WorldWideScience

Sample records for science education activities

  1. Educational activities for neutron sciences

    International Nuclear Information System (INIS)

    Hiraka, Haruhiro; Ohoyama, Kenji; Iwasa, Kazuaki

    2011-01-01

    Since now we have several world-leading neutron science facilities in Japan, enlightenment activities for introducing neutron sciences, for example, to young people is an indispensable issue. Hereafter, we will report present status of the activities based on collaborations between universities and neutron facilities. A few suggestions for future educational activity of JSNS are also shown. (author)

  2. Space Research, Education, and Related Activities In the Space Sciences

    Science.gov (United States)

    Black, David

    2002-01-01

    The mission of this activity, known as the Cooperative Program in Space Sciences (CPSS), is to conduct space science research and leading-edge instrumentation and technology development, enable research by the space sciences communities, and to expedite the effective dissemination of space science research, technology, data, and information to the educational community and the general public. To fulfill this mission, the Universities Space Research Association (USRA) recruits and maintains a staff of scientific researchers, operates a series of guest investigator facilities, organizes scientific meetings and workshops, and encourages various interactions with students and university faculty members. This paper is the final report from this now completed Cooperative Agreement.

  3. Elementary Science and Reading Activities for Teacher Educators.

    Science.gov (United States)

    Rezba, Richard J.

    The author suggests ways reading can be integrated with science and describes the reading activities in an elementary science methods course. The activities include: (1) selecting a science tradebook for children to review and for the teacher to analyze vocabulary; (2) helping children review science tradebooks; and (3) encouraging independent…

  4. Incorporating Hot Topics in Ocean Sciences to Outreach Activities in Marine and Environmental Science Education

    Science.gov (United States)

    Bergondo, D. L.; Mrakovcich, K. L.; Vlietstra, L.; Tebeau, P.; Verlinden, C.; Allen, L. A.; James, R.

    2016-02-01

    The US Coast Guard Academy, an undergraduate military Academy, in New London CT, provides STEM education programs to the local community that engage the public on hot topics in ocean sciences. Outreach efforts include classroom, lab, and field-based activities at the Academy as well as at local schools. In one course, we partner with a STEM high school collecting fish and environmental data on board a research vessel and subsequently students present the results of their project. In another course, cadets develop and present interactive demonstrations of marine science to local school groups. In addition, the Academy develops In another course, cadets develop and present interactive demonstrations of marine science to local school groups. In addition, the Academy develops and/or participates in outreach programs including Science Partnership for Innovation in Learning (SPIL), Women in Science, Physics of the Sea, and the Ocean Exploration Trust Honors Research Program. As part of the programs, instructors and cadets create interactive and collaborative activities that focus on hot topics in ocean sciences such as oil spill clean-up, ocean exploration, tsunamis, marine biodiversity, and conservation of aquatic habitats. Innovative science demonstrations such as real-time interactions with the Exploration Vessel (E/V) Nautilus, rotating tank simulations of ocean circulation, wave tank demonstrations, and determining what materials work best to contain and clean-up oil, are used to enhance ocean literacy. Children's books, posters and videos are some creative ways students summarize their understanding of ocean sciences and marine conservation. Despite time limitations of students and faculty, and challenges associated with securing funding to keep these programs sustainable, the impact of the programs is overwhelmingly positive. We have built stronger relationships with local community, enhanced ocean literacy, facilitated communication and mentorship between young

  5. A Cultural Historical Activity Theory Approach in Natural Sciences Education Laboratory Lessons towards Reforming Teachers Training

    Science.gov (United States)

    Kolokouri, Eleni; Theodoraki, Xarikleia; Plakitsi, Katerina

    2012-01-01

    This paper focuses on connecting natural sciences education with Cultural Historical Activity Theory (CHAT). In this sense, natural sciences education is considered as a lifelong learning procedure, not seen as an individual but as a collective activity. Moreover, learning becomes a human activity in which theory and praxis are strongly connected…

  6. Activity and Action: Bridging Environmental Sciences and Environmental Education

    Science.gov (United States)

    Tal, Tali; Abramovitch, Anat

    2013-01-01

    The main goal of this study was to examine the Environmental Workshop unit taught to Environmental Sciences majors in the high schools in Israel and learn if, and in what ways, this unit could become a model for environmental education throughout the high school curriculum. We studied the special characteristics of the Environmental Workshop (EW)…

  7. Suited for Spacewalking: A Teacher's Guide with Activities for Technology Education, Mathematics, and Science

    Science.gov (United States)

    Vogt, Gregory L.; George, Jane A. (Editor)

    1998-01-01

    A Teacher's Guide with Activities for Technology Education, Mathematics, and Science National Aeronautics and Space Administration Office of Human Resources and Education Education Division Washington, DC Education Working Group NASA Johnson Space Center Houston, Texas This publication is in the Public Domain and is not protected by copyright. Permission is not required for duplication.

  8. Science teaching in science education

    Science.gov (United States)

    Callahan, Brendan E.; Dopico, Eduardo

    2016-06-01

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

  9. Multicultural Science Education and Curriculum Materials

    Science.gov (United States)

    Atwater, Mary M.

    2010-01-01

    This article describes multicultural science education and explains the purposes of multicultural science curricula. It also serves as an introductory article for the other multicultural science education activities in this special issue of "Science Activities".

  10. Solar Energy Educational Material, Activities and Science Projects

    Science.gov (United States)

    dropdown arrow Site Map A-Z Index Menu Synopsis Solar Energy Educational Materials Solar with glasses " ;The sun has produced energy for billions of years. Solar energy is the solar radiation that reaches the earth. Solar energy can be converted directly or indirectly into other forms of energy, such as

  11. Rockets: An Educator's Guide with Activities in Science, Mathematics, and Technology.

    Science.gov (United States)

    National Aeronautics and Space Administration, Washington, DC.

    This educational guide discusses rockets and includes activities in science, mathematics, and technology. It begins with background information on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry focus on Sir Isaac Newton's Three Laws of Motion. These laws explain…

  12. Education of natural science in the work of the Municipal Center for Extracurricular Activities

    Science.gov (United States)

    Jokin, I.

    2012-04-01

    In the description of my work I presented my own experience in the organizing and carrying out of extracurricular activities with the students, the used modes and methods of work, the obtained results and some good practices in the field of natural sciences. Organizing and carrying out of scientific festivals, participation in joint projects together with scientific organizations. Key words: European dimension, interactive methods, key competences, natural sciences, extracurricular activities. We are witnesses of a fundamental change in the pedagogical culture and practice in our schools to establish the parameters of the quality of training. The good scientific culture is an important part of the students' education. Unfortunately, at the present time the scientific and technological culture is on a low level. One of the contemporary problems and realities of the education in natural science school subjects, as a whole and in particular in the secondary education, is the decreased interest for the training in them and in particular in physics, as well as synchronization of the interrelations: school environment - society. In many countries there is a drop in the orientation of the students towards the science and technology - the problem of Science and Technology (S&T). The training of the young people often creates some problems. The teachers meet with the problem of insufficient motivation of the learners for study and difficulties that they encounter in the process of training. The students find it difficult to apply the mastered knowledge to an applied context. The knowledge is rather academic and rather remote from the context, in which the children live and communicate, which makes it nonfunctional. At present there are not enough extracurricular activities that should meet these necessities of the Bulgarian school. The reasons are various, but they mainly consist in the lack of a material base, an exchange of experience and good practices and motivation

  13. Science education through informal education

    Science.gov (United States)

    Kim, Mijung; Dopico, Eduardo

    2016-06-01

    To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins. In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal education places such as science museums. Their study explored and discussed the viability and relevancy of school visits to museums and possibilities to enhance the connection between students' visits in informal contexts and their learning in schools. Given that students learn science by crossing the boundaries of formal and informal learning contexts, it is critical to examine ways of integrated and collaborative approach to develop scientific literacy to help students think, act and communicate as members of problem solving communities. In this forum, we suggest the importance of students' lifeworld contexts in informal learning places as continuum of Monteiro, Janerine, de Carvalho, and Martins' discussion on enhancing the effectiveness of informal learning places in science education.

  14. Merging science, engineering, and data with FUN: Recreational Drones in STEaM Education Activities and Science Fair Projects

    Science.gov (United States)

    Olds, S. E.; Mooney, M. E.; Dahlman, L. E.

    2016-12-01

    Recreational drones, also known as unmanned aerial vehicles (UAVs), provide an ideal platform for engaging students in science, technology, engineering, and math (STEM) investigations for science fair projects, after-school clubs, and in-class activities. UAVs are very popular (estimate of >1 million received as gifts this past year), relatively inexpensive (Arduino board. This presentation will elaborate upon the year-long process of working with educators via webinars and a 1-day workshop at the 2016 ESIP summer meeting and beyond. It will also provide examples of student-led investigations, instructions for building the SABEL sensor package, insights gleaned from workshop feedback - and - the status of the new e-book compilation of student-focused activities using recreational drones to pursue STEM investigations!

  15. Science Teaching in Science Education

    Science.gov (United States)

    Callahan, Brendan E.; Dopico, Eduardo

    2016-01-01

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

  16. Exploring the Solar System Activities Outline: Hands-On Planetary Science for Formal Education K-14 and Informal Settings

    Science.gov (United States)

    Allen, J. S.; Tobola, K. W.; Lindstrom, M. L.

    2003-01-01

    Activities by NASA scientists and teachers focus on integrating Planetary Science activities with existing Earth science, math, and language arts curriculum. The wealth of activities that highlight missions and research pertaining to the exploring the solar system allows educators to choose activities that fit a particular concept or theme within their curriculum. Most of the activities use simple, inexpensive techniques that help students understand the how and why of what scientists are learning about comets, asteroids, meteorites, moons and planets. With these NASA developed activities students experience recent mission information about our solar system such as Mars geology and the search for life using Mars meteorites and robotic data. The Johnson Space Center ARES Education team has compiled a variety of NASA solar system activities to produce an annotated thematic outline useful to classroom educators and informal educators as they teach space science. An important aspect of the outline annotation is that it highlights appropriate science content information and key science and math concepts so educators can easily identify activities that will enhance curriculum development. The outline contains URLs for the activities and NASA educator guides as well as links to NASA mission science and technology. In the informal setting educators can use solar system exploration activities to reinforce learning in association with thematic displays, planetarium programs, youth group gatherings, or community events. Within formal education at the primary level some of the activities are appropriately designed to excite interest and arouse curiosity. Middle school educators will find activities that enhance thematic science and encourage students to think about the scientific process of investigation. Some of the activities offered are appropriate for the upper levels of high school and early college in that they require students to use and analyze data.

  17. Science Fiction and Science Education.

    Science.gov (United States)

    Cavanaugh, Terence

    2002-01-01

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

  18. Science education and everyday action

    Science.gov (United States)

    McCann, Wendy Renee Sherman

    2001-07-01

    This dissertation addresses three related tasks and issues in the larger field of science education. The first is to review of the several uses of "everydayness" at play in the science education literature, and in the education and social science literatures more generally. Four broad iterations of everydayness were found in science education, and these were traced and analyzed to develop their similarities, and contradictions. It was concluded that despite tendencies in science education research to suppose a fundamental demarcation either between professional science and everyday life, or between schools and everyday life, all social affairs, including professional science and activity in schools, are continuous with everyday life, and consist fundamentally in everyday, ordinary mundane actions which are ordered and organized by the participants to those social activities and occasions. The second task for this dissertation was to conduct a naturalistic, descriptive study of undergraduate-level physics laboratory activities from the analytic perspective of ethnomethodology. The study findings are presented as closely-detailed analysis of the students' methods of following their instructions and 'fitting' their observed results to a known scientific concept or principle during the enactment of their classroom laboratory activities. Based on the descriptions of students' practical work in following instructions and 'fitting'. The characterization of school science labs as an "experiment-demonstration hybrid" is developed. The third task of this dissertation was to synthesize the literature review and field study findings in order to clarify what science educators could productively mean by "everydayness", and to suggest what understandings of science education the study of everyday action recommends. It is argued that the significance of the 'experiment-demo hybrid' characterization must be seen in terms of an alternate program for science education research, which

  19. Impact of an active educational video game on children’s motivation, science knowledge, and physical activity

    Institute of Scientific and Technical Information of China (English)

    Haichun Sun; Yong Gao

    2016-01-01

    Background: Active educational video games (AVGs) appear to have a positive effect on elementary school students’ motivation leading to enhanced learning outcomes. The purpose of this study was to identify the effectiveness of an AVG on elementary school students’ science knowledge learning, physical activity (PA) level, and interest-based motivation. Methods: In this randomized controlled study, 53 elementary school students were assigned to an experimental condition or a comparison condition. The experimental condition provided an AVG learning environment, whereas the comparison condition was based on sedentary educational video games. Results: The results of repeated measures analysis of variance (ANOVA) on the knowledge test showed that students in both groups performed better on the post-test than they did on the pre-test (p Conclusion: These results suggest that AVGs benefit children more in terms of PA and motivation than traditional video games by providing an enjoyable learning experience and sufficient PA.

  20. Safety Education and Science.

    Science.gov (United States)

    Ralph, Richard

    1980-01-01

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

  1. Science in General Education

    Science.gov (United States)

    Read, Andrew F.

    2013-01-01

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

  2. Science Education Notes.

    Science.gov (United States)

    School Science Review, 1982

    1982-01-01

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

  3. 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.

  4. Games in Science Education

    DEFF Research Database (Denmark)

    Magnussen, Rikke

    2014-01-01

    , 2007). Some of these newer formats are developed in partnerships between research and education institutions and game developers and are based on learning theory as well as game design methods. Games well suited for creating narrative framework or simulations where students gain first-hand experience......This paper presents a categorisation of science game formats in relation to the educational possibilities or limitations they offer in science education. This includes discussion of new types of science game formats and gamification of science. Teaching with the use of games and simulations...... in science education dates back to the 1970s and early 80s were the potentials of games and simulations was discussed extensively as the new teaching tool ( Ellington et al. , 1981). In the early 90s the first ITC -based games for exploration of science and technical subjects was developed (Egenfeldt...

  5. Science, Worldviews, and Education

    Science.gov (United States)

    Gauch, Hugh G., Jr.

    2009-01-01

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

  6. Remodeling Science Education

    Science.gov (United States)

    Hestenes, David

    2013-01-01

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

  7. Space-Based Astronomy: An Educator Guide with Activities for Science, Mathematics, and Technology Education

    Science.gov (United States)

    Vogt, Gregory L.

    2001-01-01

    If you go to the country, far from city lights, you can see about 3,000 stars on a clear night. If your eyes were bigger, you could see many more stars. With a pair of binoculars, an optical device that effectively enlarges the pupil of your eye by about 30 times, the number of stars you can see increases to the tens of thousands. With a medium-sized telescope with a light-collecting mirror 30 centimeters in diameter, you can see hundreds of thousands of stars. With a large observatory telescope, millions of stars become visible. This curriculum guide uses hands-on activities to help students and teachers understand the significance of space-based astronomy--astronomical observations made from outer space. It is not intended to serve as a curriculum. Instead, teachers should select activities from this guide that support and extend existing study. The guide contains few of the traditional activities found in many astronomy guides such as constellation studies, lunar phases, and planetary orbits. It tells, rather, the story of why it is important to observe celestial objects from outer space and how to study the entire electromagnetic spectrum. Teachers are encouraged to adapt these activities for the particular needs of their students. When selected activities from this guide are used in conjunction with traditional astronomy curricula, students benefit from a more complete experience.

  8. Education and Awareness Raising Activities of the British Society of Soil Science

    Science.gov (United States)

    Towers, Willie; Allton, Kathryn; Hallett, Steve

    2014-05-01

    The British Society for Soil Science (BSSS) http://www.soils.org.uk is an international membership organisation and UK based charity committed to promoting the study and profession of soil science in its widest aspects. The Society is committed to reaching out to the public at large to educate and inform on the importance of soils to us all. The Society has adopted a range of approaches to soil education, tailored to the needs and aims of different audience types. We have developed the 'Working with Soil' initiative http://www.soilscientist.org/workingwithsoil which provides practicing soil scientists and potential funders with a set of professional competencies aligned to specific aspects of work. From 2013 The Society has developed a program of courses aligned to these documents aimed at meeting the professional development needs of those undertaking such work. So far these have focused on fundamentals of field characterisation, sampling and mapping which have been very well received, especially by early career practitioners who have had less exposure to field work. We have also produced posters and leaflets that demonstrate a range of soil functions which support human society, for example 'Soils in the City' and 'Soils of Britain'. These were originally developed in a more traditional formal style. The materials have also proved popular with local authorities, regional horticultural clubs and higher education establishments, notably agricultural colleges where they have been used to support student learning in both timetabled and project work. We have subsequently produced a further set of materials aimed at a much younger audience. We deliberately chose slightly quirkier names for these, for example 'Soils and Time Travel' and 'Soils and Spaceship Earth' as a hook to capture the child's imagination. These were designed by a specialist company who used a less formal language, the use of cartoons and alternative images and a wider range of font styles and sizes

  9. Innovation in Science Education - World-Wide.

    Science.gov (United States)

    Baez, Albert V.

