Sciences, under the Early Career program, and by the offices of BES and Advanced Scientific Computing Research, under the SciDAC program.

  6. The 4th Generation Light Source at Jefferson Lab

    International Nuclear Information System (INIS)

    Stephen Benson; George Biallas; James Boyce; Donald Bullard; James Coleman; David Douglas; H. Dylla; Richard Evans; Pavel Evtushenko; Albert Grippo; Christopher Gould; Joseph Gubeli; David Hardy; Carlos Hernandez-Garcia; Kevin Jordan; John Klopf; Steven Moore; George Neil; Thomas Powers; Joseph Preble; Daniel Sexton; Michelle Shinn; Christopher Tennant; Richard Walker; Shukui Zhang; Gwyn Williams

    2007-01-01

    A number of 'Grand Challenges' in Science have recently been identified in reports from The National Academy of Sciences, and the U.S. Dept. of Energy, Basic Energy Sciences. Many of these require a new generation of linac-based light source to study dynamical and non-linear phenomena in nanoscale samples. In this paper we present a summary of the properties of such light sources, comparing them with existing sources, and then describing in more detail a specific source at Jefferson Lab. Importantly, the JLab light source has developed some novel technology which is a critical enabler for other new light sources

  7. U.S. Geological Survey Fundamental Science Practices

    Science.gov (United States)

    ,

    2011-01-01

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

  8. Understanding Science and Technology Interactions Through Ocean Science Exploration: A Summer Course for Science Teachers

    Science.gov (United States)

    Baldauf, J.; Denton, J.

    2003-12-01

    In order to replenish the national supply of science and mathematics educators, the National Science Foundation has supported the formation of the Center for Applications of Information Technology in the Teaching and Learning of Science (ITS) at Texas A&M University. The center staff and affiliated faculty work to change in fundamental ways the culture and relationships among scientists, educational researchers, and teachers. ITS is a partnership among the colleges of education, science, geosciences, agriculture and life science at Texas A&M University. Participants (teachers and graduate students) investigate how science is done and how science is taught and learned; how that learning is assessed, and how scholarly networks among all engaged in this work can be encouraged. While the center can offer graduate degrees most students apply as non-degree seekers. ITS participants are schooled on classroom technology applications, experience working on project teams, and access very current research work being conducted by scientists. ITS offers a certificate program consisting of two summer sessions over two years that results in 12 hours of graduate credit that can be applied to a degree. Interdisciplinary project teams spend three intense weeks connecting current research to classroom practices. During the past summer with the beginning of the two-year sequence, a course was implemented that introduced secondary teachers to Ocean Drilling Program (ODP) contributions to major earth science themes, using core and logging data, engineering (technology) tools and processes. Information Technology classroom applications were enhanced through hands-on laboratory exercises, web resources and online databases. The course was structured around the following objectives. 1. Distinguish the purpose and goals of the Ocean Drilling Program from the Integrated Ocean Drilling Program and describe the comparable science themes (ocean circulation, marine sedimentation, climate history

  9. Examining Science Teachers' Development of Interdisciplinary Science Inquiry Pedagogical Knowledge and Practices

    Science.gov (United States)

    Chowdhary, Bhawna; Liu, Xiufeng; Yerrick, Randy; Smith, Erica; Grant, Brooke

    2014-12-01

    The current literature relates to how teachers develop knowledge and practice of science inquiry, but little has been reported on how teachers develop interdisciplinary science inquiry (ISI) knowledge and practice. This study examines the effect of university research experiences, ongoing professional development, and in-school support on teachers' development of ISI pedagogical knowledge and practices. It centers on documenting diverse teachers' journeys of experiencing ISI as well as developing knowledge of ISI. It was found that there was variation in ISI understanding and practice among the teachers as a result of the combination of teachers' experiences, beliefs, and participation. Thus, in order to help teachers develop ISI knowledge and pedagogy, barriers to ISI knowledge development and implementation must also be addressed. Professional developers must articulate clear program goals to all stakeholders including an explicit definition of ISI and the ability to recognize ISI attributes during research experiences as well as during classroom implementation. Teachers must also be held accountable for participation and reflection in all aspects of professional development. Program developers must also take into consideration teachers' needs, attitudes, and beliefs toward their students when expecting changes in teachers' cognition and behavior to teach inquiry-rich challenging science.

  10. From theory to practice: caring science according to Watson and Brewer.

    Science.gov (United States)

    Clarke, Pamela N; Watson, Jean; Brewer, Barbara B

    2009-10-01

    Caring science is presented by Jean Watson and Barbara Brewer through an interview and dialogue format. Jean Watson presents caring science and its philosophy and evolution and the impact of her model on nursing and other disciplines. Barbara Brewer addresses the implementation of the model in a Magnet hospital setting and describes how her leadership facilitated implementation.

  11. Assessing citation networks for dissemination and implementation research frameworks.

    Science.gov (United States)

    Skolarus, Ted A; Lehmann, Todd; Tabak, Rachel G; Harris, Jenine; Lecy, Jesse; Sales, Anne E

    2017-07-28

    A recent review of frameworks used in dissemination and implementation (D&I) science described 61 judged to be related either to dissemination, implementation, or both. The current use of these frameworks and their contributions to D&I science more broadly has yet to be reviewed. For these reasons, our objective was to determine the role of these frameworks in the development of D&I science. We used the Web of Science™ Core Collection and Google Scholar™ to conduct a citation network analysis for the key frameworks described in a recent systematic review of D&I frameworks (Am J Prev Med 43(3):337-350, 2012). From January to August 2016, we collected framework data including title, reference, publication year, and citations per year and conducted descriptive and main path network analyses to identify those most important in holding the current citation network for D&I frameworks together. The source article contained 119 cited references, with 50 published articles and 11 documents identified as a primary framework reference. The average citations per year for the 61 frameworks reviewed ranged from 0.7 to 103.3 among articles published from 1985 to 2012. Citation rates from all frameworks are reported with citation network analyses for the framework review article and ten highly cited framework seed articles. The main path for the D&I framework citation network is presented. We examined citation rates and the main paths through the citation network to delineate the current landscape of D&I framework research, and opportunities for advancing framework development and use. Dissemination and implementation researchers and practitioners may consider frequency of framework citation and our network findings when planning implementation efforts to build upon this foundation and promote systematic advances in D&I science.