    The purpose of this book is to promote improvements in science education, world-wide, but particularly in developing countries. It is addressed to those in positions to make effective contributions to the improvement of science education. The world-wide role of science education, the goals of innovative activities, past experience in efforts to…

  10. Enhancing Science Education through Extracurricular Activities: A Retrospective Study of "Suzy Science and the Whiz Kids[C]"

    Science.gov (United States)

    Kralina, Linda M.

    2009-01-01

    Extracurricular activities (ECA) are informal settings offering free-choice experiences that are generally voluntary, open-ended, non-sequential, self-directed, hands-on, and evaluation-free. This mixed methods study investigates participation in a high school science ECA by collecting the memories of former student members for their perceptions…

  11. Globalization and Science Education

    Science.gov (United States)

    Bencze, J. Lawrence; Carter, Lyn; Chiu, Mei-Hung; Duit, Reinders; Martin, Sonya; Siry, Christina; Krajcik, Joseph; Shin, Namsoo; Choi, Kyunghee; Lee, Hyunju; Kim, Sung-Won

    2013-06-01

    Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development of science education as an international research domain is critically analyzed. It seems that there is a predominance of researchers stemming from countries in which English is the native language or at least a major working language. Second, the significance of rethinking the currently dominant variants of science instruction from the perspectives of economic and cultural globalization is given major attention. On the one hand, it is argued that processes concerning globalization of science education as a research domain need to take into account the richness of the different cultures of science education around the world. At the same time, it is essential to develop ways of science instruction that make students aware of the various advantages, challenges and problems of international economic and cultural globalization.

  12. 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.

  13. J-ACTINET activities of training and education for actinide science research

    International Nuclear Information System (INIS)

    Miato, Kazuo; Konashi, Kenji; Yamana, Hajimu; Yamanaka, Shinsuke; Nagasaki, Shinya; Ikeda, Yasuhisa; Sato, Seichi; Arita, Yuji; Idemitsu, Kazuya; Koyama, Tadafumi

    2011-01-01

    Actinide science research is indispensable to maintain sustainable development of innovative nuclear technology, especially advanced fuels, partitioning/reprocessing, and waste management. For actinide science research, special facilities with containment and radiation shields are needed to handle actinide materials since actinide elements are γ-, α- and neutron-emitters. The number of facilities for actinide science research has been decreased, especially in universities, due to the high maintenance cost. J-ACTINET was established in 2008 to promote and facilitate actinide science research in close cooperation with the facilities and to foster many of young scientists and engineers to be actively engaged in the fields of actinide science. The research program was carried out, through which young researchers were expected to learn how to make experiments with advanced experimental tools and to broaden their horizons. The summer schools and computational science school were held to provide students, graduate students, and young researchers with the opportunities to come into contact with actinide science research. In these schools, not only the lectures, but also the practical exercises were made as essential part. The overseas dispatch program was also carried out, where graduate students and young researchers were sent to the international summer schools and conferences. (author)

  14. Science Education: The New Humanity?

    Science.gov (United States)

    Douglas, John H.

    1973-01-01

    Summarizes science education trends, problems, and controversies at the elementary, secondary, and higher education levels beginning with the Physical Science Study Committee course, and discusses the present status concerning the application of the Fourth Revolution to the education system. (CC)

  15. Resources to Transform Undergraduate Geoscience Education: Activities in Support of Earth, Oceans and Atmospheric Sciences Faculty, and Future Plans

    Science.gov (United States)

    Ryan, J. G.; Singer, J.

    2013-12-01

    The NSF offers funding programs that support geoscience education spanning atmospheric, oceans, and Earth sciences, as well as environmental science, climate change and sustainability, and research on learning. The 'Resources to Transform Undergraduate Geoscience Education' (RTUGeoEd) is an NSF Transforming Undergraduate Education in STEM (TUES) Type 2 special project aimed at supporting college-level geoscience faculty at all types of institutions. The project's goals are to carry out activities and create digital resources that encourage the geoscience community to submit proposals that impact their courses and classroom infrastructure through innovative changes in instructional practice, and contribute to making transformative changes that impact student learning outcomes and lead to other educational benefits. In the past year information sessions were held during several national and regional professional meetings, including the GSA Southeastern and South-Central Section meetings. A three-day proposal-writing workshop for faculty planning to apply to the TUES program was held at the University of South Florida - Tampa. During the workshop, faculty learned about the program and key elements of a proposal, including: the need to demonstrate awareness of prior efforts within and outside the geosciences and how the proposed project builds upon this knowledge base; need to fully justify budget and role of members of the project team; project evaluation and what matters in selecting a project evaluator; and effective dissemination practices. Participants also spent time developing their proposal benefitting from advice and feedback from workshop facilitators. Survey data gathered from workshop participants point to a consistent set of challenges in seeking grant support for a desired educational innovation, including poor understanding of the educational literature, of available funding programs, and of learning assessment and project evaluation. Many also noted

  16. Emotionally Intense Science Activities

    Science.gov (United States)

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

    2015-01-01

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

  17. Science education ahead?

    Science.gov (United States)

    1999-01-01

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

  18. Science Education - Deja Vu Revised.

    Science.gov (United States)

    Walsh, John

    1982-01-01

    Summarizes views expressed and issues raised at the National Convocation on Precollege Education in Mathematics and Science and another meeting to establish a coalition of affiliates for science and mathematics education. (DC)

  19. Sensory Science Education

    DEFF Research Database (Denmark)

    Otrel-Cass, Kathrin

    2018-01-01

    little note of the body-mind interactions we have with the material world. Utilizing examples from primary schools, it is argued that a sensory pedagogy in science requires a deliberate sensitization and validation of the senses’ presence and that a sensor pedagogy approach may reveal the unique ways...... in how we all experience the world. Troubling science education pedagogy is therefore also a reconceptualization of who we are and how we make sense of the world and the acceptance that the body-mind is present, imbalanced and complex....

  20. Science in early childhood education

    DEFF Research Database (Denmark)

    Broström, Stig

    2015-01-01

    Bildung Didaktik, and a learning approach based on a Vygotskian cultural-historical activity theory. A science-oriented dynamic contextual didactical model was developed as a tool for educational thinking and planning. The article presents five educational principles for a preschool science Didaktik......Based on an action research project with 12 preschools in a municipality north of Copenhagen the article investigates and takes a first step in order to create a preschool science Didaktik. The theoretical background comprises a pedagogical/didactical approach based on German critical constructive....... Several problems are discussed, the main being: How can preschool teachers balance children’s sense of wonder, i.e. their construction of knowledge (which often result in a anthropocentric thinking) against a teaching approach, which gives children a scientific understanding of scientific phenomena....

  1. SCK•CEN Academy for Nuclear Science and Technology: Education and training activities

    International Nuclear Information System (INIS)

    Coeck, M.; Govers, K.

    2017-01-01

    1952: cradle of nuclear research, applications and energy development in Belgium > 60 years later: international player in the field of nuclear R&D. Understanding the benefits and risks of radioactivity requires . Scientific and technical insight and training. An insight in the context and a sense for the societal and philosophical aspects of the situation. There has been a Cooperation between technical universities, SCK•CEN and IRE in In Dutch and French. Policy support on E&T matters and international collaborations. EC Framework programs, Horizon 2020, expert groups of IAEA, OECD. IAEA CRP L53003 ''Sustainable education in nuclear science and technology'' (best practices applied by academia to address schools and society)

  2. Crowdfunding for Elementary Science Educators

    Science.gov (United States)

    Reese, Jessica; Miller, Kurtz

    2017-01-01

    The inadequate funding of science education in many school districts, particularly in underserved areas, is preventing elementary science educators from realizing the full potential of the "Next Generation Science Standards" ("NGSS"). Yet many elementary science teachers may be unaware that millions of dollars per year are…

  3. Education and Training Activities of the SCK-CEN Academy for Nuclear Science and Technology

    International Nuclear Information System (INIS)

    Coeck, M.; Kesteloot, N.; Clarijs, T.

    2016-01-01

    Full text: In 2012, The Belgian Nuclear Research Centre SCK-CEN officially launched its “Academy for Nuclear Science and Technology”. Thanks to its thorough experience in the field of nuclear science and technology, its innovative research and the availability of large and unique nuclear facilities, SCK-CEN is not only a renowned nuclear research institution, but also an important partner for nuclear education and training in Belgium as well as at international level. Within the SCK-CEN Academy, more than 60 years of nuclear expertise and experience gained from our different research projects is collected and transferred. In order to maintain and extend a competent workforce in nuclear industry, healthcare, research, and governmental organizations, and to transfer this nuclear knowledge to the next generations, the mission of the SCK-CEN Academy comprises four main tasks: (i) providing guidance to young scientists, (ii) organizing of courses, (iii) providing policy support and (iv) caring for critical-intellectual capacities. (author

  4. NASA Earth Science Education Collaborative

    Science.gov (United States)

    Schwerin, T. G.; Callery, S.; Chambers, L. H.; Riebeek Kohl, H.; Taylor, J.; Martin, A. M.; Ferrell, T.

    2016-12-01

    The NASA Earth Science Education Collaborative (NESEC) is led by the Institute for Global Environmental Strategies with partners at three NASA Earth science Centers: Goddard Space Flight Center, Jet Propulsion Laboratory, and Langley Research Center. This cross-organization team enables the project to draw from the diverse skills, strengths, and expertise of each partner to develop fresh and innovative approaches for building pathways between NASA's Earth-related STEM assets to large, diverse audiences in order to enhance STEM teaching, learning and opportunities for learners throughout their lifetimes. These STEM assets include subject matter experts (scientists, engineers, and education specialists), science and engineering content, and authentic participatory and experiential opportunities. Specific project activities include authentic STEM experiences through NASA Earth science themed field campaigns and citizen science as part of international GLOBE program (for elementary and secondary school audiences) and GLOBE Observer (non-school audiences of all ages); direct connections to learners through innovative collaborations with partners like Odyssey of the Mind, an international creative problem-solving and design competition; and organizing thematic core content and strategically working with external partners and collaborators to adapt and disseminate core content to support the needs of education audiences (e.g., libraries and maker spaces, student research projects, etc.). A scaffolded evaluation is being conducted that 1) assesses processes and implementation, 2) answers formative evaluation questions in order to continuously improve the project; 3) monitors progress and 4) measures outcomes.

  5. Is Religious Education Compatible with Science Education?

    Science.gov (United States)

    Mahner, Martin; Bunge, Mario

    1996-01-01

    Addresses the problem of the compatibility of science and religion, and its bearing on science and religious education, challenges the popular view that science and religion are compatible or complementary. Discusses differences at the doctrinal, metaphysical, methodological, and attitudinal levels. Argues that religious education should be kept…

  6. Augmented Reality for Science Education

    DEFF Research Database (Denmark)

    Brandt, Harald; Nielsen, Birgitte Lund; Georgsen, Marianne

    Augmented reality (AR) holds great promise as a learning tool. So far, however, most research has looked at the technology itself – and AR has been used primarily for commercial purposes. As a learning tool, AR supports an inquiry-based approach to science education with a high level of student...... involvement. The AR-sci-project (Augmented Reality for SCIence education) addresses the issue of applying augmented reality in developing innovative science education and enhancing the quality of science teaching and learning....

  7. Sunflower/Girasol: Spanish/English Elementary School Science Activity Curriculum. Evaluation of the Educational Efficacy of the Plant and Water Units.

    Science.gov (United States)

    Intercultural Center for Research in Education, Arlington, MA.

    The Sunflower/Girasol program is a Spanish/English bilingual science discovery program for Hispanic children in grades 2-6, designed to improve science instruction and educational opportunity for this group. The report describes the program's proposed activities and products, progress to date, and results of an evaluation of the first two units of…

  8. Remote Sensing Mars Landing Sites: An Out-of-School Time Planetary Science Education Activity for Middle School Students

    Science.gov (United States)

    Anderson, R. B.; Gaither, T. A.; Edgar, L. A.; Milazzo, M. P.; Vaughan, R. G.; Rubino-Hare, L.; Clark, J.; Ryan, S.

    2017-12-01

    As part of the Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) project, we have developed an out-of-school time unit for middle school students focused on planetary remote sensing. The activity is divided into two exercises, with the goal of choosing a scientifically interesting and safe landing site for a future Mars mission. Students are introduced to NASA data from several actual and proposed landing sites and must use what they learn about remote sensing to choose a site that satisfies scientific and engineering criteria. The activity also includes background information for educators, including a summary of how landing on Mars helps answer major scientific questions, brief overviews of the data sets that the students will use, summaries of the site geology, and a list of relevant vocabulary. The first exercise introduces students to the concept of reflectance spectroscopy and how it can be used to identify the "fingerprints" of different minerals on the surface of Mars. Students are provided with simplified maps of mineral spectra at the four sites, based on Compact Reconnaissance Imaging Spectrometer (CRISM) observations, as well as a reference sheet with the spectra of common minerals on Mars. They can use this information to determine which sites have hydrated minerals, mafic minerals, or both. The second exercise adds data from the Mars Orbital Laser Altimeter (MOLA), and high resolution visible data from the Context Camera (CTX) on the Mars Reconnaissance Orbiter. Students learn about laser altimetry and how to interpret topographic contours to assess whether a landing site is too rough. The CTX data allow students to study the sites at higher resolution, with annotations that indicate key landforms of interest. These data, along with the spectroscopy data, allow students to rank the sites based on science and engineering criteria. This activity was developed as a collaboration between subject matter experts at

  9. Education in space science

    Science.gov (United States)

    Philbrick, C. Russell

    2005-08-01

    The educational process for teaching space science has been examined as a topic at the 17th European Space Agency Symposium on European Rocket and Balloon, and Related Research. The approach used for an introductory course during the past 18 years at Penn State University is considered as an example. The opportunities for using space science topics to motivate the thinking and efforts of advanced undergraduate and beginning graduate students are examined. The topics covered in the introductory course are briefly described in an outline indicating the breath of the material covered. Several additional topics and assignments are included to help prepare the students for their careers. These topics include discussions on workplace ethics, project management, tools for research, presentation skills, and opportunities to participate in student projects.

  10. Building a Global Ocean Science Education Network

    Science.gov (United States)

    Scowcroft, G. A.; Tuddenham, P. T.; Pizziconi, R.