  12. Instructional strategies in science classrooms of specialized secondary schools for the gifted

    Science.gov (United States)

    Poland, Donna Lorraine

    This study examined the extent to which science teachers in Academic Year Governor's Schools were adhering to the national standards for suggested science instruction and providing an appropriate learning environment for gifted learners. The study asked 13 directors, 54 instructors of advanced science courses, and 1190 students of advanced science courses in 13 Academic Year Governor's Schools in Virginia to respond to researcher-developed surveys and to participate in classroom observations. The surveys and classroom observations collected demographic data as well as instructors' and students' perceptions of the use of various instructional strategies related to national science reform and gifted education recommendations. Chi-square analyses were used to ascertain significant differences between instructors' and students' perceptions. Findings indicated that instructors of advanced science classes in secondary schools for the gifted are implementing nationally recognized gifted education and science education instructional strategies with less frequency than desired. Both students and instructors concur that these strategies are being implemented in the classroom setting, and both concur as to the frequency with which the implementation occurs. There was no significant difference between instructors' and students' perceptions of the frequency of implementation of instructional strategies. Unfortunately, there was not a single strategy that students and teachers felt was being implemented on a weekly or daily basis across 90% of the sampled classrooms. Staff development in gifted education was found to be minimal as an ongoing practice. While this study offers some insights into the frequency of strategy usage, the study needs more classroom observations to support findings; an area of needed future research. While this study was conducted at the secondary level, research into instructional practices at the middle school and elementary school gifted science

  13. Teaching science problem based learning (PBL) implementation of rocks and minerals

    Science.gov (United States)

    Almeida, Carla; Ruas, Fátima; Godinho, Margarida; Martins, Anabela

    2016-04-01

    Problem Based Learning (PBL) is a teaching methodology based on the Inquiry Teaching approach, which consists of finding a solution to a problem that requires the use of higher-level cognitive skills. It's best carried out in small groups. (I) First the teacher asks some questions related to the implementation of rocks and minerals in the schooĺs area and in our life. (II) Then the teacher leads students to an area of the city (Avenida dos Aliados - Porto) and asks them to look at the buildings and the objects there are. They should take pictures and notes. (III) Finally, in the classroom, the teacher gives an object (phone, CD, lamp, lipstick, dish/cup, etc.) to each group and asks them to do a research to find out what materials they contain or are made of. The teacher helps students to think about where and how they can find information about the subject. Students should proceed with their research by presenting the results to their colleagues, discussing in groups, doing brainstorming and collaborating in the learning process. After the discussion the students must present their conclusions. The main aims are: to report some applications of rocks in society; to recognize the rocks used in some buildings of the region where the school is located; to respect and preserve the traditional architecture of the rocks in each region; and to raise awareness among young people about environmental issues of preservation and sustainability of our planet. The teacher finishes the lesson, asking some other questions: Will it be possible to use the natural resources of other planets? Can human beings use them to their advantage? This educational approach motivates students towards science, helping them to solve problems from their daily life and in collaborative work. The cognitive strand continues to be the most valued for pupils.

  14. 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…

  15. Swiss Life Sciences - a science communication project for both schools and the wider public led by the foundation Science et Cité.

    Science.gov (United States)

    Röthlisberger, Michael

    2012-01-01

    The foundation Science et Cité was founded 1998 with the aim to inform the wider Swiss public about current scientific topics and to generate a dialogue between science and society. Initiated as an independent foundation by the former State Secretary for Science and Research, Dr. Charles Kleiber, Science et Cité is now attached to the Swiss Academies of Arts and Sciences as a competence center for dialogue with the public. Due to its branches in all language regions of the country, the foundation is ideally suited to initiate and implement communication projects on a nationwide scale. These projects are subdivided into three categories: i) science communication for children/adolescents, ii) establishing a dialogue between science and the wider public, and iii) conducting the role of a national center of competence and networking in science communication. Swiss Life Sciences is a project that fits into all of these categories: a year-round program for schools is complemented with an annual event for the wider public. With the involvement of most of the major Swiss universities, the Swiss National Science Foundation, the foundation Gen Suisse and many other partners, Swiss Life Sciences also sets an example of national networking within the science communication community.

  16. Conducting and publishing design science research : Inaugural essay of the design science department of the Journal of Operations Management

    NARCIS (Netherlands)

    van Aken, Joan; Chandrasekaran, Aravind; Halman, Joop

    2016-01-01

    The new Design Science department at the Journal of Operations Management invites submissions using a design science research strategy for operations management (OM) issues. The objective of this strategy is to develop knowledge that can be used in a direct and specific way to design and implement

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

    Science.gov (United States)

    Fisher-Maltese, Carley B.

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

  18. Assessment in Science Education

    Science.gov (United States)

    Rustaman, N. Y.

    2017-09-01

    An analyses study focusing on scientific reasoning literacy was conducted to strengthen the stressing on assessment in science by combining the important of the nature of science and assessment as references, higher order thinking and scientific skills in assessing science learning as well. Having background in developing science process skills test items, inquiry in its many form, scientific and STEM literacy, it is believed that inquiry based learning should first be implemented among science educators and science learners before STEM education can successfully be developed among science teachers, prospective teachers, and students at all levels. After studying thoroughly a number of science researchers through their works, a model of scientific reasoning was proposed, and also simple rubrics and some examples of the test items were introduced in this article. As it is only the beginning, further studies will still be needed in the future with the involvement of prospective science teachers who have interests in assessment, either on authentic assessment or in test items development. In balance usage of alternative assessment rubrics, as well as valid and reliable test items (standard) will be needed in accelerating STEM education in Indonesia.

  19. Nanoscale Magnetism in Next Generation Magnetic Nanoparticles

    Science.gov (United States)

    2018-03-17

    reaction catalyzed by glucose oxidase as shown in the following chemical equations:13-14 glucose + glucose oxidase(ox) → gluconic acid + glucose...Hanyang University (HYU) - Mailing Address : Room 404, Dept. of Material Science & Engineering , Hanyang University, 17 Haengdang-dong, Seongdong-gu, Seoul... chemical and biological detection and conformal and flexible interfaces with biological systems. DISTRIBUTION A. Approved for public release

  20. Instrument for Radiation Testing/Screening Electronic Devices over an Extended Temperature Range.

    Science.gov (United States)

    1986-12-19

    CENTER ATTN: STEWS -TE-AN A DE LA PAZ ATTN: CODE 6054 D PLATTETER ATTN: STEWS -TE-AN J MEASON OFC OF THE DEP ASST SEC OF THE NAVY USAG ATTN: L J ABELLA...MAURER ATTN: D LAMB ATTN: D NIELSEN JOHNS HOPKINS UNIVERSITY ATTN: R BELT ATTN: G MASSON/DEPT OF ELEC ENGR ATTN: R GUMM KAMAN SCIENCES CORP HONEYWELL

  1. RPA Field Simulations:Dilemma Training for Legal and Ethical Decision Making

    Science.gov (United States)

    2015-11-07

    RPA Field Simulations: Dilemma-Training for Legal and Ethical Decision-Making Professor Wilbur Scott Dept of...Sciences & Leadership all take the Capstone Experience Course (CEC)  CEC offers several different kinds of projects, one consists of RPA Field...Simulation  Two phases in RPA Field Simulation – classroom phase and field phase  Purpose: link theoretical understanding/moral reasoning with

  2. Design and Diagnosis Problem Solving with Multifunctional Technical Knowledge Bases

    Science.gov (United States)

    1992-09-29

    Knowledge in Device Design .......................................................... 145 QP is More Than SPQR and Dynamical Systems Theory: Response to...More Than SPQR and Dynamical Systems Theory: Response to Sacks and Doyle," to appear in Computational Intelligence. [53] B. Chandrasekaran and N. Hari...More Than SPQR and Dynamical Systems Theory:I Response to Sacks and Doyle B. Chandrasekaran Dept of Computer & Information Science The Ohio State

  3. Testosterone replacement in male hypogonadism

    OpenAIRE

    Kalra, Sanjay; Agrawal, Navneet; Kumar, Satish; Sharma, Amit

    2010-01-01

    Sanjay Kalra1, Navneet Agrawal2, Satish Kumar3, Amit Sharma11Department of Endocrinology, Bharti Hospital, Karnal, India; 2Dept of Medicine, GR Medical College, Gwalior, India; 3Clinical Research, EXCEL Life Sciences, NOIDA, IndiaAbstract: This article contains a review of the clinical aspects of testosterone replacement in androgen deficiency of the aging male.Keywords: testosterone, supplementation, hypogonadism, ADAM

  4. Deux nouvelles initiatives visent à soutenir les femmes qui ...

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

    14 nov. 2017 ... Chilufya MWEWA PhD Student University of Cape Town Dept of Physics Cape Town South Africa. Dans les pays en développement, les femmes se heurtent encore à des obstacles qui limitent leur capacité à faire une carrière et à devenir des chefs de file dans le domaine des sciences, de la technologie, ...

  5. The Evolving Genetics of Green Infrastructure Implementation (Invited)

    Science.gov (United States)

    Ballestero, T. P.; Watts, A. W.; Houle, J. J.; Puls, T. A.

    2013-12-01

    Urbanization radically alters hydrology, with impacts from very local to regional scales. Green Infrastructure techniques use natural processes to restore hydrologic function, and provide multiple companion benefits such as energy savings, increased green space, improved ecosystems, etc. Although science can clearly demonstrate the benefits and cost saving associated with Green Infrastructure (see for example Forging The Link http://www.unh.edu/unhsc/forgingthelink ), many community decision makers continue to be reluctant to incorporate these more effective methods into standard planning practices. In spite of the wealth of evidence, communities are very slow to codify and adopt the practices, commonly waiting for regulatory or legal directives to force them down the path. Barriers to implementation include misconceptions of performance, reliability and cost, often fed by a local ';expert' who is trusted member of the community. For Green Infrastructure to be effective, implementation must become a standard practice, rather than an innovation; the methods and concepts must be integrated into planning DNA. Fundamentally, successful green infrastructure implementation comes down to changing behavior, perceptions, and priorities, and fostering trust in the science. We will present: data on the cost and effectiveness of using Green Infrastructure to restore damaged urban hydrology, incorporating methods into urban planning tools, and an ongoing science collaborative project engaging stakeholders directly in the development and optimization of Green Infrastructure tools.

  6. Basement configuration of KG offshore basin from magnetic anomalies

    Digital Repository Service at National Institute of Oceanography (India)

    Subrahmanyam, V.; Swamy, K.V.; Raj, N.

    to Dept. of Science & Technology, New Delhi for granting the Junior Research Fel- lowship through Inspire Programme. This is NIO (CSIR) contribution no. 7132. References Aftalion M, Bowes D R, Dash B and Dempster T J 1988 Late proterozoic charnockites... anomaly map in figure 1. Keywords. Marine magnetic anomalies; offshore K–G basin; magnetic basement; extension of EGMB geology; continent– oceanic boundary. J. Earth Syst. Sci. 125, No. 3, April 2016, pp. 663–668 c© Indian Academy of Sciences 663 664 V...

  7. Multiscale science for science-based stockpile stewardship

    Energy Technology Data Exchange (ETDEWEB)

    Margolin, L.; Sharp, D.

    2000-12-01

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

  8. How To Implement the Science Fair Self-Help Development Program in Schools. Sandia Report.

    Science.gov (United States)

    Menicucci, David F.

    Often the burden of promoting science and engineering fairs falls upon science teachers who have to add the organizational activities for the fair to their normal teaching load. This manual is intended to assist in the science fair process by providing information about how to create a team of volunteers to manage the organizational activities.…

  9. AFRA Network for Education in Nuclear Science and Technology

    International Nuclear Information System (INIS)

    Hashim, O.N.; Wanjala, F.

    2017-01-01

    The Africa Regional Cooperative Agreement for Research Development and Training related to Science and Technology (AFRA) established the AFRA Network for Education in Nuclear Science and Technology (AFRA-NEST) in order to implement AFRA strategy on Human Resource Development (HRD) and Nuclear Knowledge Management (NKM). The strategies for implementing the objectives are: to use ICT for web-based education and training; recognition of Regional Designated Centres (RDCs) for professional nuclear education in nuclear science and technology, and organization of harmonized and accredited programs at tertiary levels and awarding of fellowships/scholarships to young and brilliant students for teaching and research in the various nuclear disciplines

  10. [Conceiving and implementing an ISO 9001:2000 quality management system: quality improvement and efficiency increase over 3 years at the Dept. of Ophthalmology, Sultan Qaboos University in Oman].

    Science.gov (United States)

    Bialasiewicz, A A; Breidenbach, K; Ganesh, A; Al-Saeidi, R; Ganguly, S S

    2006-10-01

    Oman is a developing country of the Middle East with a University Hospital in a national health system. Problems related to documentation, structure, and procedure prevailing in a multicultural environment result in a lack of productivity. The aim of this study was to test the feasibility of introducing a quality management system according to ISO 9001:2000 into a university department of ophthalmology with special reference to quality and efficiency data over 3 years. Standardized types of documentation (35 documents, 183 forms and formats, and 453 registers) under a formal roof (booklets for work instructions, quality management, procedures) were conceived in 2001 and implemented, and were evaluated by descriptive statistics over the years 2002-2005 with respect to quality and efficiency. In 2005, the departmental QMS was merged into the QMS of the whole hospital. Establishment of "responsibility clusters" with structured surveillance tasks, procedural improvements, and continuous audits resulted in a significant quality improvement already during the implementation until ISO 9001:2000 certification in 2002, and over the following 3 years. The data were assessed by non-conformities documented monthly (total inpatients: -50%, outpatients: -20%, operating theater: -100%, teaching: -10%; p ISO 9001:2000 into a developing country in the Middle East. It has an immediate effect on the increase of efficiency (measured by performance indicators) and quality in all systems providing the possibility for regional benchmarking.

  11. Bridging the Gap: Embedding Communication Courses in the Science Undergraduate Curriculum

    Science.gov (United States)

    Jandciu, Eric; Stewart, Jaclyn J.; Stoodley, Robin; Birol, Gülnur; Han, Andrea; Fox, Joanne A.

    2015-01-01

    The authors describe a model for embedding science communication into the science curriculum without displacing science content. They describe the rationale, development, design, and implementation of two courses taught by science faculty addressing these criteria. They also outline the evaluation plan for these courses, which emphasize broad…

  12. LEMDist: e-learning and e-science work space

    International Nuclear Information System (INIS)

    Cruz Gurman, J.; Hernandez Duarte, M.; Garza Rivera, J.; Arjona Raoman, J. L.

    2007-01-01

    LEMDist is an implementation for remote access to laboratory equipment in a grid environment. The actual functionality for these applications includes the remote data acquisition from real laboratory equipment in the grid environment. The access has been implemented for instruments with standard serial or USB interface. Experiments for Basic Chemistry and Food Engineering will be presented. The instruments are reached via authentication and authorization grid services and a interface grid device commands. Other services had been implemented for Food Engineering; they include a modeling process for freezing times of meat calculation and texture analysis from frozen meat images. Taking advantage of Grid infrastructure and experimental laboratory equipment the design model based on a categorical approach had been driven to build a technological platform to support different pedagogical approach in natural science teaching and e-science applications, implementing other services. (Author)

  13. LEMDist: e-learning and e-science work space

    Energy Technology Data Exchange (ETDEWEB)

    Cruz Gurman, J.; Hernandez Duarte, M.; Garza Rivera, J.; Arjona Raoman, J. L.