    2016-02-01

    It is imperative for ocean science education to be closely linked to ocean science research. This is especially important for research that addresses global concerns that cross national boundaries, including climate related issues. The results of research on these critical topics must find its way to the public, educators, and students of all ages around the globe. To facilitate this, opportunities are needed for ocean scientists and educators to convene and identify priorities and strategies for ocean science education. On June 26 and 27, 2015 the first Global Ocean Science Education (GOSE) Workshop was convened in the United States at the University of Rhode Island Graduate School of Oceanography. The workshop, sponsored by the Consortium for Ocean Science Exploration and Engagement (COSEE) and the College of Exploration, had over 75 participants representing 15 nations. The workshop addressed critical global ocean science topics, current ocean science research and education priorities, advanced communication technologies, and leveraging international ocean research technologies. In addition, panels discussed elementary, secondary, undergraduate, graduate, and public education across the ocean basins with emphasis on opportunities for international collaboration. Special presentation topics included advancements in tropical cyclone forecasting, collaborations among Pacific Islands, ocean science for coastal resiliency, and trans-Atlantic collaboration. This presentation will focus on workshop outcomes as well as activities for growing a global ocean science education network. A summary of the workshop report will also be provided. The dates and location for the 2016 GOES Workshop will be announced. See http://www.coexploration.net/gose/index.html

  11. What Is "Agency"? Perspectives in Science Education Research

    Science.gov (United States)

    Arnold, Jenny; Clarke, David John

    2014-01-01

    The contemporary interest in researching student agency in science education reflects concerns about the relevance of schooling and a shift in science education towards understanding learning in science as a complex social activity. The purpose of this article is to identify problems confronting the science education community in the development…

  12. Feyerabend on Science and Education

    Science.gov (United States)

    Kidd, Ian James

    2013-01-01

    This article offers a sympathetic interpretation of Paul Feyerabend's remarks on science and education. I present a formative episode in the development of his educational ideas--the "Berkeley experience"--and describe how it affected his views on the place of science within modern education. It emerges that Feyerabend arrived at a…

  13. Fermilab Education Office: Science Adventures

    Science.gov (United States)

    Search The Education Office: Science Adventures Adventure Catalog Search for Adventures Calendar Class Facebook Group. Contact: Science Adventures Registrar, Education Office Fermilab, MS 777, P.O. Box 500 it again." Opportunities for Instructors The Education Office has openings for instructors who

  14. Cultural studies of science education

    Science.gov (United States)

    Higgins, Joanna; McDonald, Geraldine

    2008-07-01

    In response to Stetsenko's [2008, Cultural Studies of Science Education, 3] call for a more unified approach in sociocultural perspectives, this paper traces the origins of the use of sociocultural ideas in New Zealand from the 1970s to the present. Of those New Zealanders working from a sociocultural perspective who responded to our query most had encountered these ideas while overseas. More recently activity theory has been of interest and used in reports of work in early childhood, workplace change in the apple industry, and in-service teacher education. In all these projects the use of activity theory has been useful for understanding how the elements of a system can transform the activity. We end by agreeing with Stetsenko that there needs to be a more concerted approach by those working from a sociocultural perspective to recognise the contribution of others in the field.

  15. Aeronautics. An Educator's Guide with Activities in Science, Mathematics, and Technology Education: What Pilot, Astronaut, or Aeronautical Engineer didn't Start out with a Toy Glider?

    Science.gov (United States)

    Biggs, Pat (Editor); Huetter, Ted (Editor)

    1998-01-01

    Welcome to the exciting world of aeronautics. The term aeronautics originated in France, and was derived from the Greek words for "air" and "to sail." It is the study of flight and the operation of aircraft. This educator guide explains basic aeronautical concepts, provides a background in the history of aviation, and sets them within the context of the flight environment (atmosphere, airports, and navigation). The activities in this guide are designed to be uncomplicated and fun. They have been developed by NASA Aerospace Education Services Program specialists, who have successfully used them in countless workshops and student programs around the United States. The activities encourage students to explore the nature of flight, and experience some real-life applications of mathematics, science, and technology. The subject of flight has a wonderful power to inspire learning.

  16. Perceived barriers to online education by radiologic science educators.

    Science.gov (United States)

    Kowalczyk, Nina K

    2014-01-01

    Radiologic science programs continue to adopt the use of blended online education in their curricula, with an increase in the use of online courses since 2009. However, perceived barriers to the use of online education formats persist in the radiologic science education community. An electronic survey was conducted to explore the current status of online education in the radiologic sciences and to identify barriers to providing online courses. A random sample of 373 educators from radiography, radiation therapy, and nuclear medicine technology educational programs accredited by the Joint Review Committee on Education in Radiologic Technology and Joint Review Committee on Educational Programs in Nuclear Medicine Technology was chosen to participate in this study. A qualitative analysis of self-identified barriers to online teaching was conducted. Three common themes emerged: information technology (IT) training and support barriers, student-related barriers, and institutional barriers. Online education is not prevalent in the radiologic sciences, in part because of the need for the clinical application of radiologic science course content, but online course activity has increased substantially in radiologic science education, and blended or hybrid course designs can effectively provide opportunities for student-centered learning. Further development is needed to increase faculty IT self-efficacy and to educate faculty regarding pedagogical methods appropriate for online course delivery. To create an excellent online learning environment, educators must move beyond technology issues and focus on providing quality educational experiences for students.

  17. Globalisation and science education: Rethinking science education reforms

    Science.gov (United States)

    Carter, Lyn

    2005-05-01

    Like Lemke (J Res Sci Teach 38:296-316, 2001), I believe that science education has not looked enough at the impact of the changing theoretical and global landscape by which it is produced and shaped. Lemke makes a sound argument for science education to look beyond its own discourses toward those like cultural studies and politics, and to which I would add globalisation theory and relevant educational studies. Hence, in this study I draw together a range of investigations to argue that globalisation is indeed implicated in the discourses of science education, even if it remains underacknowledged and undertheorized. Establishing this relationship is important because it provides different frames of reference from which to investigate many of science education's current concerns, including those new forces that now have a direct impact on science classrooms. For example, one important question to investigate is the degree to which current science education improvement discourses are the consequences of quality research into science teaching and learning, or represent national and local responses to global economic restructuring and the imperatives of the supranational institutions that are largely beyond the control of science education. Developing globalisation as a theoretical construct to help formulate new questions and methods to examine these questions can provide science education with opportunities to expand the conceptual and analytical frameworks of much of its present and future scholarship.

  18. WFIRST Project Science Activities

    Science.gov (United States)

    Gehrels, Neil

    2012-01-01

    The WFIRST Project is a joint effort between GSFC and JPL. The project scientists and engineers are working with the community Science Definition Team to define the requirements and initial design of the mission. The objective is to design an observatory that meets the WFIRST science goals of the Astr02010 Decadal Survey for minimum cost. This talk will be a report of recent project activities including requirements flowdown, detector array development, science simulations, mission costing and science outreach. Details of the interim mission design relevant to scientific capabilities will be presented.

  19. The effect of activity-based nanoscience and nanotechnology education on pre-service science teachers' conceptual understanding

    Science.gov (United States)

    Şenel Zor, Tuba; Aslan, Oktay

    2018-03-01

    The purpose of the study was to examine the effect of activity-based nanoscience and nanotechnology education (ABNNE) on pre-service science teachers' (PST') conceptual understanding of nanoscience and nanotechnology. Within this context, the study was conducted according to mixed methods research with the use of both quantitative and qualitative methods. The participants were 32 PST who were determined by using criterion sampling that is one of the purposive sampling methods. ABNNE was carried out during 7 weeks as 2 h per week in special issues at physics course. Design and implementation of ABNNE were based on "Big Ideas" which was found in literature and provided guidance for teaching nanoscience and nanotechnology. All activities implemented during ABNNE were selected from literature. "Nanoscience and Nanotechnology Concept Test (NN-CT)" and "Activity-Based Nanoscience and Nanotechnology Education Assessment Form (ABNNE-AF)" were used as data collection tools in research. Findings obtained with data collection tools were discussed with coverage of literature. The findings revealed that PST conceptual understanding developed following ABNNE. Various suggestions for increasing PST conceptual understanding of nanoscience and nanotechnology were presented according to the results of the study.

  20. Integrating science and education during an international, multi-parametric investigation of volcanic activity at Santiaguito volcano, Guatemala

    Science.gov (United States)

    Lavallée, Yan; Johnson, Jeffrey; Andrews, Benjamin; Wolf, Rudiger; Rose, William; Chigna, Gustavo; Pineda, Armand

    2016-04-01

    In January 2016, we held the first scientific/educational Workshops on Volcanoes (WoV). The workshop took place at Santiaguito volcano - the most active volcano in Guatemala. 69 international scientists of all ages participated in this intensive, multi-parametric investigation of the volcanic activity, which included the deployment of seismometers, tiltmeters, infrasound microphones and mini-DOAS as well as optical, thermographic, UV and FTIR cameras around the active vent. These instruments recorded volcanic activity in concert over a period of 3 to 9 days. Here we review the research activities and present some of the spectacular observations made through this interdisciplinary efforts. Observations range from high-resolution drone and IR footage of explosions, monitoring of rock falls and quantification of the erupted mass of different gases and ash, as well as morphological changes in the dome caused by recurring explosions (amongst many other volcanic processes). We will discuss the success of such integrative ventures in furthering science frontiers and developing the next generation of geoscientists.

  1. Frame Analysis in Science Education: A Classroom Activity for Promoting Media Literacy and Learning about Genetic Causation

    Science.gov (United States)

    Carver, Rebecca Bruu; Wiese, Eline Fatima; Breivik, Jarle

    2014-01-01

    After completion of formal education, the mass media represent people's primary source of scientific information. Besides the traditional attention to scientific knowledge, national curricula are therefore increasingly emphasizing critical and reflexive engagement with media content as a key objective of science education. Despite this curricular…

  2. Promoting Physical Activity and Science Learning in an Outdoor Education Program

    Science.gov (United States)

    Finn, Kevin E.; Yan, Zi; McInnis, Kyle J.

    2018-01-01

    Outdoor education programs have been shown to have a positive effect on the educational, physical and emotional development of youth. They are increasingly being used to foster a sense of community in schools and to provide students with learning opportunities related to the environment. This article describes an integrated outdoor education…

  3. Artificial Intelligence and Science Education.

    Science.gov (United States)

    Good, Ron

    1987-01-01

    Defines artificial intelligence (AI) in relation to intelligent computer-assisted instruction (ICAI) and science education. Provides a brief background of AI work, examples of expert systems, examples of ICAI work, and addresses problems facing AI workers that have implications for science education. Proposes a revised model of the Karplus/Renner…

  4. Fermilab Friends for Science Education | Welcome

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Fermilab Friends for Science Education photo Fermilab Friends for Science Education supports innovative science education programs at Fermilab. Its mission is to: Enhance the quality of precollege science education in

  5. Solar Energy Education. Renewable energy activities for junior high/middle school science

    Energy Technology Data Exchange (ETDEWEB)

    1985-01-01

    Some basic topics on the subject of solar energy are outlined in the form of a teaching manual. The manual is geared toward junior high or middle school science students. Topics include solar collectors, solar water heating, solar radiation, insulation, heat storage, and desalination. Instructions for the construction of apparatus to demonstrate the solar energy topics are provided. (BCS)

  6. Mainstream Issues of Education and Public Awareness of Space Activities and Sciences among universities and Scientific Institutes.

    Science.gov (United States)

    Singh, Balbir

    This paper is an effort to study and analyze several constraints and issues of space technology and education that organizations other than governmental organizations face in awareness program. In recent years, advancements in technologies have made it possible for Volunteer and Technical Communities, non-government organizations, private agencies and academic research institutions to provide increasing support to space education management and emphasis on response efforts. Important cornerstones of this effort and support are the possibility to access and take advantage of satellite imagery as well as the use of other space-based technologies such as telecommunications satellites and global navigation satellite systems included in main curriculum plus the implementation of programs for use of high class sophisticated technologies used by industries to the students and researchers of non-space faring nations. The authors recognize the importance of such new methodologies for education and public Awareness. This paper demonstrates many hurdles universities and scientific institutions face including lack of access in terms of financial and technical resources for better support. A new model for coordinated private sector partnership in response to space sciences and education has been discussed. In depth analysis and techniques need to connect these pioneering communities with the space industry as well as the space governmental agencies, with special emphasis on financial constraints. The paper mandates its role to promote the use of space-based information; its established networks bringing together national institutions responsible for these space based activities, as well as other end users, and space solution experts; and its technical foundation, particularly in the area of information technologies. To help building a tighter cooperation and further understanding among all these communities, paper delivers an intensive report and solutions for future

  7. Is Christian Education Compatible With Science Education?

    Science.gov (United States)

    Martin, Michael

    Science education and Christian education are not compatible if by Christian education one means teaching someone to be a Christian. One goal of science education is to give students factual knowledge. Even when there is no actual conflict of this knowledge with the dogmas of Christianity, there exists the potential for conflict. Another goal of science education is to teach students to have the propensity to be sensitive to evidence: to hold beliefs tentatively in light of evidence and to reject these beliefs in the light of new evidence if rejection is warranted by this evidence. This propensity conflicts with one way in which beliefs are often taught in Christian education: namely as fundamental dogmas, rather than as subject to revision in the light of the evidence.

  8. Statistical Literacy for Active Citizenship: A Call for Data Science Education

    Science.gov (United States)

    Engel, Joachim

    2017-01-01

    Data are abundant, quantitative information about the state of society and the wider world is around us more than ever. Paradoxically, recent trends in the public discourse point towards a post-factual world that seems content to ignore or misrepresent empirical evidence. As statistics educators we are challenged to promote understanding of…

  9. Ethiopian Journal of Education and Sciences

    African Journals Online (AJOL)

    The Ethiopian Journal of Education and Sciences focuses on publishing articles relating to education and sciences. It publishes ... The objective is to create forum for researchers in education and sciences. ... AJOL African Journals Online.

  10. NASA GSFC Science Communication Working Group: Addressing Barriers to Scientist and Engineer Participation in Education and Public Outreach Activities

    Science.gov (United States)

    Bleacher, L.; Hsu, B. C.; Campbell, B. A.; Hess, M.

    2011-12-01

    The Science Communication Working Group (SCWG) at NASA Goddard Space Flight Center (GSFC) has been in existence since late 2007. The SCWG is comprised of education and public outreach (E/PO) professionals, public affairs specialists, scientists, and engineers. The goals of the SCWG are to identify barriers to scientist and engineer engagement in E/PO activities and to enable those scientists and engineers who wish to contribute to E/PO to be able to do so. SCWG members have held meetings with scientists and engineers across GSFC to determine barriers to their involvement in E/PO. During these meetings, SCWG members presented examples of successful, ongoing E/PO projects, encouraged active research scientists and engineers to talk about their own E/PO efforts and what worked for them, discussed the E/PO working environment, discussed opportunities for getting involved in E/PO (particularly in high-impact efforts that do not take much time), handed out booklets on effective E/PO, and asked scientists and engineers what they need to engage in E/PO. The identified barriers were consistent among scientists in GSFC's four science divisions (Earth science, planetary science, heliophysics, and astrophysics). Common barriers included 1) lack of time, 2) lack of funding support, 3) lack of value placed on doing E/PO by supervisors, 4) lack of training on doing appropriate/effective E/PO for different audiences, 5) lack of awareness and information about opportunities, 6) lack of understanding of what E/PO really is, and 7) level of effort required to do E/PO. Engineers reported similar issues, but the issues of time and funding support were more pronounced due to their highly structured work day and environment. Since the barriers were identified, the SCWG has taken a number of steps to address and rectify them. Steps have included holding various events to introduce scientists and engineers to E/PO staff and opportunities including an E/PO Open House, brown bag seminars on

  11. Being, becoming, and belonging: Improving science fluency during laboratory activities in urban education

    Science.gov (United States)

    Pitts, Wesley

    The research presented in this dissertation uses authentic ethnography, augmented by video and conversational analysis, to investigate the teaching and learning of chemistry across boundaries of difference in an urban high school. A coordinated set of theoretical lenses from cultural sociology and sociology of emotion is used to deploy and analyze these methods. All four students highlighted in this study are Black and/or Latino females from working class income families. They identify as second-generation Americans either of African American of Caribbean heritage or Latina of Latin American or Caribbean heritage. The students achieved mild to moderate success in a tenth-grade level chemistry class. Their chemistry teacher is a first-generation immigrant middle-aged male who would ethnically be considered Filipino-American. The focal fields of this research occur in Regents chemistry laboratory classes in a small secondary inner city high school in the Bronx, New York City, and associated cogenerative dialogues. One of the major premises of this study is that learning is a form of cultural enactment (i.e., production, reproduction, and transformation). Culture (schema and practices) enacted by students and teachers in one field can be enacted successfully in another field because fields are surrounded by porous boundaries. Accordingly, participants use resources to meet their goals (e.g., learn chemistry), in so doing, create interstitial culture that becomes part of the structure of the field and resources for learning. A priority was to examine how learning and teaching of science is enacted when students and their teachers are able to coparticipate in culturally adaptive ways and use their capital successfully. A key implication is the need for teachers and students to be aware of cultural encounters that afford positive emotional energy and solidarity. The important point here is to minimize encounters that create negative emotional energy. What we learned from

  12. Science and religion: implications for science educators

    Science.gov (United States)

    Reiss, Michael J.

    2010-03-01

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

  13. Preparing informal science educators perspectives from science communication and education

    CERN Document Server

    2017-01-01

    This book provides a diverse look at various aspects of preparing informal science educators. Much has been published about the importance of preparing formal classroom educators, but little has been written about the importance, need, and best practices for training professionals who teach in aquariums, camps, parks, museums, etc. The reader will find that as a collective the chapters of the book are well-related and paint a clear picture that there are varying ways to approach informal educator preparation, but all are important. The volume is divided into five topics: Defining Informal Science Education, Professional Development, Designing Programs, Zone of Reflexivity: The Space Between Formal and Informal Educators, and Public Communication. The authors have written chapters for practitioners, researchers and those who are interested in assessment and evaluation, formal and informal educator preparation, gender equity, place-based education, professional development, program design, reflective practice, ...

  14. Optics: Light, Color, and Their Uses. An Educator's Guide With Activities In Science and Mathematics

    Science.gov (United States)

    2000-01-01

    This document includes information on the Chandra X-Ray Observatory, the Hubble Space Telescope, the Next Generation Space Telescope, Soft X-Ray Imager, and the Lightning Imaging System. Classroom activities from grades K-12 are included, focusing on light and color, using mirrors, lenses, prisms, and filters.

  15. Resonance journal of science education

    Indian Academy of Sciences (India)

    Resonance journal of science education. May 2012 Volume 17 Number 5. SERIES ARTICLES. 436 Dawn of Science. The Quest for Power. T Padmanabhan. GENERAL ARTICLES. 441 Bernoulli Runs Using 'Book Cricket' to Evaluate. Cricketers. Anand Ramalingam. 454 Wilhelm Ostwald, the Father of Physical Chemistry.

  16. Resonance journal of science education

    Indian Academy of Sciences (India)

    Resonance journal of science education. February 2012 Volume 17 Number 2. SERIES ARTICLES. 106 Dawn of Science. Calculus is Developed in Kerala. T Padmanabhan. GENERAL ARTICLES. 117 Willis H Carrier: Father of Air Conditioning. R V Simha. 139 Refrigerants For Vapour Compression Refrigeration. Systems.

  17. Science Education for Democratic Citizenship through the Use of the History of Science

    Science.gov (United States)

    Kolsto, Stein Dankert

    2008-01-01

    Scholars have argued that the history of science might facilitate an understanding of processes of science. Focusing on science education for citizenship and active involvement in debates on socioscientific issues, one might argue that today's post-academic science differs from academic science in the past, making the history of academic science…

  18. Flipped learning in science education

    DEFF Research Database (Denmark)

    Andersen, Thomas Dyreborg; Foss, Kristian Kildemoes; Nissen, Stine Karen

    2017-01-01

    During the last decade, massive investment in ICT has been made in Danish schools. There seems, however, to be a need to rethink how to better integrate ICT in education (Bundgaard et al. 2014 p. 216) Flipped learning might be a didactical approach that could contribute to finding a method to use...... research questions are “To what extent can teachers using the FL-teaching method improve Danish pupils' learning outcomes in science subject’s physics / chemistry, biology and geography in terms of the results of national tests?” And “What factors influence on whether FL-teaching improves pupils' learning...... will be addressed. Hereafter an array of different scaffolding activities will be conducted, among these are individual supervision, sharing of materials used in lessons and involving local school leaders in the program. During this 3-year period we will follow the progress of the students involved in the program...

  19. Romanticism and Romantic Science: Their Contribution to Science Education

    Science.gov (United States)

    Hadzigeorgiou, Yannis; Schulz, Roland

    2014-01-01

    The unique contributions of romanticism and romantic science have been generally ignored or undervalued in history and philosophy of science studies and science education. Although more recent research in history of science has come to delineate the value of both topics for the development of modern science, their merit for the educational field…

  20. Guidelines for Building Science Education

    Energy Technology Data Exchange (ETDEWEB)

    Metzger, Cheryn E. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Rashkin, Samuel [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Huelman, Pat [Pacific Northwest National Lab. (PNNL), Richland, WA (United States)

    2015-11-01

    The U.S. Department of Energy’s (DOE) residential research and demonstration program, Building America, has triumphed through 20 years of innovation. Partnering with researchers, builders, remodelers, and manufacturers to develop innovative processes like advanced framing and ventilation standards, Building America has proven an energy efficient design can be more cost effective, healthy, and durable than a standard house. As Building America partners continue to achieve their stretch goals, they have found that the barrier to true market transformation for high performance homes is the limited knowledge-base of the professionals working in the building industry. With dozens of professionals taking part in the design and execution of building and selling homes, each person should have basic building science knowledge relevant to their role, and an understanding of how various home components interface with each other. Instead, our industry typically experiences a fragmented approach to home building and design. After obtaining important input from stakeholders at the Building Science Education Kick-Off Meeting, DOE created a building science education strategy addressing education issues preventing the widespread adoption of high performance homes. This strategy targets the next generation and provides valuable guidance for the current workforce. The initiative includes: • Race to Zero Student Design Competition: Engages universities and provides students who will be the next generation of architects, engineers, construction managers and entrepreneurs with the necessary skills and experience they need to begin careers in clean energy and generate creative solutions to real world problems. • Building Science to Sales Translator: Simplifies building science into compelling sales language and tools to sell high performance homes to their customers. • Building Science Education Guidance: Brings together industry and academia to solve problems related to

  1. Science Identity in Informal Education

    Science.gov (United States)

    Schon, Jennifer A.

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

  2. Reforming Science and Mathematics Education

    Science.gov (United States)

    Lagowski, J. J.

    1995-09-01

    fundamental reforms in public education is challenging. The coalition must be able to reach consensus on a vision of reform and, then, sustain the reform over an extended period of time. This is not easy when power and authority are highly fragmented (and perhaps at odds), where interest groups live or die on confromtation politics, when public and private sectors exhibit a basic distrust of one another, and when everyone is an expert--real or imagined--on topics more-or-less related to education. In addition, the SSI's are operating in a turbulent climate. Policy makers may be working on standards-based reforms in K-12 education at the same time they are seeking efficiencies in state government, consider deregulation, and experiment with integrated social services. Criminal justice, health, and welfare are competing in state capitols for the resources required to bring about education reforms. And, within this shifting policy landscape, the SSI's are seeking higher priority for mathematics and science, as well as attempting to develop the infrastructure and capacity to support change in the schools. Simply keeping mathematics and science education high on the agenda of state policy-makers is a challenge. Each of these component strategies of the SSI's is important. The critical question is whether, in a given state, the SSI strategies, when combined with other state reform initiatives, form a coherent, comprehensive plan for improving public education. While the oldest of the SSI's are only in their fourth year of activity, it is already clear that the reforms they are seeking will take longer than five years to accomplish. (The SSI's are supported by five-year grants from the NSF.) The instructional reforms advocated by the SSI's require time to implement, and once in place, additional time to produce results. Elected officials often focus on the short-term, and they can become impatient when the results are slow. There appears to be no ready solution to the conflict

  3. Augmented Reality in Science Education

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund; Brandt, Harald; Swensen, Hakon

    Augmented reality (AR) holds great promise as a learning tool. However, most extant studies in this field have focused on the technology itself. The poster presents findings from the first stage of the AR-sci project addressing the issue of applying AR for educational purposes. Benefits and chall......Augmented reality (AR) holds great promise as a learning tool. However, most extant studies in this field have focused on the technology itself. The poster presents findings from the first stage of the AR-sci project addressing the issue of applying AR for educational purposes. Benefits...... and challenges related to AR enhancing student learning in science in lower secondary school were identified by expert science teachers, ICT designers and science education researchers from four countries in a Delphi survey. Findings were condensed in a framework to categorize educational AR designs....

  4. Interdisciplinary Science Research and Education

    Science.gov (United States)

    MacKinnon, P. J.; Hine, D.; Barnard, R. T.

    2013-01-01

    Science history shows us that interdisciplinarity is a spontaneous process that is intrinsic to, and engendered by, research activity. It is an activity that is done rather than an object to be designed and constructed. We examine three vignettes from the history of science that display the interdisciplinary process at work and consider the…

  5. Wisconsin Earth and Space Science Education

    Science.gov (United States)

    Bilbrough, Larry (Technical Monitor); French, George

    2003-01-01

    The Wisconsin Earth and Space Science Education project successfilly met its objectives of creating a comprehensive online portfolio of science education curricular resources and providing a professional development program to increase educator competency with Earth and Space science content and teaching pedagogy. Overall, 97% of participants stated that their experience was either good or excellent. The favorable response of participant reactions to the professional development opportunities highlights the high quality of the professional development opportunity. The enthusiasm generated for using the curricular material in classroom settings was overwhelmingly positive at 92%. This enthusiasm carried over into actual classroom implementation of resources from the curricular portfolio, with 90% using the resources between 1-6 times during the school year. The project has had a positive impact on student learning in Wisconsin. Although direct measurement of student performance is not possible in a project of this kind, nearly 75% of participating teachers stated that they saw an increase in student performance in math and science as a result of using project resources. Additionally, nearly 75% of participants saw an increase in the enthusiasm of students towards math and science. Finally, some evidence exists that the professional development academies and curricular portfolio have been effective in changing educator behavior. More than half of all participants indicated that they have used more hands-on activities as a result of the Wisconsin Earth and Space Science Education project.

  6. Space Science Education Resource Directory

    Science.gov (United States)

    Christian, C. A.; Scollick, K.

    The Office of Space Science (OSS) of NASA supports educational programs as a by-product of the research it funds through missions and investigative programs. A rich suite of resources for public use is available including multimedia materials, online resources, hardcopies and other items. The OSS supported creation of a resource catalog through a group lead by individuals at STScI that ultimately will provide an easy-to-use and user-friendly search capability to access products. This paper describes the underlying architecture of that catalog, including the challenge to develop a system for characterizing education products through appropriate metadata. The system must also be meaningful to a large clientele including educators, scientists, students, and informal science educators. An additional goal was to seamlessly exchange data with existing federally supported educational systems as well as local systems. The goals, requirements, and standards for the catalog will be presented to illuminate the rationale for the implementation ultimately adopted.

  7. Education science and biological anthropology.

    Science.gov (United States)

    Krebs, Uwe

    2014-01-01

    This contribution states deficits and makes proposals in order to overcome them. First there is the question as to why the Biological Anthropology--despite all its diversifications--hardly ever deals with educational aspects of its subject. Second it is the question as to why Educational Science neglects or even ignores data of Biological Anthropology which are recognizably important for its subject. It is postulated that the stated deficits are caused by several adverse influences such as, the individual identity of each of the involved single sciences; aspects of the recent history of the German Anthropology; a lack of conceptual understanding of each other; methodological differences and, last but not least, the structure of the universities. The necessity to remedy this situation was deduced from two groups of facts. First, more recent data of the Biological Anthropology (e.g. brain functions and learning, sex specificity and education) are of substantial relevance for the Educational Science. Second, the epistemological requirements of complex subjects like education need interdisciplinary approaches. Finally, a few suggestions of concrete topics are given which are related to both, Educational Science and Biological Anthropology.

  8. Science, Ethics and Education

    Science.gov (United States)

    Elgin, Catherine

    2011-01-01

    An overarching epistemological goal of science is to develop a comprehensive, systematic, empirically grounded understanding of nature. Two obstacles stand in the way: (1) Nature is enormously complicated. (2) Findings are fallible: no matter how well established a conclusion is, it still might be wrong. To pursue this goal in light of the…

  9. Scientism and Scientific Thinking. A Note on Science Education

    Science.gov (United States)

    Gasparatou, Renia

    2017-11-01

    The move from respecting science to scientism, i.e., the idealization of science and scientific method, is simple: We go from acknowledging the sciences as fruitful human activities to oversimplifying the ways they work, and accepting a fuzzy belief that Science and Scientific Method, will give us a direct pathway to the true making of the world, all included. The idealization of science is partly the reason why we feel we need to impose the so-called scientific terminologies and methodologies to all aspects of our lives, education too. Under this rationale, educational policies today prioritize science, not only in curriculum design, but also as a method for educational practice. One might expect that, under the scientistic rationale, science education would thrive. Contrariwise, I will argue that scientism disallows science education to give an accurate image of the sciences. More importantly, I suggest that scientism prevents one of science education's most crucial goals: help students think. Many of my arguments will borrow the findings and insights of science education research. In the last part of this paper, I will turn to some of the most influential science education research proposals and comment on their limits. If I am right, and science education today does not satisfy our most important reasons for teaching science, perhaps we should change not just our teaching strategies, but also our scientistic rationale. But that may be a difficult task.

  10. 3...2...1...Liftoff!: An Educator's Guide with Activities in Science, Mathematics, Technology, and Language Arts.

    Science.gov (United States)

    National Aeronautics and Space Administration, Washington, DC.

    This curriculum supplement introduces students in the early childhood classroom to the International Space Station and the role rockets play in its construction. The guide uses these topics as the basis for interdisciplinary activities for the early learner. Each activity features objectives, a material list, educator information, procedures, and…

  11. Earth Science Education in Morocco

    Science.gov (United States)

    Bouabdelli, Mohamed

    1999-05-01

    The earth sciences are taught in twelve universities in Morocco and in three other institutions. In addition there are three more earth science research institutions. Earth science teaching has been taking place since 1957. The degree system is a four-year degree, split into two two-year blocks and geology is taught within the geology-biology programme for the first part of the degree. 'Classical' geology is taught in most universities, although applied geology degrees are also on offer in some universities. Recently-formed technical universities offer a more innovative approach to Earth Science Education. Teaching is in French, although school education is in Arabic. There is a need for a reform of the curriculum, although a lead is being taken by the technical universities. A new geological mapping programme promises new geological and mining discoveries in the country and prospects of employment for geology graduates.

  12. Inquiry-based science education

    DEFF Research Database (Denmark)

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

    2010-01-01

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

  13. 76 FR 11765 - Education Research and Special Education Research Grant Programs; Institute of Education Sciences...

    Science.gov (United States)

    2011-03-03

    ... DEPARTMENT OF EDUCATION Education Research and Special Education Research Grant Programs; Institute of Education Sciences; Overview Information; Education Research and Special Education Research.... SUMMARY: The Director of the Institute of Education Sciences (Institute) announces the Institute's FY 2012...

  14. Fermilab Friends for Science Education | Join Us

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Join Us improving science (science, technology, engineering and mathematics) education. Your donation allows us to membership dues allow us to create new, innovative science education programs, making the best use of unique

  15. Cognitive science and mathematics education

    CERN Document Server

    Schoenfeld, Alan H

    1987-01-01

    This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive researchers to consider.

  16. It's not rocket science : developing pupils’ science talent in out-of-school science education for primary schools

    NARCIS (Netherlands)

    Geveke, Carla

    2017-01-01

    Out-of-school science educational activities, such as school visits to a science center, aim at stimulating pupils’ science talent. Science talent is a developmental potential that takes the form of talented behaviors such as curiosity and conceptual understanding. This dissertation investigates

  17. It's not rocket science : Developing pupils’ science talent in out-of-school science education for Primary Schools

    NARCIS (Netherlands)

    Geveke, Catherina

    2017-01-01

    Out-of-school science educational activities, such as school visits to a science center, aim at stimulating pupils’ science talent. Science talent is a developmental potential that takes the form of talented behaviors such as curiosity and conceptual understanding. This dissertation investigates

  18. [Prevalence and relationship between physical activity and abnormal eating attitudes in Spanish women university students in Health and Education Sciences].

    Science.gov (United States)

    Cancela Carral, José María; Ayán Pérez, Carlos

    2011-10-01

    Future education and health professionals will be responsible for promoting physical activity and correct eating habits among the general population. This work aims to describe the prevalence and the degree of correlation between physical level and eating disorders in a sample made of nursing, physiotherapy and education female students. A total of 258 female students doing university courses during the academic year 2009-2010 at the University of Vigo (Pontevedra's Campus) and who were registered in nursing (87), physiotherapy (73) and education (98) took part in this transversal descriptive study. The International Physical Activity Questionnaire and the Eating Attitude Test were used to assess the prevalence of physical activity and eating disturbed attitudes respectively. The data showed that 63 (64,7%) of nursing students and 63 (72,1%) of education students reported the higher physical inactivity values, while 19 (19.4%) and 13 (15,3%) of them were likely to suffer from eating disorders respectively. Significant differences were found between the academic degree and the physical activity level of the sample (chi²=10,265; Sig.students (OR= 3,58; IC 95%= 1,29-9,93; Sig.students. There is a chance that the performance of intense physical activity could be related to inadequate eating habits.