    2007-07-01

    LEMDist is an implementation for remote access to laboratory equipment in a grid environment. The actual functionality for these applications includes the remote data acquisition from real laboratory equipment in the grid environment. The access has been implemented for instruments with standard serial or USB interface. Experiments for Basic Chemistry and Food Engineering will be presented. The instruments are reached via authentication and authorization grid services and a interface grid device commands. Other services had been implemented for Food Engineering; they include a modeling process for freezing times of meat calculation and texture analysis from frozen meat images. Taking advantage of Grid infrastructure and experimental laboratory equipment the design model based on a categorical approach had been driven to build a technological platform to support different pedagogical approach in natural science teaching and e-science applications, implementing other services. (Author)

  14. Implementing drought early warning systems: policy lessons and future needs

    Science.gov (United States)

    Iglesias, Ana; Werner, Micha; Maia, Rodrigo; Garrote, Luis; Nyabeze, Washington

    2014-05-01

    Drought forecasting and Warning provides the potential of reducing impacts to society due to drought events. The implementation of effective drought forecasting and warning, however, requires not only science to support reliable forecasting, but also adequate policy and societal response. Here we propose a protocol to develop drought forecasting and early warning based in the international cooperation of African and European institutions in the DEWFORA project (EC, 7th Framework Programme). The protocol includes four major phases that address the scientific knowledge and the social capacity to use the knowledge: (a) What is the science available? Evaluating how signs of impending drought can be detected and predicted, defining risk levels, and analysing of the signs of drought in an integrated vulnerability approach. (b) What are the societal capacities? In this the institutional framework that enables policy development is evaluated. The protocol gathers information on vulnerability and pending hazard in advance so that early warnings can be declared at sufficient lead time and drought mitigation planning can be implemented at an early stage. (c) How can science be translated into policy? Linking science indicators into the actions/interventions that society needs to implement, and evaluating how policy is implemented. Key limitations to planning for drought are the social capacities to implement early warning systems. Vulnerability assessment contributes to identify these limitations and therefore provides crucial information to policy development. Based on the assessment of vulnerability we suggest thresholds for management actions to respond to drought forecasts and link predictive indicators to relevant potential mitigation strategies. Vulnerability assessment is crucial to identify relief, coping and management responses that contribute to a more resilient society. (d) How can society benefit from the forecast? Evaluating how information is provided to

  15. Implementing Collaborative Learning Methods in the Political Science Classroom

    Science.gov (United States)

    Wolfe, Angela

    2012-01-01

    Collaborative learning is one, among other, active learning methods, widely acclaimed in higher education. Consequently, instructors in fields that lack pedagogical training often implement new learning methods such as collaborative learning on the basis of trial and error. Moreover, even though the benefits in academic circles are broadly touted,…

  16. The Implementation of a One-Day Science, Technology, Engineering and Mathematics (STEM) Career Exploration Workshop for Middle School Girls in Elmira, New York

    Science.gov (United States)

    Turner, Carol-Witkowski CW

    Even now, women are underrepresented in Science, Technology, Engineering, and Mathematics (STEM) careers. The literature shows that one significant approach to address this issue is to work with middle school girls, ages eleven to thirteen, to get them interested and excited about STEM career paths. In addition to appropriate in-school support a review of many different middle school programs indicates that such programs exist in certain service areas but are still missing in others, especially the rural areas. To address this situation, a one-day STEM workshop called "Full STEAHM Ahead!" was implemented spring 2012 in Elmira, New York, to address the career exploration "turning point" for rural middle school girls. The implementation involved pre-workshop, workshop, and post-workshop phases. The success and effectiveness of the workshop was demonstrated by survey comments and verbal feedback from both the girls and educators who attended.

  17. 50th Annual Technical Meeting of the Society of Engineering Science (SES)

    Science.gov (United States)

    2014-08-15

    2:00 PM 30 Sess Micr Tuesda ion Chai omecha y 8:00 - 8 rs: Dimit nics and S Georg :50 Salom ris Lagou ome Asp C e Weng ( Tuesday Award on 101...College of New York), Shahab Shojaei-Zadeh (Rutgers University), Kevin Connington (The Levich Institute), Jeffrey Morris (Levich Institute and Dept. of...Duisburg-Essen) MECHANICS OF FLUIDS AND THERMAL SYSTEMS Complex Fluids: Suspensions, Emulsions, and Gels Barus-Holley 160 Session Chairs Jeffrey Morris

  18. Mozambique Science, Technology and Innovation Review | IDRC ...

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

    This project aims to strengthen the capacity of the Mozambique Ministry of Science and Technology (MOST) to govern the country's science, technology and innovation (STI) system, and of researchers and policymakers to conduct systematic reviews of STI policy implementation. It will do so by supporting a review of the ...

  19. Implementing planetary protection on the Atlas V fairing and ground systems used to launch the Mars Science Laboratory.

    Science.gov (United States)

    Benardini, James N; La Duc, Myron T; Ballou, David; Koukol, Robert

    2014-01-01

    On November 26, 2011, the Mars Science Laboratory (MSL) launched from Florida's Cape Canaveral Air Force Station aboard an Atlas V 541 rocket, taking its first step toward exploring the past habitability of Mars' Gale Crater. Because microbial contamination could profoundly impact the integrity of the mission, and compliance with international treaty was a necessity, planetary protection measures were implemented on all MSL hardware to verify that bioburden levels complied with NASA regulations. The cleanliness of the Atlas V payload fairing (PLF) and associated ground support systems used to launch MSL were also evaluated. By applying proper recontamination countermeasures early and often in the encapsulation process, the PLF was kept extremely clean and was shown to pose little threat of recontaminating the enclosed MSL flight system upon launch. Contrary to prelaunch estimates that assumed that the interior PLF spore burden ranged from 500 to 1000 spores/m², the interior surfaces of the Atlas V PLF were extremely clean, housing a mere 4.65 spores/m². Reported here are the practices and results of the campaign to implement and verify planetary protection measures on the Atlas V launch vehicle and associated ground support systems used to launch MSL. All these facilities and systems were very well kept and exceeded the levels of cleanliness and rigor required in launching the MSL payload.

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

    International Nuclear Information System (INIS)

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

    2006-01-01

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

  1. The design and implementation of online medical record system ...

    African Journals Online (AJOL)

    The design and implementation of online medical record system (OMRS) ... PROMOTING ACCESS TO AFRICAN RESEARCH. AFRICAN JOURNALS ONLINE (AJOL) ... International Journal of Natural and Applied Sciences. Journal Home ...

  2. [Have you eaten any DNA today? Science communication during Science and Technology Week in Brazil].