  19. The Utopia of Science Education

    Science.gov (United States)

    Castano, Carolina

    2012-01-01

    In this forum I expand on the ideas I initially presented in "Extending the purposes of science education: addressing violence within socio-economic disadvantaged communities" by responding to the comments provided by Matthew Weinstein, Francis Broadway and Sheri Leafgren. Focusing on their notion of utopias and superheroes, I ask us to reconsider…

  20. Resonance journal of science education

    Indian Academy of Sciences (India)

    Resonance journal of science education. July 2007 Volume 12 Number 7. GENERAL ARTICLES. 04 Josiah Willard Gibbs. V Kumaran. 12 Josiah Willard ... IISc, Bangalore). Rapidity: The Physical Meaning of the Hyperbolic Angle in. Special Relativity. Giorgio Goldoni. Survival in Stationary Phase. S Mahadevan. Classroom.

  1. The Globalization of Science Education

    Science.gov (United States)

    Deboer, George

    2012-02-01

    Standards-based science education, with its emphasis on clearly stated goals, performance monitoring, and accountability, is rapidly becoming a key part of how science education is being viewed around the world. Standards-based testing within countries is being used to determine the effectiveness of a country's educational system, and international testing programs such as PISA and TIMSS enable countries to compare their students to a common standard and to each other. The raising of standards and the competition among countries is driven in part by a belief that economic success depends on a citizenry that is knowledgeable about science and technology. In this talk, I consider the question of whether it is prudent to begin conversations about what an international standards document for global citizenship in science education might look like. I examine current practices to show the areas of international agreement and the significant differences that still exist, and I conclude with a recommendation that such conversations should begin, with the goal of laying out the knowledge and competencies that international citizens should have that also gives space to individual countries to pursue goals that are unique to their own setting.

  2. Resonance journal of science education

    Indian Academy of Sciences (India)

    IAS Admin

    RESONANCE | May 2010. Resonance journal of science education. May 2010 Volume 15 Number 5. On the Measurement of Phase Difference using CROs b. SERIES ARTICLES. 400. Aerobasics – An Introduction to Aeronautics. Mini and Micro Airplanes. S P Govinda Raju. GENERAL ARTICLES. 411. Bird of Passage at ...

  3. Improving science literacy and education through space life sciences

    Science.gov (United States)

    MacLeish, M. Y.; Moreno, N. P.; Tharp, B. Z.; Denton, J. J.; Jessup, G.; Clipper, M. C.

    2001-01-01

    The National Space Biomedical Research Institute (NSBRI) encourages open involvement by scientists and the public at large in the Institute's activities. Through its Education and Public Outreach Program, the Institute is supporting national efforts to improve Kindergarten through grade twelve (K-12) and undergraduate education and to communicate knowledge generated by space life science research to lay audiences. Three academic institution Baylor College of Medicine, Morehouse School of Medicine and Texas A&M University are designing, producing, field-testing, and disseminating a comprehensive array of programs and products to achieve this goal. The objectives of the NSBRI Education and Public Outreach program are to: promote systemic change in elementary and secondary science education; attract undergraduate students--especially those from underrepresented groups--to careers in space life sciences, engineering and technology-based fields; increase scientific literacy; and to develop public and private sector partnerships that enhance and expand NSBRI efforts to reach students and families. c 2001. Elsevier Science Ltd. All rights reserved.

  4. Collaborative learning in radiologic science education.

    Science.gov (United States)

    Yates, Jennifer L

    2006-01-01

    Radiologic science is a complex health profession, requiring the competent use of technology as well as the ability to function as part of a team, think critically, exercise independent judgment, solve problems creatively and communicate effectively. This article presents a review of literature in support of the relevance of collaborative learning to radiologic science education. In addition, strategies for effective design, facilitation and authentic assessment of activities are provided for educators wishing to incorporate collaborative techniques into their program curriculum. The connection between the benefits of collaborative learning and necessary workplace skills, particularly in the areas of critical thinking, creative problem solving and communication skills, suggests that collaborative learning techniques may be particularly useful in the education of future radiologic technologists. This article summarizes research identifying the benefits of collaborative learning for adult education and identifying the link between these benefits and the necessary characteristics of medical imaging technologists.

  5. Hampshire College Center for Science Education. Final Report on Activities Supported by the Department of Energy Grant No. DE-FG02-06ER64256

    Energy Technology Data Exchange (ETDEWEB)

    Stillings, Neil [Hampshire College, Amherst, MA (United States); Wenk, Laura [Hampshire College, Amherst, MA (United States)

    2009-12-30

    Hampshire College's Center for Science Education (Center) focuses on teacher professional development, curriculum development, and student enrichment programs. The Center also maintains research programs on teacher change, student learning and instructional effectiveness. The Center's work promotes learning that persists over time and transfers to new situations in and out of school. The projects develop the implications of the increasing agreement among teachers and researchers that effective learning involves active concept mastery and consistent practice with inquiry and critical thinking. The Center's objective is to help strengthen the pipeline of U.S. students pursuing postsecondary study in STEM fields. The Center achieves this by fostering an educational environment in which science is taught as an active, directly experienced endeavor across the K-16 continuum. Too often, young people are dissuaded from pursuing science because they do not see its relevance, instead experiencing it as dry, rote, technical. In contrast, when science is taught as a hands-on, inquiry-driven process, students are encouraged to ask questions grounded in their own curiosity and seek experimental solutions accordingly. In this way, they quickly discover both the profound relevance of science to their daily lives and its accessibility to them. Essentially, they learn to think and act like real scientists. The Center’s approach is multi-faceted: it includes direct inquiry-based science instruction to secondary and postsecondary students, educating the next generation of teachers, and providing new educational opportunities for teachers already working in the schools. Funding from the Department of Energy focused on the last population, enabling in-service teachers to explore and experience the pedagogy of inquiry-based science for themselves, and to take it back to their classrooms and students. The Center has demonstrated that the inquiry-based approach to science

  6. Does science education need the history of science?

    Science.gov (United States)

    Gooday, Graeme; Lynch, John M; Wilson, Kenneth G; Barsky, Constance K

    2008-06-01

    This essay argues that science education can gain from close engagement with the history of science both in the training of prospective vocational scientists and in educating the broader public about the nature of science. First it shows how historicizing science in the classroom can improve the pedagogical experience of science students and might even help them turn into more effective professional practitioners of science. Then it examines how historians of science can support the scientific education of the general public at a time when debates over "intelligent design" are raising major questions over the kind of science that ought to be available to children in their school curricula. It concludes by considering further work that might be undertaken to show how history of science could be of more general educational interest and utility, well beyond the closed academic domains in which historians of science typically operate.

  7. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Website Reviews. Articles in Resonance – Journal of Science Education. Volume 4 Issue 8 August 1999 pp 91-93 Website Reviews. Website Review · Harini Nagendra · More Details Fulltext PDF ...

  8. Joint Science Education Project: Learning about polar science in Greenland

    Science.gov (United States)

    Foshee Reed, Lynn

    2014-05-01

    The Joint Science Education Project (JSEP) is a successful summer science and culture opportunity in which students and teachers from the United States, Denmark, and Greenland come together to learn about the research conducted in Greenland and the logistics involved in supporting the research. They conduct experiments first-hand and participate in inquiry-based educational activities alongside scientists and graduate students at a variety of locations in and around Kangerlussuaq, Greenland, and on the top of the ice sheet at Summit Station. The Joint Committee, a high-level forum involving the Greenlandic, Danish and U.S. governments, established the Joint Science Education Project in 2007, as a collaborative diplomatic effort during the International Polar Year to: • Educate and inspire the next generation of polar scientists; • Build strong networks of students and teachers among the three countries; and • Provide an opportunity to practice language and communication skills Since its inception, JSEP has had 82 student and 22 teacher participants and has involved numerous scientists and field researchers. The JSEP format has evolved over the years into its current state, which consists of two field-based subprograms on site in Greenland: the Greenland-led Kangerlussuaq Science Field School and the U.S.-led Arctic Science Education Week. All travel, transportation, accommodations, and meals are provided to the participants at no cost. During the 2013 Kangerlussuaq Science Field School, students and teachers gathered data in a biodiversity study, created and set geo- and EarthCaches, calculated glacial discharge at a melt-water stream and river, examined microbes and tested for chemical differences in a variety of lakes, measured ablation at the edge of the Greenland Ice Sheet, and learned about fossils, plants, animals, minerals and rocks of Greenland. In addition, the students planned and led cultural nights, sharing food, games, stories, and traditions of

  9. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 19; Issue 9. Science Academies' Refresher Course in Advances in Chemical Sciences and Sustainable Development. Information and Announcements Volume 19 Issue 9 September 2014 pp 876-876 ...

  10. Ethiopian Journal of Education and Sciences: Submissions

    African Journals Online (AJOL)

    General: Journal of Education and Sciences is the product of Jimma University ... and behavioral sciences, current sensitive issues like gender and HIV/AIDS. Priority ... and science studies, and information on teaching and learning facilitation.

  11. Imaginative science education the central role of imagination in science education

    CERN Document Server

    Hadzigeorgiou, Yannis

    2016-01-01

    This book is about imaginative approaches to teaching and learning school science. Its central premise is that science learning should reflect the nature of science, and therefore be approached as an imaginative/creative activity. As such, the book can be seen as an original contribution of ideas relating to imagination and creativity in science education. The approaches discussed in the book are storytelling, the experience of wonder, the development of ‘romantic understanding’, and creative science, including science through visual art, poetry and dramatization. However, given the perennial problem of how to engage students (of all ages) in science, the notion of ‘aesthetic experience’, and hence the possibility for students to have more holistic and fulfilling learning experiences through the aforementioned imaginative approaches, is also discussed. Each chapter provides an in-depth discussion of the theoretical background of a specific imaginative approach (e.g., storytelling, ‘wonder-full’ s...

  12. Fermilab Friends for Science Education | About Us

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us About Us national leader in precollege science education. From the first Summer Institute for Science Teachers held year over 37,000 students, and 2,500 teachers participated in programs through the Education Office

  13. Fermilab Friends for Science Education | Support Us

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Support Us improving science (science, technology, engineering and mathematics) education. Your donation allows us to Testimonials Our Donors Board of Directors Board Tools Calendar Join Us Donate Now Get FermiGear! Education

  14. Fermilab Friends for Science Education | Contact Us

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Contact Us Science Education P.O Box 500, MS 777 Batavia, IL 60510-5011 (630) 840-3094 * fax: (630) 840-2500 E-mail : Membership Send all other communications to: Susan Dahl, President Fermilab Friends for Science Education Box

  15. Leadership, Responsibility, and Reform in Science Education.

    Science.gov (United States)

    Bybee, Rodger W.

    1993-01-01

    Regards leadership as central to the success of the reform movement in science education. Defines leadership and introduces a model of leadership modified from the one developed by Edwin Locke and his associates. Provides an overview of the essential qualities of leadership occurring in science education. Discusses reforming science education and…

  16. Tutorial Instruction in Science Education

    Directory of Open Access Journals (Sweden)

    Rhea Miles

    2015-06-01

    Full Text Available The purpose of the study is to examine the tutorial practices of in-service teachers to address the underachievement in the science education of K-12 students. Method: In-service teachers in Virginia and North Carolina were given a survey questionnaire to examine how they tutored students who were in need of additional instruction. Results: When these teachers were asked, “How do you describe a typical one-on-one science tutorial session?” the majority of their responses were categorized as teacher-directed. Many of the teachers would provide a science tutorial session for a student after school for 16-30 minutes, one to three times a week. Respondents also indicated they would rely on technology, peer tutoring, scientific inquiry, or themselves for one-on-one science instruction. Over half of the in-service teachers that responded to the questionnaire stated that they would never rely on outside assistance, such as a family member or an after school program to provide tutorial services in science. Additionally, very few reported that they incorporated the ethnicity, culture, or the native language of ELL students into their science tutoring sessions.

  17. Making Philosophy of Science Education Practical for Science Teachers

    Science.gov (United States)

    Janssen, F. J. J. M.; van Berkel, B.

    2015-01-01

    Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be…

  18. SSMA Science Reviewers' Forecasts for the Future of Science Education.

    Science.gov (United States)

    Jinks, Jerry; Hoffer, Terry

    1989-01-01

    Described is a study which was conducted as an exploratory assessment of science reviewers' perceptions for the future of science education. Arrives at interpretations for identified categories of computers and high technology, science curriculum, teacher education, training, certification, standards, teaching methods, and materials. (RT)

  19. Education in Soil Science: the Italian approach

    Science.gov (United States)

    Benedetti, Anna; Canfora, Loredana; Dazzi, Carmelo; Lo Papa, Giuseppe

    2017-04-01

    The Italian Society of Soil Science (SISS) was founded in Florence on February 18th, 1952. It is an association legally acknowledged by Decree of the President of the Italian Republic in February 1957. The Society is member of the International Union of Soil Sciences (IUSS) of the European Confederation of Soil Science Societies (ECSSS) and collaborates with several companies, institutions and organizations having similar objectives or policy aspects. SISS promotes progress, coordination and dissemination of soil science and its applications encouraging relationships and collaborations among soil lovers. Within the SISS there are Working Groups and Technical Committees for specific issues of interest. In particular: • the Working Group on Pedotechniques; • the Working Group on Hydromorphic and Subaqueous Soils and • the Technical Committee for Soil Education and Public Awareness. In this communication we wish to stress the activities developed since its foundation by SISS to spread soil awareness and education in Italy through this last Technical Committee, focusing also the aspect concerning grants for young graduates and PhD graduates to stimulate the involvement of young people in the field of soil science. Keywords: SISS, soil education and awareness.

  20. Career education attitudes and practices of K-12 science educators

    Science.gov (United States)

    Smith, Walter S.

    A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.

  1. Troubling an embodied pedagogy in science education

    DEFF Research Database (Denmark)

    Otrel-Cass, Kathrin; Kristensen, Liv Kondrup

    2017-01-01

    This chapter explores the idea of using an embodied pedagogy for science teaching following the mandated introduction of physical activity across all subjects in Danish primary schools. While there is research available that explores the different ways of utilizing movement in school, very little...... for the intertwined relationship between the body and mind. Based on observations that were conducted in science lessons at a Danish primary school, and from talking with the students, we examine how an embodied pedagogy in science was implemented. We explore a specific instance where a group of 14-16 year old...... of that which is available applies to science education. The argument is made that an embodied pedagogy recognises and validates the centrality of the body in learning, but it is about more than making students move. Utilising such an approach requires one to recognise that embodiment shapes interactions...

  2. Preservice Teachers' Memories of Their Secondary Science Education Experiences

    Science.gov (United States)

    Hudson, Peter; Usak, Muhammet; Fančovičová, Jana; Erdoğan, Mehmet; Prokop, Pavol

    2010-12-01

    Understanding preservice teachers' memories of their education may aid towards articulating high-impact teaching practices. This study describes 246 preservice teachers' perceptions of their secondary science education experiences through a questionnaire and 28-item survey. ANOVA was statistically significant about participants' memories of science with 15 of the 28 survey items. Descriptive statistics through SPSS further showed that a teacher's enthusiastic nature (87%) and positive attitude towards science (87%) were regarded as highly memorable. In addition, explaining abstract concepts well (79%), and guiding the students' conceptual development with practical science activities (73%) may be considered as memorable secondary science teaching strategies. Implementing science lessons with one or more of these memorable science teaching practices may "make a difference" towards influencing high school students' positive long-term memories about science and their science education. Further research in other key learning areas may provide a clearer picture of high-impact teaching and a way to enhance pedagogical practices.

  3. Comparison of Sports Sciences and Education Faculty Students' Aggression Scores

    Science.gov (United States)

    Atan, Tülin

    2016-01-01

    The aim of this study was to compare the aggression scores of Sports Sciences Faculty and Education Faculty students and also to examine the effects of some demographic variables on aggression. Two hundred Sports Sciences Faculty students (who engage in sporting activities four days a week for two hours) and 200 Education Faculty students (who do…

  4. Promoting Pre-college Science Education

    Science.gov (United States)

    Lee, R. L.

    1999-11-01

    The Fusion Education Program, with support from DOE, continues to promote pre-college science education for students and teachers using multiple approaches. An important part of our program is direct scientist-student interaction. Our ``Scientist in a Classroom'' program allows students to interact with scientists and engage in plasma science activities in the students' classroom. More than 1000 students from 11 schools have participated in this exciting program. Also, this year more than 800 students and teachers have visited the DIII--D facility and interacted with scientists to cover a broad range of technical and educational issues. Teacher-scientist interaction is imperative in professional development and each year more than 100 teachers attend workshops produced by the fusion education team. We also participate in unique learning opportunities. Members of the team, in collaboration with the San Diego County Office of Education, held a pioneering Internet-based Physics Olympiad for American and Siberian students. Our teamwork with educators helps shape material that is grade appropriate, relevant, and stimulates thinking in educators and students.

  5. Fermilab Friends for Science Education | Programs

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Programs Donors Board of Directors Board Tools Calendar Join Us Donate Now Get FermiGear! Education Office Search photo Fermilab Friends for Science Education, in partnership with Fermilab and area educators, designs

  6. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Logo of the Indian Academy of Sciences. Indian Academy of Sciences. Home · About ... Home; Journals; Resonance – Journal of Science Education; Volume 3; Issue 12. Pictures at an Exhibition – A ... Vivek S Borkar1. Department of Computer Science and Automation, Indian Institute of Science, Bangalore 560 012, India ...

  7. Marrying Content and Process in Computer Science Education

    Science.gov (United States)

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

    2011-01-01

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

  8. Replacement of harmful animal use in life science education: the approach and activities of InterNICHE.

    Science.gov (United States)

    Jukes, Nick

    2004-06-01

    Harmful animal use in undergraduate education is increasingly being replaced by alternatives, such as computer software, manikins and simulators, ethically sourced animal cadavers, apprentice work with animal patients, and student self-experimentation. Combinations of such alternatives can better meet teaching objectives, reduce costs and avoid the negative pedagogical and social impact of animal experimentation. Since 1988, the International Network for Humane Education (InterNICHE, formerly EuroNICHE) has been working with teachers to replace harmful animal use and has been supporting students' right to conscientious objection. This paper presents the approach, history and current activities of InterNICHE. With a vision of 100% replacement, the network aims for empowerment by networking information and providing support. It works with the belief that most teachers want investment in the best quality and most humane education possible. The forthcoming second edition of the InterNICHE book, from Guinea Pig to Computer Mouse,1 includes practical details of progressive teaching aids and approaches, as well as case studies from teachers who employ such alternatives. In 1999, InterNICHE produced the film Alternatives in Education, now available in 20 languages. Such resources are complemented by outreach trips and conferences and an Alternatives Loan System, which offers products for familiarisation and assessment. The InterNICHE website (www.interniche.org) was launched in 2001.

  9. The New England Space Science Initiative in Education (NESSIE)

    Science.gov (United States)

    Waller, W. H.; Clemens, C. M.; Sneider, C. I.

    2002-12-01

    Founded in January 2002, NESSIE is the NASA/OSS broker/facilitator for education and public outreach (E/PO) within the six-state New England region. NESSIE is charged with catalyzing and fostering collaborations among space scientists and educators within both the formal and informal education communities. NESSIE itself is a collaboration of scientists and science educators at the Museum of Science, Harvard-Smithsonian Center for Astrophysics, and Tufts University. Its primary goals are to 1) broker partnerships among space scientists and educators, 2) facilitate a wide range of educational and public outreach activities, and 3) examine and improve space science education methods. NESSIE's unique strengths reside in its prime location (the Museum of Science), its diverse mix of scientists and educators, and its dedicated board of advisors. NESSIE's role as a clearinghouse and facilitator of space science education is being realized through its interactive web site and via targeted meetings, workshops, and conferences involving scientists and educators. Special efforts are being made to reach underserved groups by tailoring programs to their particular educational needs and interests. These efforts are building on the experiences of prior and ongoing programs in space science education at the Museum of Science, the Harvard-Smithsonian Center for Astrophysics, Tufts University, and NASA.

  10. Sample classroom activities based on climate science

    Science.gov (United States)

    Miler, T.

    2009-09-01

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

  11. Hands-on science: science education with and for society

    OpenAIRE

    Costa, Manuel F. M., ed. lit.; Pombo, José Miguel Marques, ed. lit.; Vázquez Dorrío, José Benito, ed. lit.

    2014-01-01

    The decisive importance of Science on the development of modern societies gives Science Education a role of special impact. Society sets the requirements rules and procedures of Education defining what concepts and competencies citizens must learn and how this learning should take place. Educational policies set by governments, elected and or imposed, not always reflects the will and ruling of Society. The School as pivotal element of our modern educational system must look ...

  12. Using and Developing Measurement Instruments in Science Education: A Rasch Modeling Approach. Science & Engineering Education Sources

    Science.gov (United States)

    Liu, Xiufeng

    2010-01-01

    This book meets a demand in the science education community for a comprehensive and introductory measurement book in science education. It describes measurement instruments reported in refereed science education research journals, and introduces the Rasch modeling approach to developing measurement instruments in common science assessment domains,…

  13. Preparing Future Secondary Computer Science Educators

    Science.gov (United States)

    Ajwa, Iyad

    2007-01-01

    Although nearly every college offers a major in computer science, many computer science teachers at the secondary level have received little formal training. This paper presents details of a project that could make a significant contribution to national efforts to improve computer science education by combining teacher education and professional…

  14. Persuasion and Attitude Change in Science Education.

    Science.gov (United States)

    Koballa, Thomas R., Jr.

    1992-01-01

    Persuasion is presented as it may be applied by science educators in research and practice. The orientation taken is that science educators need to be acquainted with persuasion in the context of social influence and learning theory to be able to evaluate its usefulness as a mechanism for developing and changing science-related attitudes. (KR)

  15. What is `Agency'? Perspectives in Science Education Research

    Science.gov (United States)

    Arnold, Jenny; Clarke, David John

    2014-03-01

    The contemporary interest in researching student agency in science education reflects concerns about the relevance of schooling and a shift in science education towards understanding learning in science as a complex social activity. The purpose of this article is to identify problems confronting the science education community in the development of this new research agenda and to argue that there is a need for research in science education that attends to agency as a social practice. Despite increasing interest in student agency in educational research, the term 'agency' has lacked explicit operationalisation and, across the varied approaches, such as critical ethnography, ethnographies of communication, discourse analysis and symbolic interactionism, there has been a lack of coherence in its research usage. There has also been argument concerning the validity of the use of the term 'agency' in science education research. This article attempts to structure the variety of definitions of 'student agency' in science education research, identifies problems in the research related to assigning intentionality to research participants and argues that agency is a kind of discursive practice. The article also draws attention to the need for researchers to be explicit in the assumptions they rely upon in their interpretations of social worlds. Drawing upon the discursive turn in the social sciences, a definition of agency is provided, that accommodates the discursive practices of both individuals and the various functional social groups from whose activities classroom practice is constituted. The article contributes to building a focused research agenda concerned with understanding and promoting student agency in science.

  16. Mastering Cognitive Development Theory in Computer Science Education

    Science.gov (United States)

    Gluga, Richard; Kay, Judy; Lister, Raymond; Kleitman, Simon; Kleitman, Sabina

    2013-01-01

    To design an effective computer science curriculum, educators require a systematic method of classifying the difficulty level of learning activities and assessment tasks. This is important for curriculum design and implementation and for communication between educators. Different educators must be able to use the method consistently, so that…

  17. Finding Meaningful Roles for Scientists in science Education Reform

    Science.gov (United States)

    Evans, Brenda

    Successful efforts to achieve reform in science education require the active and purposeful engagement of professional scientists. Working as partners with teachers, school administrators, science educators, parents, and other stakeholders, scientists can make important contributions to the improvement of science teaching and learning in pre-college classrooms. The world of a practicing university, corporate, or government scientist may seem far removed from that of students in an elementary classroom. However, the science knowledge and understanding of all future scientists and scientifically literate citizens begin with their introduction to scientific concepts and phenomena in childhood and the early grades. Science education is the responsibility of the entire scientific community and is not solely the responsibility of teachers and other professional educators. Scientists can serve many roles in science education reform including the following: (1) Science Content Resource, (2) Career Role Model, (3) Interpreter of Science (4) Validator for the Importance of Learning Science and Mathematics, (5) Champion of Real World Connections and Value of Science, (6) Experience and Access to Funding Sources, (7) Link for Community and Business Support, (8) Political Supporter. Special programs have been developed to assist scientists and engineers to be effective partners and advocates of science education reform. We will discuss the rationale, organization, and results of some of these partnership development programs.

  18. JAIF's teacher support activity on radiation education

    International Nuclear Information System (INIS)

    Kito, K.; Kudo, K.

    2016-01-01

    Japan Atomic Industrial Forum (JAIF) has been conducting science teacher support activities on radiation education since 2011, after the Fukushima NPP Accident, in cooperation with member organizations of the Japan Nuclear Human Resource Development Network (JN-HRD Net). (author)

  19. Levinas and an Ethics for Science Education

    Science.gov (United States)

    Blades, David W.

    2006-01-01

    Despite claims that STS(E) science education promotes ethical responsibility, this approach is not supported by a clear philosophy of ethics. This paper argues that the work of Emmanuel Levinas provides an ethics suitable for an STS(E) science education. His concept of the face of the Other redefines education as learning from the other, rather…

  20. Science Education at Arts-Focused Colleges

    Science.gov (United States)

    Oswald, W. Wyatt; Ritchie, Aarika; Murray, Amy Vashlishan; Honea, Jon

    2016-01-01

    Many arts-focused colleges and universities in the United States offer their undergraduate students coursework in science. To better understand the delivery of science education at this type of institution, this article surveys the science programs of forty-one arts-oriented schools. The findings suggest that most science programs are located in…

  1. Discovering Science Education in the USA

    Science.gov (United States)

    Teaching Science, 2014

    2014-01-01

    Science is amazing for many reasons. One of them is its immeasurable size as a subject, and the breadth of its application. From nanotech to astrophysics, from our backyards to the global arena, science links everything and everyone on Earth. Our understanding of science--and science education--needs to be just as diverse and all-encompassing.…

  2. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Logo of the Indian Academy of Sciences. Indian Academy of Sciences ... Home; Journals; Resonance – Journal of Science Education; Volume 3; Issue 1. An Introduction to Parallel ... Abhiram Ranade1. Department of Computer Science and Engineering, Indian Institute of Technology Powai, Mumbai 400076, India ...

  3. University Science and Mathematics Education in Transition

    DEFF Research Database (Denmark)

    Skovsmose, Ole; Valero, Paola; Christensen, Ole Ravn

    configuration poses to scientific knowledge, to universities and especially to education in mathematics and science. Traditionally, educational studies in mathematics and science education have looked at change in education from within the scientific disciplines and in the closed context of the classroom....... Although educational change is ultimately implemented in everyday teaching and learning situations, other parallel dimensions influencing these situations cannot be forgotten. An understanding of the actual potentialities and limitations of educational transformations are highly dependent on the network...... of educational, cultural, administrative and ideological views and practices that permeate and constitute science and mathematics education in universities today. University Science and Mathematics Education in Transition contributes to an understanding of the multiple aspects and dimensions of the transition...

  4. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 22; Issue 11. Science Academies' Refresher Course on Bioprospection of Bioresources: Land to Lab Approach. Information and Announcements Volume 22 Issue 11 November 2017 pp 1101-1101 ...

  5. ethiopian students' achievement challenges in science education

    African Journals Online (AJOL)

    IICBA01

    Oli Negassa. Adama Science and Technology University, Ethiopia ... achievement in science education across selected preparatory schools of Ethiopia. The .... To what extent do students' achievements vary across grade levels, regions,.

  6. Searching for Meaning in Science Education.

    Science.gov (United States)

    Berkheimer, Glenn D.; McLeod, Richard J.

    1979-01-01

    Discusses how science programs K-16 should be developed to meet the modern objectives of science education and restore its true meaning. The theories of Phenix and Ausubel are included in this discussion. (HM)

  7. Informal science education at Science City

    Science.gov (United States)

    French, April Nicole

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

  8. Earth System Science Education Modules

    Science.gov (United States)

    Hall, C.; Kaufman, C.; Humphreys, R. R.; Colgan, M. W.

    2009-12-01

    The College of Charleston is developing several new geoscience-based education modules for integration into the Earth System Science Education Alliance (ESSEA). These three new modules provide opportunities for science and pre-service education students to participate in inquiry-based, data-driven experiences. The three new modules will be discussed in this session. Coastal Crisis is a module that analyzes rapidly changing coastlines and uses technology - remotely sensed data and geographic information systems (GIS) to delineate, understand and monitor changes in coastal environments. The beaches near Charleston, SC are undergoing erosion and therefore are used as examples of rapidly changing coastlines. Students will use real data from NASA, NOAA and other federal agencies in the classroom to study coastal change. Through this case study, learners will acquire remotely sensed images and GIS data sets from online sources, utilize those data sets within Google Earth or other visualization programs, and understand what the data is telling them. Analyzing the data will allow learners to contemplate and make predictions on the impact associated with changing environmental conditions, within the context of a coastal setting. To Drill or Not To Drill is a multidisciplinary problem based module to increase students’ knowledge of problems associated with nonrenewable resource extraction. The controversial topic of drilling in the Arctic National Wildlife Refuge (ANWR) examines whether the economic benefit of the oil extracted from ANWR is worth the social cost of the environmental damage that such extraction may inflict. By attempting to answer this question, learners must balance the interests of preservation with the economic need for oil. The learners are exposed to the difficulties associated with a real world problem that requires trade-off between environmental trust and economic well-being. The Citizen Science module challenges students to translate scientific

  9. Educational Technology Classics: The Science Teacher and Educational Technology

    Science.gov (United States)

    Harbeck, Richard M.

    2015-01-01

    The science teacher is the key person who has the commitment and the responsibility for carrying out any brand of science education. All of the investments, predictions, and expressions of concern will have little effect on the accomplishment of the broad goals of science education if these are not reflected in the situations in which learning…

  10. Data Mining Tools in Science Education

    OpenAIRE

    Premysl Zaskodny

    2012-01-01

    The main principle of paper is Data Mining in Science Education (DMSE) as Problem Solving. The main goal of paper is consisting in Delimitation of Complex Data Mining Tool and Partial Data Mining Tool of DMSE. The procedure of paper is consisting of Data Preprocessing in Science Education, Data Processing in Science Education, Description of Curricular Process as Complex Data Mining Tool (CP-DMSE), Description of Analytical Synthetic Modeling as Partial Data Mining Tool (ASM-DMSE) and finally...

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

    Science.gov (United States)

    Zimmerman, Heather

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

  12. Making Philosophy of Science Education Practical for Science Teachers

    Science.gov (United States)

    Janssen, F. J. J. M.; van Berkel, B.

    2015-04-01

    Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be integrated. In this paper we describe our philosophy of science education (ASSET approach) which is composed of bounded rationalism as a guideline for understanding teachers' practical reasoning, liberal education underlying the why of teaching, scientific perspectivism as guideline for the what and educational social constructivism as guiding choices about the how of science education. Integration of multiple philosophies into a coherent philosophy of science education is necessary but not sufficient to make it practical for teachers. Philosophies are still formulated at a too abstract level to guide teachers' practical reasoning. For this purpose, a heuristic model must be developed on an intermediate level of abstraction that will provide teachers with a bridge between these abstract ideas and their specific teaching situation. We have developed and validated such a heuristic model, the CLASS model in order to complement our ASSET approach. We illustrate how science teachers use the ASSET approach and the CLASS model to make choices about the what, the how and the why of science teaching.

  13. Research facility access & science education

    Energy Technology Data Exchange (ETDEWEB)

    Rosen, S.P. [Univ. of Texas, Arlington, TX (United States); Teplitz, V.L. [Southern Methodist Univ., Dallas, TX (United States). Physics Dept.

    1994-10-01

    As Congress voted to terminate the Superconducting Super Collider (SSC) Laboratory in October of 1993, the Department of Energy was encouraged to maximize the benefits to the nation of approximately $2 billion which had already been expended to date on its evolution. Having been recruited to Texas from other intellectually challenging enclaves around the world, many regional scientists, especially physicists, of course, also began to look for viable ways to preserve some of the potentially short-lived gains made by Texas higher education in anticipation of {open_quotes}the SSC era.{close_quotes} In fact, by November, 1993, approximately 150 physicists and engineers from thirteen Texas universities and the SSC itself, had gathered on the SMU campus to discuss possible re-uses of the SSC assets. Participants at that meeting drew up a petition addressed to the state and federal governments requesting the creation of a joint Texas Facility for Science Education and Research. The idea was to create a facility, open to universities and industry alike, which would preserve the research and development infrastructure and continue the educational mission of the SSC.