    Science.gov (United States)

    Possik, Patricia Abrão; Shumiski, Lívia Cantisani; Corrêa, Elisete Marcia; Maia, Roberta de Assis; Medaglia, Adriana; Mourão, Lucivana Prata de Souza; Pereira, Jairo Marques Campos; Persuhn, Darlene Camati; Rufier, Myrthes; Santos, Marcelo; Sobreira, Marise; Elblink, Marcia Triunfol

    2013-11-30

    During the first National Science and Technology Week held in 2004, science centers and museums, universities and schools engaged in activities with the idea of divulging science to the people. Demonstrations of the extraction of DNA from fruits were conducted in supermarkets in 11 Brazilian cities by two institutions, DNA Vai à Escola and Conselho de Informação e Biotecnologia. This article describes the formation of a national network of people interested in communicating information about genetics to the lay public and the implementation of a low-cost science communication activity in different parts of the country simultaneously. It also analyzes the impact caused by this initiative and the perceptions of those involved in its organization.

  3. STEM Integration in Middle School Life Science: Student Learning and Attitudes

    Science.gov (United States)

    Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael; Moreno, Mario

    2016-08-01

    In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.

  4. High School Physical Sciences Teachers' Competence in Some ...

    African Journals Online (AJOL)

    Teachers' lack of competence in cognitive skills and strategies would be an important limiting factor in the successful implementation of the Physical Sciences curriculum. An urgent need ... Keywords: Cognitive skills, thinking skills, questions testing skills, problem solving, teacher training, high school physical science ...

  5. A Spacelab Expert System for Remote Engineering and Science

    Science.gov (United States)

    Groleau, Nick; Colombano, Silvano; Friedland, Peter (Technical Monitor)

    1994-01-01

    NASA's space science program is based on strictly pre-planned activities. This approach does not always result in the best science. We describe an existing computer system that enables space science to be conducted in a more reactive manner through advanced automation techniques that have recently been used in SLS-2 October 1993 space shuttle flight. Advanced computing techniques, usually developed in the field of Artificial Intelligence, allow large portions of the scientific investigator's knowledge to be "packaged" in a portable computer to present advice to the astronaut operator. We strongly believe that this technology has wide applicability to other forms of remote science/engineering. In this brief article, we present the technology of remote science/engineering assistance as implemented for the SLS-2 space shuttle flight. We begin with a logical overview of the system (paying particular attention to the implementation details relevant to the use of the embedded knowledge for system reasoning), then describe its use and success in space, and conclude with ideas about possible earth uses of the technology in the life and medical sciences.

  6. Understanding the Art and Science of Implementation in the SAAF Efficacy Trial

    Science.gov (United States)

    Berkel, Cady; Murry, Velma McBride; Roulston, Kathryn J.; Brody, Gene H.

    2013-01-01

    Purpose: The purpose of this paper is to demonstrate the importance of considering both fidelity and adaptation in assessing the implementation of evidence-based programs. Design/methodology/approach: The current study employs a multi-method strategy to understand two dimensions of implementation (fidelity and adaptation) in the Strong African…

  7. Porphyrin nanorods characterisation for an artificial light harvesting and energy transfer system

    CSIR Research Space (South Africa)

    Mongwaketsi, N

    2010-01-01

    Full Text Available s 1 0 h r s 1 3 h r s 1 5 h r s 1 8 h r s Porphyrin Nanorods Characterization for an Artificial Light Harvesting and Energy Transfer System Nametso Mongwaketsi1,2,3, Raymond Sparrow2, Bert Klumperman3, Malik Maaza1 1 NanoSciences Lab..., Materials Research Dept, iThemba LABS, PO Box 722, Somerset West, 7129, South Africa 2 CSIR Biosciences, PO Box 395, Pretoria, 0001, South Africa 3 Stellenbosch University, Department of Chemistry and Polymer Science, Private Bag X 1, Matieland, 7602...

  8. CREATIVE APPROACHES TO COMPUTER SCIENCE EDUCATION

    Directory of Open Access Journals (Sweden)

    V. B. Raspopov

    2010-04-01

    Full Text Available Using the example of PPS «Toolbox of multimedia lessons «For Children About Chopin» we demonstrate the possibility of involving creative students in developing the software packages for educational purposes. Similar projects can be assigned to school and college students studying computer sciences and informatics, and implemented under the teachers’ supervision, as advanced assignments or thesis projects as a part of a high school course IT or Computer Sciences, a college course of Applied Scientific Research, or as a part of preparation for students’ participation in the Computer Science competitions or IT- competitions of Youth Academy of Sciences ( MAN in Russian or in Ukrainian.

  9. Conceptualizing Student Affect for Science and Technology at the Middle School Level: Development and Implementation of a Measure of Affect in Science and Technology (MAST)

    Science.gov (United States)

    Romine, William L.; Sadler, Troy D.; Wulff, Eric P.

    2017-10-01

    We describe the development of the Measure of Affect in Science and Technology (MAST), and study its usefulness for measuring science affect in middle school students via both classical and Rasch measurement perspectives. We then proceed to utilize the measurement structure of the MAST to understand how middle school students at varying levels of affect express their interest and attitudes toward science and technology and gender differences in how students express their affect. We found that affect in science and technology comprises a main dimension, science interest, and four peripheral dimensions: interest in careers in science and technology, attitudes toward science, and interest in attending science class. Of these, careers in science and technology carry the highest affective demand. While males showed higher levels of personal and situational interest in science, a greater interest in careers in science and technology was the biggest contributor to males' higher affect toward science and technology. We argue that whether the MAST is used as a measure of a single construct or multiple subconstructs depends upon specific research or evaluation goals; however, both uses of the MAST yield measures which produce valid inferences for student affect.

  10. [Aspects for data mining implementation in gerontology and geriatrics].

    Science.gov (United States)

    Mikhal'skiĭ, A I

    2014-01-01

    Current challenges facing theory and practice in ageing sciences need new methods of experimental data investigation. This is a result as of experimental basis developments in biological research, so of information technology progress. These achievements make it possible to use well proven in different fields of science and engineering data mining methods for tasks in gerontology and geriatrics. Some examples of data mining methods implementation in gerontology are presented.

  11. White paper on science and technology, 1999. New development in science and technology policy: responding to national and societal needs

    International Nuclear Information System (INIS)

    1999-01-01

    This white paper presents various considerations on present important issues on Japanese science and technology by focusing on what is demanded of Japan's science and technology policy in responding to these national and social needs. This papers concern policy measures intended to promote science and technology, and has been submitted to the hundred forty-second session of the Diet, pursuant to Article 8 of the Science and Technology Basic Law (Law No. 130), enacted in 1995. Part 1 and Part 2 of this report discuss the trends in a wide range of scientific and technical activities to help understanding the policy measures implemented to promote science and technology, which are then discussed in Part 3. The title of Part 1 is new development in science and technology policy: responding to national and societal needs. In this part, what sort of efforts is needed in the world of today, where science and technology are engines for social and economic revolution was examined in order for science and technology to better meet national and societal needs. In Part 2, current status of science and technology in Japan and other nations in the areas pertaining to science and technology were examined using various data as to the scientific and technical activities in Japan. This information will then be used for a more in-depth analysis of the trends in Japan's research activities. Part 3 provides a summary of the Science and Technology Basic Plan that was determined in July 1996 based on the Science and Technology Basic Law. It continues with a discussion of the policies that were implemented in FY1998 for the promotion of science and technology, in line with this basic plan. (M.N.)

  12. Defining Success in Open Science.

    Science.gov (United States)

    Ali-Khan, Sarah E; Jean, Antoine; MacDonald, Emily; Gold, E Richard

    2018-01-01

    Mounting evidence indicates that worldwide, innovation systems are increasing unsustainable. Equally, concerns about inequities in the science and innovation process, and in access to its benefits, continue. Against a backdrop of growing health, economic and scientific challenges global stakeholders are urgently seeking to spur innovation and maximize the just distribution of benefits for all. Open Science collaboration (OS) - comprising a variety of approaches to increase open, public, and rapid mobilization of scientific knowledge - is seen to be one of the most promising ways forward. Yet, many decision-makers hesitate to construct policy to support the adoption and implementation of OS without access to substantive, clear and reliable evidence. In October 2017, international thought-leaders gathered at an Open Science Leadership Forum in the Washington DC offices of the Bill and Melinda Gates Foundation to share their views on what successful Open Science looks like. Delegates from developed and developing nations, national governments, science agencies and funding bodies, philanthropy, researchers, patient organizations and the biotechnology, pharma and artificial intelligence (AI) industries discussed the outcomes that would rally them to invest in OS, as well as wider issues of policy and implementation. This first of two reports, summarizes delegates' views on what they believe OS will deliver in terms of research, innovation and social impact in the life sciences. Through open and collaborative process over the next months, we will translate these success outcomes into a toolkit of quantitative and qualitative indicators to assess when, where and how open science collaborations best advance research, innovation and social benefit. Ultimately, this work aims to develop and openly share tools to allow stakeholders to evaluate and re-invent their innovation ecosystems, to maximize value for the global public and patients, and address long-standing questions

  13. Third International Mathematics and Science Study 1999 Video Study Technical Report: Volume 2--Science. Technical Report. NCES 2011-049

    Science.gov (United States)

    Garnier, Helen E.; Lemmens, Meike; Druker, Stephen L.; Roth, Kathleen J.

    2011-01-01

    This second volume of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study Technical Report focuses on every aspect of the planning, implementation, processing, analysis, and reporting of the science components of the TIMSS 1999 Video Study. The report is intended to serve as a record of the actions and documentation of…

  14. Developing Greek Primary School Students' Critical Thinking through an Approach of Teaching Science which Incorporates Aspects of History of Science

    Science.gov (United States)

    Malamitsa, Katerina; Kasoutas, Michael; Kokkotas, Panagiotis

    2009-01-01

    In this paper, the development of sixth grade students' critical thinking skills in science courses is discussed relatively to the contribution of the integration of aspects of History of Science into instruction. Towards this direction a project on electromagnetism was designed and implemented aiming to engage primary school students in a…

  15. When are Overcomplete Topic Models Identifiable? Uniqueness of Tensor Tucker Decompositions with Structured Sparsity

    Science.gov (United States)

    2013-08-14

    Communications and Computing, Electrical Engineering and Computer Science Dept., University of California, Irvine, USA 92697. Email : a.anandkumar...uci.edu,mjanzami@uci.edu. Daniel Hsu and Sham Kakade are with Microsoft Research New England, 1 Memorial Drive, Cambridge, MA 02142. Email : dahsu...Andreas Maurer, Massimiliano Pontil, and Bernardino Romera-Paredes. Sparse coding for multitask and transfer learning. ArxXiv preprint, abs/1209.0738, 2012

  16. Aqua-Reslin droplet analysis

    International Nuclear Information System (INIS)

    Brown, J.R.; Steinke, W.E.; Zhai, J.; Sykes, D.

    1998-01-01

    Emerging acid rain problems and problems related to various airborne toxins and effects in soils are discussed by David Schindler, the Volvo Environment Prize winner, a member of the Dept. of Biological Sciences, Univ. of Alberta, Canada. A chain of events involving depletion of basic cations in soils and global warming can result ultimately in a significant threat to indigenous peoples living at high latitudes

  17. From acid rain to toxic snow

    International Nuclear Information System (INIS)

    Schindler, D.

    1999-01-01

    Emerging acid rain problems and problems related to various airborne toxins and effects in soils are discussed by David Schindler, the Volvo Environment Prize winner, a member of the Dept. of Biological Sciences, Univ. of Alberta, Canada. A chain of events involving depletion of basic cations in soils and global warming can result ultimately in a significant threat to indigenous peoples living at high latitudes

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

    Science.gov (United States)

    Aryani, N. P.; Supriyadi

    2018-03-01

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

  19. Nine questions to guide development and implementation of Health in All Policies

    NARCIS (Netherlands)

    de Leeuw, Evelyne; Peters, Dorothee

    2015-01-01

    Based on the policy science literature, we formulate nine core questions that can guide the formulation, negotiation, development and implementation of Health in All Policies (HiAP). Each question is grounded in the political and policy science literature and culminates in checklist items that HiAP

  20. 75 FR 22817 - Emerging Infectious Diseases: Evaluation to Implementation for Transfusion and Transplantation...

    Science.gov (United States)

    2010-04-30

    ...] Emerging Infectious Diseases: Evaluation to Implementation for Transfusion and Transplantation Safety and... public workshops entitled ``Emerging Infectious Diseases: Evaluation to Implementation for Transfusion... Office of Science and Public Health, Centers for Disease Control and Prevention, National Institutes of...

  1. Experiment Study on Elastic Indicator of Thermal Shock Ceramic Materials——Implementation of Students’ Innovative Research Project of Shandong University of Science and Technology

    Directory of Open Access Journals (Sweden)

    Wang Yanxia

    2017-01-01

    Full Text Available In order to improve the quality of undergraduate education and combine theory and practice, Shandong University of science and technology organized innovative research activities project for undergraduates. Combined with the characteristics of engineering mechanics course, teachers of engineering mechanics teaching and research section guided students to take an active part in scientific research and innovation practice teaching, which has obtained a good teaching effect. This paper introduces the concrete implement process of the college students’ innovative scientific research project “Experiment Study on Elastic Indicator of Thermal Shock Ceramic Materials”, which measures elastic indicator of ceramics using the ultrasonic method. This paper studies elastic indicator change rule of the mullite ceramic samples under different factors such as temperature difference, thermal shock times and so on. Studies have shown that in the condition of air-cooling, with the increase of thermal shock temperature difference and thermal shock times, the elastic modulus value, shear modulus and Poisson’s ratio are in a falling trend. The project implementation have proved that implement undergraduate innovation research projects could effectively arouse students’ learning enthusiasm, cultivate students’ scientific research innovation and analytical abilities to solve practical scientific research problems.

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

    Science.gov (United States)

    Dimichino, Daniela C.

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

  3. Applying Clustering Methods in Drawing Maps of Science: Case Study of the Map For Urban Management Science

    Directory of Open Access Journals (Sweden)

    Mohammad Abuei Ardakan

    2010-04-01

    Full Text Available The present paper offers a basic introduction to data clustering and demonstrates the application of clustering methods in drawing maps of science. All approaches towards classification and clustering of information are briefly discussed. Their application to the process of visualization of conceptual information and drawing of science maps are illustrated by reviewing similar researches in this field. By implementing aggregated hierarchical clustering algorithm, which is an algorithm based on complete-link method, the map for urban management science as an emerging, interdisciplinary scientific field is analyzed and reviewed.