  14. Science Education Research vs. Physics Education Research: A Structural Comparison

    Science.gov (United States)

    Akarsu, Bayram

    2010-01-01

    The main goal of this article is to introduce physics education research (PER) to researchers in other fields. Topics include discussion of differences between science education research (SER) and physics education research (PER), physics educators, research design and methodology in physics education research and current research traditions and…

  15. The role of informal science centers in science education: attitudes, skills, and self-efficacy

    OpenAIRE

    Sasson, Irit

    2014-01-01

    Informal learning relates to activities that occur outside the school environment. These learning environments, such as visits to science centers provide valuable motivational opportunities for students to learn science. The purpose of this study was to investigate the role of the pre-academic center in science education and particularly to explore its effects on 750 middle-school students' attitudes toward science, their scientific thinking skills and self-efficacy. Pre and post-case based q...

  16. Impact of Informal Science Education on Children's Attitudes About Science

    Science.gov (United States)

    Wulf, Rosemary; Mayhew, Laurel M.; Finkelstein, Noah D.

    2010-10-01

    The JILA Physics Frontier Center Partnerships for Informal Science Education in the Community (PISEC) provides informal afterschool inquiry-based science teaching opportunities for university participants with children typically underrepresented in science. We focus on the potential for this program to help increase children's interest in science, mathematics, and engineering and their understanding of the nature of science by validating the Children's Attitude Survey, which is based on the Colorado Learning Attitudes about Science Survey [1] and designed to measure shifts in children's attitudes about science and the nature of science. We present pre- and post-semester results for several semesters of the PISEC program, and demonstrate that, unlike most introductory physics courses in college, our after-school informal science programs support and promote positive attitudes about science.

  17. A Scale to Assess Science Activity Videos (SASAV): The Study of Validity and Reliability

    Science.gov (United States)

    Kara, Yilmaz; Bakirci, Hasan

    2018-01-01

    The purpose of the study was to develop an assessment scale for science activity videos that can be used to determine qualified science activity videos that can fulfill the objectives of activity based science education, help teachers to evaluate any science activity videos and decide whether to include into science learning process. The subjects…

  18. Science and Society - Problems, issues and dilemmas in science education

    CERN Multimedia

    2001-01-01

    Next in CERN's series of Science and Society speakers is Jonathan Osborne, Senior Lecturer in Science Education at King's College London. On Thursday 26 April, Dr Osborne will speak in the CERN main auditorium about current issues in science education in the light of an ever more science-based society. Jonathan Osborne, Senior Lecturer in Science Education at King's College London. Does science deserve a place at the curriculum high table of each student or is it just a gateway to a set of limited career options in science and technology? This question leads us to an important change in our ideas of what science education has been so far and what it must be. Basic knowledge of science and technology has traditionally been considered as just a starting point for those who wanted to build up a career in scientific research. But nowadays, the processes of science, the analysis of risks and benefits, and a knowledge of the social practices of science are necessary for every citizen. This new way of looking at s...

  19. Science Education: Issues, Approaches and Challenges

    Directory of Open Access Journals (Sweden)

    Shairose Irfan Jessani

    2015-06-01

    Full Text Available In today’s global education system, science education is much more than fact-based knowledge. Science education becomes meaningless and incomprehensible for learners, if the learners are unable to relate it with their lives. It is thus recommended that Pakistan, like many other countries worldwide should adopt Science Technology Society (STS approach for delivery of science education. The purpose of the STS approach lies in developing scientifically literate citizens who can make conscious decisions about the socio-scientific issues that impact their lives. The challenges in adopting this approach for Pakistan lie in four areas that will completely need to be revamped according to STS approach. These areas include: the examination system; science textbooks; science teacher education programs; and available resources and school facilities.

  20. Modern Engineering : Science and Education

    CERN Document Server

    2016-01-01

    This book draws together the most interesting recent results to emerge in mechanical engineering in Russia, providing a fascinating overview of the state of the art in the field in that country which will be of interest to a wide readership. A broad range of topics and issues in modern engineering are discussed, including dynamics of machines, materials engineering, structural strength and tribological behavior, transport technologies, machinery quality and innovations. The book comprises selected papers presented at the conference "Modern Engineering: Science and Education", held at the Saint Petersburg State Polytechnic University in 2014 with the support of the Russian Engineering Union. The authors are experts in various fields of engineering, and all of the papers have been carefully reviewed. The book will be of interest to mechanical engineers, lecturers in engineering disciplines and engineering graduates.

  1. Science Education and Public Outreach Forums (SEPOF): Providing Coordination and Support for NASA's Science Mission Directorate Education and Outreach Programs

    Science.gov (United States)

    Mendez, B. J.; Smith, D.; Shipp, S. S.; Schwerin, T. G.; Stockman, S. A.; Cooper, L. P.; Peticolas, L. M.

    2009-12-01

    NASA is working with four newly-formed Science Education and Public Outreach Forums (SEPOFs) to increase the overall coherence of the Science Mission Directorate (SMD) Education and Public Outreach (E/PO) program. SEPOFs support the astrophysics, heliophysics, planetary and Earth science divisions of NASA SMD in three core areas: * E/PO Community Engagement and Development * E/PO Product and Project Activity Analysis * Science Education and Public Outreach Forum Coordination Committee Service. SEPOFs are collaborating with NASA and external science and education and outreach communities in E/PO on multiple levels ranging from the mission and non-mission E/PO project activity managers, project activity partners, and scientists and researchers, to front line agents such as naturalists/interpreters, teachers, and higher education faculty, to high level agents such as leadership at state education offices, local schools, higher education institutions, and professional societies. The overall goal for the SEPOFs is increased awareness, knowledge, and understanding of scientists, researchers, engineers, technologists, educators, product developers, and dissemination agents of best practices, existing NASA resources, and community expertise applicable to E/PO. By coordinating and supporting the NASA E/PO Community, the NASA/SEPOF partnerships will lead to more effective, sustainable, and efficient utilization of NASA science discoveries and learning experiences.

  2. Inquiry Coaching: Scientists & Science Educators Energizing the Next Generation

    Science.gov (United States)

    Shope, R. E.; Alcantara Valverde, L.

    2007-05-01

    A recent National Academy of Sciences report recommends that science educators focus strategically on teaching the practice of science. To accomplish this, we have devised and implemented the Science Performance Laboratory, a collaborative research, education, and workforce model that brings scientists and science educators together to conduct scientific inquiry. In this session, we demonstrate how to form active inquiry teams around Arctica Science Research content areas related to the International Polar Year. We use the term "Arctica Science Research" to refer to the entire scope of exploration and discovery relating to: polar science and its global connections; Arctic and Antarctic research and climate sciences; ice and cryospheric studies on Earth; polar regions of the Moon, Mars, and Mercury; icy worlds throughout the Solar System, such as Europa, Enceladus, Titan, Pluto and the Comets; cryovolcanism; ice in interstellar space, and beyond. We apply the notion of teaching the practice science by enacting three effective strategies: 1) The Inquiry Wheel Game, in which we develop an expanded understanding of what has been traditionally taught as "the scientific method"; 2) Acting Out the Science Story, in which we develop a physicalized expression of our conceptual understanding; and 3) Selecting Success Criteria for Inquiry Coaching, in which we reframe how we evaluate science learning as we teach the practice of science.

  3. NQRY Coaching: Scientists and Science Educators Energizing the Next Generation

    Science.gov (United States)

    Shope, R. E.

    2007-12-01

    A recent National Academy of Science report recommends that science educators focus strategically on teaching the practice of science. To accomplish this, we have devised and implemented the Science Performance Collaboratory, a collaborative research, education, and workforce model that brings scientists and science educators together to conduct scientific inquiry. In this session, we demonstrate how to form active inquiry teams around Arctica Science Research content areas related to the International Polar Year. We use the term Arctica Science Research to refer to the entire scope of exploration and discovery relating to: polar science and its global connections; Arctic and Antarctic research and climate sciences; ice and cryospheric studies on Earth; polar regions of the Moon, Mars, and Mercury; icy worlds throughout the Solar System, such as Europa, Enceladus, Titan, Pluto and the Comets; cryovolvanism; ice in interstellar space, and beyond. We apply the notion of teaching the practice science by enacting three effective strategies: 1) The Inquiry Wheel Game, in which we develop an expanded understanding of what has been traditionally taught as "the scientific method"; 2) Acting Out the Science Story, in which we develop a physicalized expression of our conceptual understanding; and 3) Selecting Success Criteria for Inquiry Coaching, in which we reframe how we evaluate science learning as we teach the practice of science.

  4. 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.

  5. The Nature of Science and Science Education: A Bibliography

    Science.gov (United States)

    Bell, Randy; Abd-El-Khalick, Fouad; Lederman, Norman G.; Mccomas, William F.; Matthews, Michael R.

    Research on the nature of science and science education enjoys a long history, with its origins in Ernst Mach's work in the late nineteenth century and John Dewey's at the beginning of the twentieth century. As early as 1909 the Central Association for Science and Mathematics Teachers published an article - A Consideration of the Principles that Should Determine the Courses in Biology in Secondary Schools - in School Science and Mathematics that reflected foundational concerns about science and how school curricula should be informed by them. Since then a large body of literature has developed related to the teaching and learning about nature of science - see, for example, the Lederman (1992)and Meichtry (1993) reviews cited below. As well there has been intense philosophical, historical and philosophical debate about the nature of science itself, culminating in the much-publicised Science Wars of recent time. Thereferences listed here primarily focus on the empirical research related to the nature of science as an educational goal; along with a few influential philosophical works by such authors as Kuhn, Popper, Laudan, Lakatos, and others. While not exhaustive, the list should prove useful to educators, and scholars in other fields, interested in the nature of science and how its understanding can be realised as a goal of science instruction. The authors welcome correspondence regarding omissions from the list, and on-going additions that can be made to it.

  6. Integrating technology into radiologic science education.

    Science.gov (United States)

    Wertz, Christopher Ira; Hobbs, Dan L; Mickelsen, Wendy

    2014-01-01

    To review the existing literature pertaining to the current learning technologies available in radiologic science education and how to implement those technologies. Only articles from peer-reviewed journals and scholarly reports were used in the research for this review. The material was further restricted to those articles that emphasized using new learning technologies in education, with a focus on radiologic science education. Teaching in higher education is shifting from a traditional classroom-based lecture format to one that incorporates new technologies that allow for more varied and diverse educational models. Radiologic technology educators must adapt traditional education delivery methods to incorporate current technologies. Doing so will help engage the modern student in education in ways in which they are already familiar. As students' learning methods change, so must the methods of educational delivery. The use of new technologies has profound implications for education. If implemented properly, these technologies can be effective tools to help educators.

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 8; Issue 6. The Active Lava Flows of Kilauea Volcano, Hawaii. Hetu Sheth. General Article Volume 8 Issue 6 June ... Author Affiliations. Hetu Sheth1. Assistant Professor Department of Earth Sciences Indian Institute of Technology Mumbai 400 076, India.

  8. A Pedagogical Model for Science Education through Blended Learning

    NARCIS (Netherlands)

    Bidarra, José; Rusman, Ellen

    2015-01-01

    This paper proposes a framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The study constitutes a work in progress and started as a response to complex

  9. Game based learning for computer science education

    NARCIS (Netherlands)

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

    2011-01-01

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

  10. Science Education Research Trends in Latin America

    Science.gov (United States)

    Medina-Jerez, William

    2018-01-01

    The purpose of this study was to survey and report on the empirical literature at the intersection of science education research in Latin American and previous studies addressing international research trends in this field. Reports on international trends in science education research indicate that authors from English-speaking countries are major…

  11. The Viability of Distance Education Science Laboratories.

    Science.gov (United States)

    Forinash, Kyle; Wisman, Raymond

    2001-01-01

    Discusses the effectiveness of offering science laboratories via distance education. Explains current delivery technologies, including computer simulations, videos, and laboratory kits sent to students; pros and cons of distance labs; the use of spreadsheets; and possibilities for new science education models. (LRW)

  12. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Face to Face. Articles in Resonance – Journal of Science Education. Volume 13 Issue 1 January 2008 pp 89-98 Face to Face. Viewing Life Through Numbers · C Ramakrishnan Sujata Varadarajan · More Details Fulltext PDF. Volume 13 Issue 3 March 2008 pp ...

  13. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Deepak Nandi. Articles written in Resonance – Journal of Science Education. Volume 23 Issue 2 February 2018 pp 197-217 General Article. Thymus: The site for Development of Cellular Immunity · Shamik Majumdar Sanomy Pathak Deepak Nandi · More Details ...

  14. Science and Sanity in Special Education.

    Science.gov (United States)

    Dammann, James E.; Vaughn, Sharon

    2001-01-01

    This article describes the usefulness of a scientific approach to improving knowledge and practice in special education. Of four approaches to knowledge (superstition, folklore, craft, and science), craft and science are supported and implications for special education drawn including the need to bridge the gulf between research knowledge and…

  15. Improving science education for sustainable development

    NARCIS (Netherlands)

    Eijck, van M.W.; Roth, W.-M.

    2007-01-01

    In recent issues of noteworthy journals, natural scientists have argued for the improvement of science education [1–4]. Such pleas reflect the growing awareness that high-quality science education is required not only for sustaining a lively scientific community that is able to address global

  16. Global Reproduction and Transformation of Science Education

    Science.gov (United States)

    Tobin, Kenneth

    2011-01-01

    Neoliberalism has spread globally and operates hegemonically in many fields, including science education. I use historical auto/ethnography to examine global referents that have mediated the production of contemporary science education to explore how the roles of teachers and learners are related to macrostructures such as neoliberalism and…

  17. Developing Intercultural Science Education in Ecuador

    Science.gov (United States)

    Schroder, Barbara

    2008-01-01

    This article traces the recent development of intercultural science education in Ecuador. It starts by situating this development within the context of a growing convergence between Western and indigenous sciences. It then situates it within the larger historical, political, cultural, and educational contexts of indigenous communities in Ecuador,…

  18. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Film Review. Articles in Resonance – Journal of Science Education. Volume 22 Issue 3 March 2017 pp 317-318 Film Review. The Untold Story of NASA's Trailblazers: Hidden Figures sheds light on the contributions of black women to the US Space Race.

  19. Science and the Ideals of Liberal Education

    Science.gov (United States)

    Carson, Robert N.

    This article examines the influence of mathematics and science on the formation of culture. It then examines several definitions of liberal education, including the notion that languages and fields of study constitute the substrate of articulate intelligence. Finally, it examines the linkages between science, scientific culture, liberal education, and democracy, and proposes that science cannot be taught merely as a body of facts and theories, but must be presented to students as integral with cultural studies. The use of a contextualist approach to science education is recommended.

  20. Scientists Interacting With University Science Educators

    Science.gov (United States)

    Spector, B. S.