  4. The National Evaluation of NASA's Science, Engineering, Mathematics and Aerospace Academy (SEMAA) Program

    Science.gov (United States)

    Martinez, Alina; Cosentino de Cohen, Clemencia

    2010-01-01

    This report presents findings from a NASA requested evaluation in 2008, which contains both implementation and impact modules. The implementation study investigated how sites implement Science, Engineering, Mathematics, and Aerospace Academy (SEMAA) and the contextual factors important in this implementation. The implementation study used data…

  5. Teacher and student supports for implementation of the NGSS

    Science.gov (United States)

    Severance, Samuel

    Through three articles, this dissertation examines the use of supports for implementing the Next Generation Science Standards (NGSS) within a large urban school district. Article one, titled Organizing for Teacher Agency in Curricular Co-design, examines the need for coherent curriculum materials that teachers' had a meaningful role in shaping and how the use of a co-design approach and specific tools and routines can help to address this need. Article two, titled Relevant Learning and Student Agency within a Citizen Science Design Challenge, examines the need for curriculum materials that provide students with learning experiences they find relevant and that expands their sense of agency and how a curriculum centered around a community-based citizen science design challenge can help achieve such an aim. Article three, titled Implementation of a Novel Professional Development Program to Support Teachers' Understanding of Modeling, examines the need for professional development that builds teachers' understanding of and skill in engaging their students in the practice of developing and using models and how a novel professional development program, the Next Generation Science Exemplar, can aid teachers in this regard by providing them with carefully sequenced professional development activities and specific modeling tools for use in the classroom.

  6. Science teachers' perceptions of the effectiveness of technology in the laboratories: Implications for science education leadership

    Science.gov (United States)

    Yaseen, Niveen K.

    2011-12-01

    The purpose of this study was to identify science teachers' perceptions concerning the use of technology in science laboratories and identify teachers' concerns and recommendations for improving students' learning. Survey methodology with electronic delivery was used to gather data from 164 science teachers representing Texas public schools. The data confirmed that weaknesses identified in the 1990s still exist. Lack of equipment, classroom space, and technology access, as well as large numbers of students, were reported as major barriers to the implementation of technology in science laboratories. Significant differences were found based on gender, grade level, certification type, years of experience, and technology proficiency. Females, elementary teachers, traditionally trained teachers, and less experienced teachers revealed a more positive attitude toward the use of technology in science laboratories. Participants in this study preferred using science software simulations to support rather than replace traditional science laboratories. Teachers in this study recommended professional development programs that focused on strategies for a technology integrated classroom.

  7. Fostering Eroticism in Science Education to Promote Erotic Generosities for the Ocean-Other

    Science.gov (United States)

    Luther, Rachel

    2013-01-01

    Despite the increase in marine science curriculum in secondary schools, marine science is not generally required curricula and has been largely deemphasized or ignored in relation to earth science, biology, chemistry, and physics. I call for the integration and implementation of marine science more fully in secondary science education through…

  8. NGSS aligned Earth science resources and professional development programs from the Exploratorium.

    Science.gov (United States)

    Muller, E.

    2016-12-01

    The Exploratorium is a museum of science, art and human perception located in San Francisco, CA. The Exploratorium has been offering resources and professional development to primary and secondary teachers since 1972. We focus on inquiry based, hands-on learning, with an emphasis on Next Generation Science Standards (NGSS) implementation. This brief, invited presentation will feature the programs and online resources developed by the Exploratorium's "Institute for Inquiry" and "Teacher Institute" that may help formal and informal educators engage, implement and promote three dimensional learning in the Earth Sciences.

  9. Science Leadership in an Era of Accountability: A Call for Collaboration.

    Science.gov (United States)

    Jorgenson, Olaf; MacDougall, Gregory; Llewellyn, Douglas

    2003-01-01

    Describes the roles of science leaders in identifying and implementing meaningful solutions to systemic weaknesses. Discusses accountability's impact on science leadership and collaboration for enacting reform. (Contains 16 references.) (YDS)

  10. Exploring Art and Science Integration in an Afterschool Program

    Science.gov (United States)

    Bolotta, Alanna

    Science, technology, engineering, arts and math (STEAM) education integrates science with art, presenting a unique and interesting opportunity to increase accessibility in science for learners. This case study examines an afterschool program grounded in art and science integration. Specifically, I studied the goals of the program, it's implementation and the student experience (thinking, feeling and doing) as they participated in the program. My findings suggest that these programs can be powerful methods to nurture scientific literacy, creativity and emotional development in learners. To do so, this program made connections between disciplines and beyond, integrated holistic teaching and learning practices, and continually adapted programming while also responding to challenges. The program is therefore specially suited to engage the heads, hands and hearts of learners, and can make an important contribution to their learning and development. To conclude, I provide some recommendations for STEAM implementation in both formal and informal learning settings.

  11. Curricular Influences on Female Afterschool Facilitators' Computer Science Interests and Career Choices

    Science.gov (United States)

    Koch, Melissa; Gorges, Torie

    2016-10-01

    Underrepresented populations such as women, African-Americans, and Latinos/as often come to STEM (science, technology, engineering, and mathematics) careers by less traditional paths than White and Asian males. To better understand how and why women might shift toward STEM, particularly computer science, careers, we investigated the education and career direction of afterschool facilitators, primarily women of color in their twenties and thirties, who taught Build IT, an afterschool computer science curriculum for middle school girls. Many of these women indicated that implementing Build IT had influenced their own interest in technology and computer science and in some cases had resulted in their intent to pursue technology and computer science education. We wanted to explore the role that teaching Build IT may have played in activating or reactivating interest in careers in computer science and to see whether in the years following implementation of Build IT, these women pursued STEM education and/or careers. We reached nine facilitators who implemented the program in 2011-12 or shortly after. Many indicated that while facilitating Build IT, they learned along with the participants, increasing their interest in and confidence with technology and computer science. Seven of the nine participants pursued further STEM or computer science learning or modified their career paths to include more of a STEM or computer science focus. Through interviews, we explored what aspects of Build IT influenced these facilitators' interest and confidence in STEM and when relevant their pursuit of technology and computer science education and careers.

  12. Generic procedure for designing and implementing plan management systems for space science missions operations

    Science.gov (United States)

    Chaizy, P. A.; Dimbylow, T. G.; Allan, P. M.; Hapgood, M. A.

    2011-09-01

    This paper is one of the components of a larger framework of activities whose purpose is to improve the performance and productivity of space mission systems, i.e. to increase both what can be achieved and the cost effectiveness of this achievement. Some of these activities introduced the concept of Functional Architecture Module (FAM); FAMs are basic blocks used to build the functional architecture of Plan Management Systems (PMS). They also highlighted the need to involve Science Operations Planning Expertise (SOPE) during the Mission Design Phase (MDP) in order to design and implement efficiently operation planning systems. We define SOPE as the expertise held by people who have both theoretical and practical experience in operations planning, in general, and in space science operations planning in particular. Using ESA's methodology for studying and selecting science missions we also define the MDP as the combination of the Mission Assessment and Mission Definition Phases. However, there is no generic procedure on how to use FAMs efficiently and systematically, for each new mission, in order to analyse the cost and feasibility of new missions as well as to optimise the functional design of new PMS; the purpose of such a procedure is to build more rapidly and cheaply such PMS as well as to make the latter more reliable and cheaper to run. This is why the purpose of this paper is to provide an embryo of such a generic procedure and to show that the latter needs to be applied by people with SOPE during the MDP. The procedure described here proposes some initial guidelines to identify both the various possible high level functional scenarii, for a given set of possible requirements, and the information that needs to be associated with each scenario. It also introduces the concept of catalogue of generic functional scenarii of PMS for space science missions. The information associated with each catalogued scenarii will have been identified by the above procedure and

  13. Science Teachers' Data Use Practices: A Descriptive Analysis

    Science.gov (United States)

    Rangel, Virginia Snodgrass; Monroy, Carlos; Bell, Elizabeth R.

    2016-01-01

    There is a debate on students' low science achievement in the United States, particularly among low income, African American students, and Latino students. An important part of the education community's response to low achievement generally and in science specifically has been the implementation of high stakes accountability policies. Because of…

  14. ARM Unmanned Aerial Systems Implementation Plan

    Energy Technology Data Exchange (ETDEWEB)

    Schmid, Beat [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Ivey, Mark [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

    2016-11-01

    Recent advances in Unmanned Aerial Systems (UAS) coupled with changes in the regulatory environment for operations of UAS in the National Airspace increase the potential value of UAS to the U.S. Department of Energy (DOE) Atmospheric Radiation Measurement (ARM) Climate Research Facility. UAS include unmanned aerial vehicles (UAV) and tethered balloon systems (TBS). The roles UAVs and TBSs could play within the ARM Facility, particularly science questions they could help address, have been discussed in several workshops, reports, and vision documents, including: This document describes the implementation of a robust and vigorous program for use of UAV and TBS for the science missions ARM supports.

  15. Operative Dept, School of Dentistry, Isfahan University of Medical Sciences and Healtb Services, Isfahan, Iran

    Directory of Open Access Journals (Sweden)

    M MOUSAVINASAB

    2001-09-01

    Full Text Available Introduction. Dental erosion is a multifactorial lesion (acids, nutrition consisting of sour lemon, soft drinks and alchole and is result of gradual dissolution of dental tissue according a mechanicochemical procedure. The purpose of this study is evaluation the prevalence of dental erosion in battery workers as a high risk job in Isfahan city. Methods. In this study, 332 battery worker were selected randomly. They were between 15-65 years old. each person examined and had to fill a questionnair separately. The results were analyzed by the SPSS software. Results. 27.1 percent of patients had dental erosion in buccal and lingual surfaces. Severity and frequency of dental errosion was related to age and work exerience and nutrition (sour lemon, soft drink and alcohole. There wasn"t any relationship between dental plaque dental erosion. Discussion. The results of this study accomodates partially or fully other studies results. It is needed to arrange programs to aware the battery workers of acid dangers and its effects on teeth and respiratory system.

  16. Invest more in different energy sources 1999 - 2011; Satsa mer paa olika energikaellor 1999 - 2011

    Energy Technology Data Exchange (ETDEWEB)

    Hedberg, Per; Holmberg, Soeren

    2012-07-01

    The SOM Institute at Gothenburg Univ. conducts, every fall since 1986, a national survey 'National SOM' in order to identify the Swedish public's habits and attitudes on theme's of society, politics and media. Data is collected yearly through postal questionnaires and investigations are conducted under essentially the same conditions, for the results to be comparable from the different years. The SOM Institute is a collaboration between two departments at Gothenburg Univ.: Dept. of Journalism, Media and Communication, and Dept. of Political Science. Several research projects are involved in the National SOM survey - most with roots in any of these Institutions but also external projects and other actors participate regularly. The results of the National SOM survey are reported in the annual publications, in which the participant researchers present analysis based on recent results, focusing where possible, on long-term advocacy and media trends.

  17. Article Commentary: Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs

    Directory of Open Access Journals (Sweden)

    Charlotte L. Briggs

    2016-01-01

    Full Text Available Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning.

  18. Windmills by Design: Purposeful Curriculum Design to Meet Next Generation Science Standards in a 9-12 Physics Classroom

    Science.gov (United States)

    Concannon, James; Brown, Patrick L.

    2017-01-01

    The "Next Generation Science Standards" (NGSS) challenges science teachers to think beyond specific content standards when considering how to design and implement curriculum. This lesson, "Windmills by Design," is an insightful lesson in how science teachers can create and implement a cross-cutting lesson to teach the concepts…

  19. Opening science to the world; opening the world to science

    CERN Multimedia

    Andrew Purcell

    2015-01-01

    ‘Engaging the research community towards an Open Science Commons’ was the main theme of the European Grid Infrastructure (EGI) annual conference that was held in Lisbon from 18 to 22 May. At the conference, the EGI­Engage project was launched and the European Open Science Cloud was discussed.   Tiziana Ferrari, technical director of EGI.eu, speaks at the EGI Annual conference in Lisbon this year. The EGI­Engage project was launched during the opening session of the conference by Tiziana Ferrari, technical director of EGI.eu. This project, which has been funded through the EU’s Horizon 2020 Framework Programme for Research and Innovation, aims to accelerate progress towards the implementation of the Open Science Commons. It seeks to do so by expanding the capabilities of a European backbone of federated services for computing, storage, data, communication, knowledge and expertise, as well as related community­-specific capabilities. &l...

  20. Evaluation of the implementation of the knowledge management processes in Shiraz University of Medical Sciences teaching hospitals, 2014

    Directory of Open Access Journals (Sweden)

    Roxana Sharifian

    2015-01-01

    Full Text Available Introduction: Recognition and implementation of knowledge management have an important effect on improving the quality of hospital activities. According to the direct relationship with the society’s health, health and treatment departments need knowledgeable and skillful staff. Thus, this research investigated different dimensions of the knowledge management processes in teaching hospitals of Shiraz University of Medical Sciences in 2014. Method: This cross-sectional analytical study was performed on 103 top and middle-ranked managers of Shiraz University of Medical Sciences hospitals. The instrument was a valid and reliable questionnaire containing six knowledge management dimensions. Data were analyzed in SPSS software version 16, using the one-sample t-test and ANOVA. Results: The results of the study showed that among the processes of knowledge management dimensions, “acquisition and knowledge creation”(mean=3.2 and “strategy and policy of knowledge” (mean=3.13 had the highest ranks and “assessment and feedback of knowledge” (mean=2.86 and “knowledge sharing” (mean=2.61 were at the lowest levels. The comparison between these six dimensions demonstrated that there were significant relationships among “strategy and policy of knowledge” and “acquisition and knowledge creation” (p=0.047,“strategy and policy of knowledge” and “organizing and documenting of knowledge” (p=0.206, “organizing and documenting of knowledge” and “knowledge sharing” (p=0.259, “organizing and documenting of knowledge” and “use and reuse of knowledge” (p=0.325, “use and reuse of knowledge”, and “knowledge sharing” (p=0.100. Conclusion: According to the results, the conditions of “strategy and policy of knowledge” and “acquisition and knowledge creation” dimensions are at the average level and other dimensions of knowledge management processes are poor in teaching hospitals of Shiraz University of Medical