    2004-12-01

    Scientists with limited time to devote to educating the public about their work will get the greatest multiplier effect for their investment of time by successfully interacting with university science educators. These university professors are the smallest and least publicized group of professionals in the chain of people working to create science literate citizens. They connect to all aspects of formal and informal education, influencing everything from what and how youngsters and adults learn science to legislative rulings. They commonly teach methods of teaching science to undergraduates aspiring to teach in K-12 settings and experienced teachers. They serve as agents for change to improve science education inside schools and at the state level K-16, including what science content courses are acceptable for teacher licensure. University science educators are most often housed in a College of Education or Department of Education. Significant differences in culture exist in the world in which marine scientists function and that in which university science educators function, even when they are in the same university. Subsequently, communication and building relationships between the groups is often difficult. Barriers stem from not understanding each other's roles and responsibilities; and different reward systems, assumptions about teaching and learning, use of language, approaches to research, etc. This presentation will provide suggestions to mitigate the barriers and enable scientists to leverage the multiplier effect saving much time and energy while ensuring the authenticity of their message is maintained. Likelihood that a scientist's message will retain its authenticity stems from criteria for a university science education position. These professors have undergraduate degrees in a natural science (e.g., biology, chemistry, physics, geology), and usually a master's degree in one of the sciences, a combination of natural sciences, or a master's including

  1. Symposium 1: Challenges in science education and popularization of Science

    Directory of Open Access Journals (Sweden)

    Ildeo de Castro Moreira

    2014-08-01

    Full Text Available Science education and popularization of science are important elements for social inclusion. The Brazil exhibits strong inequalities regarding the distribution of wealth, access to cultural assets and appropriation of scientific and technological knowledge. Each Brazilian should have the opportunity to acquire a basic knowledge of science and its operation that allow them to understand their environment and expand their professional opportunities. However, the overall performance of Brazilian students in science and math is bad. The basic science education has, most often, few resources and is discouraging, with little appreciation of experimentation, interdisciplinarity and creativity. Beside the shortage of science teachers, especially teachers with good formation, predominate poor wage and working conditions, and deficiencies in instructional materials and laboratories. If there was a significant expansion in access to basic education, the challenge remains to improve their quality. According to the last National Conference of STI, there is need of a profound educational reform at all levels, in particular with regard to science education. Already, the popularization of science can be an important tool for the construction of scientific culture and refinement of the formal teaching instrument. However, we still lack a comprehensive and adequate public policy to her intended. Clearly, in recent decades, an increase in scientific publication occurred: creating science centers and museums; greater media presence; use of the internet and social networks; outreach events, such as the National Week of CT. But the scenario is shown still fragile and limited to broad swathes of Brazilians without access to scientific education and qualified information on CT. In this presentation, from a general diagnosis of the situation, some of the main challenges related to education and popularization of science in the country will address herself.

  2. The nature of science in science education: theories and practices

    Directory of Open Access Journals (Sweden)

    Ana Maria Morais

    2018-01-01

    Full Text Available The article is based on results of research carried out by the ESSA Group (Sociological Studies of the Classroom centred on the inclusion of the nature of science (metascience on science education. The results, based on analyses of various educational texts and contexts – curricula/syllabuses, textbooks and pedagogic practices – and of the relations between those texts/contexts, have in general shown a reduced presence and low conceptualization of metascience. The article starts by presenting the theoretical framework of the research of the ESSA Group which was focused on the introduction of the nature of science in science education. It is mostly based on Ziman’s conceptualization of metascience (1984, 2000 and on Bernstein’s theorization of production and reproduction of knowledge, particularly his model of pedagogic discourse (1990, 2000 and knowledge structures (1999. This is followed by the description of a pedagogical strategy, theoretically grounded, which explores the nature of science in the classroom context. The intention is to give an example of a strategy which privileges a high level learning for all students and which may contribute to a reflection about the inclusion of the nature of science on science education. Finally, considerations are made about the applicability of the strategy on the basis of previous theoretical and empirical arguments which sustain its use in the context of science education.

  3. Nordic Science and Technology Entrepreneurship Education

    DEFF Research Database (Denmark)

    Warhuus, Jan P.; Basaiawmoit, Rajiv Vaid

    As a university discipline, entrepreneurship education (EEd) has moved from whether it can be taught, to what and how it should be taught (Kuratko 2005) and beyond the walls of the business school (Hindle 2007), where a need for a tailored, disciplinary approach is becoming apparent. Within science......, technology, engineering, and mathematics (STEM) EEd, tacit knowledge of what works and why is growing, while reflections to activate this knowledge are often kept local or reported to the EEd community as single cases, which are difficult compare and contrast for the purpose of deriving cross-case patterns......, findings, and knowledge. The objective of this paper is to decode this tacit knowledge within Nordic science and technology institutions, and use it to provide guidance for future EEd program designs and improvements....

  4. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 18; Issue 7. Issue front cover thumbnail Issue back cover thumbnail. Volume 18, Issue 7. July 2013, pages 593-688. pp 593-594 Editorial. Editorial · K L Sebastian · More Details Fulltext PDF. pp 595-595 Science Smiles. Science Smiles · Ayan Guha.

  5. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 18; Issue 6. Issue front cover thumbnail Issue back cover thumbnail. Volume 18, Issue 6. June 2013, pages 495-594. pp 495-496 Editorial. Editorial · G Nagendrappa · More Details Fulltext PDF. pp 497-497 Science Smiles. Science Smiles · Ayan Guha.

  6. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 20; Issue 9. Issue front cover thumbnail Issue back cover thumbnail. Volume 20, Issue 9. September 2015, pages 757-864. pp 757-758 Editorial. Editorial · Amit Roy · More Details Fulltext PDF. pp 759-759 Science Smiles. Science Smiles · Ayan Guha.

  7. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 17; Issue 6. Issue front cover thumbnail Issue back cover thumbnail. Volume 17, Issue 6. June 2012, pages 527-622. pp 527-528 Editorial. Editorial · G Nagendrappa · More Details Fulltext PDF. pp 529-529 Science Smiles. Science Smiles · Ayan Guha.

  8. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 21; Issue 7. Issue front cover thumbnail. Volume 21, Issue 7. July 2016, pages 579-670. pp 579-579 Editorial. Editorial · More Details Abstract Fulltext PDF. pp 582-582 Science Smiles. Science Smiles ... General Article. The Search for Another Earth.

  9. Promoting Science in Secondary School Education.

    Science.gov (United States)

    Chiovitti, Anthony; Duncan, Jacinta C; Jabbar, Abdul

    2017-06-01

    Engaging secondary school students with science education is crucial for a society that demands a high level of scientific literacy in order to deal with the economic and social challenges of the 21st century. Here we present how parasitology could be used to engage and promote science in secondary school students under the auspice of a 'Specialist Centre' model for science education. Copyright © 2017 Elsevier Ltd. All rights reserved.

  10. Concepts of matter in science education

    CERN Document Server

    Sevian, Hannah

    2013-01-01

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

  11. Building Ocean Learning Communities: A COSEE Science and Education Partnership

    Science.gov (United States)

    Robigou, V.; Bullerdick, S.; Anderson, A.

    2007-12-01

    The core mission of the Centers for Ocean Sciences Education Excellence (COSEE) is to promote partnerships between research scientists and educators through a national network of regional and thematic centers. In addition, the COSEEs also disseminate best practices in ocean sciences education, and promote ocean sciences as a charismatic interdisciplinary vehicle for creating a more scientifically literate workforce and citizenry. Although each center is mainly funded through a peer-reviewed grant process by the National Science Foundation (NSF), the centers form a national network that fosters collaborative efforts among the centers to design and implement initiatives for the benefit of the entire network and beyond. Among these initiatives the COSEE network has contributed to the definition, promotion, and dissemination of Ocean Literacy in formal and informal learning settings. Relevant to all research scientists, an Education and Public Outreach guide for scientists is now available at www.tos.org. This guide highlights strategies for engaging scientists in Ocean Sciences Education that are often applicable in other sciences. To address the challenging issue of ocean sciences education informed by scientific research, the COSEE approach supports centers that are partnerships between research institutions, formal and informal education venues, advocacy groups, industry, and others. The COSEE Ocean Learning Communities, is a partnership between the University of Washington College of Ocean and Fishery Sciences and College of Education, the Seattle Aquarium, and a not-for-profit educational organization. The main focus of the center is to foster and create Learning Communities that cultivate contributing, and ocean sciences-literate citizens aware of the ocean's impact on daily life. The center is currently working with volunteer groups around the Northwest region that are actively involved in projects in the marine environment and to empower these diverse groups

  12. Constructivism in Science and Science Education: A Philosophical Critique

    Science.gov (United States)

    Nola, Robert

    This paper argues that constructivist science education works with an unsatisfactory account of knowledge which affects both its account of the nature of science and of science education. The paper begins with a brief survey of realism and anti-realism in science and the varieties of constructivism that can be found. In the second section the important conception of knowledge and teaching that Plato develops in the Meno is contrasted with constructivism. The section ends with an account of the contribution that Vico (as understood by constructivists), Kant and Piaget have made to constructivist doctrines. Section three is devoted to a critique of the theory of knowledge and the anti-realism of von Glaserfeld. The final section considers the connection, or lack of it, between the constructivist view of science and knowledge and the teaching of science.

  13. Informal Science: Family Education, Experiences, and Initial Interest in Science

    Science.gov (United States)

    Dabney, Katherine P.; Tai, Robert H.; Scott, Michael R.

    2016-01-01

    Recent research and public policy have indicated the need for increasing the physical science workforce through development of interest and engagement with informal and formal science, technology, engineering, and mathematics experiences. This study examines the association of family education and physical scientists' informal experiences in…

  14. Play with Science in Inquiry Based Science Education

    OpenAIRE

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

    2011-01-01

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

  15. Urban School Leadership for Elementary Science Education: Meeting the Needs of English Language Learners

    Science.gov (United States)

    Alarcon, Maricela H.

    2012-01-01

    Science education reform and state testing accountability call upon principals to become instructional leaders in science. Specifically, elementary school principals must take an active role in science instruction to effectively improve science education for all students including English Language Learners. As such, the research questioned posed…

  16. African Journal of Educational Studies in Mathematics and Sciences

    African Journals Online (AJOL)

    African Journal of Educational Studies in Mathematics and Sciences. ... Studies in Mathematics and Sciences (AJESMS) is an international publication that ... in the fields of mathematics education, science education and related disciplines.

  17. Engaging actively with issues in the responsible conduct of science: lessons from international efforts are relevant for undergraduate education in the United States.

    Science.gov (United States)

    Clements, John D; Connell, Nancy D; Dirks, Clarissa; El-Faham, Mohamed; Hay, Alastair; Heitman, Elizabeth; Stith, James H; Bond, Enriqueta C; Colwell, Rita R; Anestidou, Lida; Husbands, Jo L; Labov, Jay B

    2013-01-01

    Numerous studies are demonstrating that engaging undergraduate students in original research can improve their achievement in the science, technology, engineering, and mathematics (STEM) fields and increase the likelihood that some of them will decide to pursue careers in these disciplines. Associated with this increased prominence of research in the undergraduate curriculum are greater expectations from funders, colleges, and universities that faculty mentors will help those students, along with their graduate students and postdoctoral fellows, develop an understanding and sense of personal and collective obligation for responsible conduct of science (RCS). This Feature describes an ongoing National Research Council (NRC) project and a recent report about educating faculty members in culturally diverse settings (Middle East/North Africa and Asia) to employ active-learning strategies to engage their students and colleagues deeply in issues related to RCS. The NRC report describes the first phase of this project, which took place in Aqaba and Amman, Jordan, in September 2012 and April 2013, respectively. Here we highlight the findings from that report and our subsequent experience with a similar interactive institute in Kuala Lumpur, Malaysia. Our work provides insights and perspectives for faculty members in the United States as they engage undergraduate and graduate students, as well as postdoctoral fellows, to help them better understand the intricacies of and connections among various components of RCS. Further, our experiences can provide insights for those who may wish to establish "train-the-trainer" programs at their home institutions.

  18. Exploring Connections Between Earth Science and Biology - Interdisciplinary Science Activities for Schools

    Science.gov (United States)

    Vd Flier-Keller, E.; Carolsfeld, C.; Bullard, T.

    2009-05-01

    To increase teaching of Earth science in schools, and to reflect the interdisciplinary nature and interrelatedness of science disciplines in today's world, we are exploring opportunities for linking Earth science and Biology through engaging and innovative hands-on science activities for the classroom. Through the NSERC-funded Pacific CRYSTAL project based at the University of Victoria, scientists, science educators, and teachers at all levels in the school system are collaborating to research ways of enriching the preparation of students in math and science, and improving the quality of science education from Kindergarten to Grade 12. Our primary foci are building authentic, engaging science experiences for students, and fostering teacher leadership through teacher professional development and training. Interdisciplinary science activities represent an important way of making student science experiences real, engaging and relevant, and provide opportunities to highlight Earth science related topics within other disciplines, and to expand the Earth science taught in schools. The Earth science and Biology interdisciplinary project builds on results and experiences of existing Earth science education activities, and the Seaquaria project. We are developing curriculum-linked activities and resource materials, and hosting teacher workshops, around two initial areas; soils, and marine life and the fossil record. An example activity for the latter is the hands-on examination of organisms occupying the nearshore marine environment using a saltwater aquarium and touch tank or beach fieldtrip, and relating this to a suite of marine fossils to facilitate student thinking about representation of life in the fossil record e.g. which life forms are typically preserved, and how are they preserved? Literacy activities such as fossil obituaries encourage exploration of paleoenvironments and life habits of fossil organisms. Activities and resources are being tested with teachers

  19. Integration of Geospatial Science in Teacher Education

    Science.gov (United States)

    Hauselt, Peggy; Helzer, Jennifer

    2012-01-01

    One of the primary missions of our university is to train future primary and secondary teachers. Geospatial sciences, including GIS, have long been excluded from teacher education curriculum. This article explains the curriculum revisions undertaken to increase the geospatial technology education of future teachers. A general education class…

  20. Space Life Sciences Research and Education Program

    Science.gov (United States)

    Coats, Alfred C.

    2001-01-01

    Since 1969, the Universities Space Research Association (USRA), a private, nonprofit corporation, has worked closely with the National Aeronautics and Space Administration (NASA) to advance space science and technology and to promote education in those areas. USRA's Division of Space Life Sciences (DSLS) has been NASA's life sciences research partner for the past 18 years. For the last six years, our Cooperative Agreement NCC9-41 for the 'Space Life Sciences Research and Education Program' has stimulated and assisted life sciences research and education at NASA's Johnson Space Center (JSC) - both at the Center and in collaboration with outside academic institutions. To accomplish our objectives, the DSLS has facilitated extramural research, developed and managed educational programs, recruited and employed visiting and staff scientists, and managed scientific meetings.

  1. Rockets: Physical science teacher's guide with activities

    Science.gov (United States)

    Vogt, Gregory L.; Rosenberg, Carla R. (Editor)

    1993-01-01

    This guide begins with background information sections on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry are based on Isaac Newton's three laws of motion. These laws explain why rockets work and how to make them more efficient. The background sections are followed with a series of physical science activities that demonstrate the basic science of rocketry. Each activity is designed to be simple and take advantage of inexpensive materials. Construction diagrams, materials and tools lists, and instructions are included. A brief discussion elaborates on the concepts covered in the activities and is followed with teaching notes and discussion questions. The guide concludes with a glossary of terms, suggested reading list, NASA educational resources, and an evaluation questionnaire with a mailer.

  2. Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course

    Science.gov (United States)

    Riedinger, Kelly; Marbach-Ad, Gili; McGinnis, J. Randy; Hestness, Emily; Pease, Rebecca

    2011-01-01

    We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students' attitudes toward and views of science and science teaching, to model innovative science teaching…

  3. European Meteorological Society and education in atmospheric sciences

    Science.gov (United States)

    Halenka, T.; Belda, M.

    2010-09-01

    EMS is supporting the exchange of information in the area of education in atmospheric sciences as one of its priority and organizing the educational sessions during EMS annual meetings as a good occasion for such an exchange. Brief thought will be given to the fate of the series of International Conferences on School and Popular Meteorological and Oceanographic Education - EWOC (Education in Weather, Ocean and Climate) and to the project oriented basis of further cooperation in education in atmospheric sciences across Europe. Another tool of EMS is the newly established and developed EDU portal of EMS. In most European countries the process of integration of education at university level was started after Bologna Declaration with the objective to have the system where students on some level could move to another school, or rather university. The goal is to achieve the compatibility between the systems and levels in individual countries to have no objections for students when transferring between the European countries. From this point of view EMS is trying to provide the information about the possibility of education in meteorology and climatology in different countries in centralised form, with uniform shape and content, but validated on national level. In most European countries the necessity of education in Science and Mathematics to achieve higher standard and competitiveness in research and technology development has been formulated after the Lisboa meeting. The European Meteorological Society is trying to follow this process with implication to atmospheric sciences. One of the important task of the EMS is the activity to promote public understanding of meteorology (and sciences related to it), and the ability to make use of it, through schools and more generally. One of the elements of EMS activity is the analysis of the position of atmospheric science in framework of curricula in educational systems of European countries as well as in more general sense, the

  4. From established science to class room science, or how to take into account didactic activity in the history of science

    Directory of Open Access Journals (Sweden)

    Bruno Belhoste

    2012-02-01

    Full Text Available This paper deals with the relationship between science and education in historiography, questioning the separation between the two activities, and highlighting the role of education to scientific activity. First, it distinguishes the largely accepted needs of historical contextualization from the epistemological problem, related to the place of history education in the history of science. It defends that the history of science education is not foreign to the history of science. It criticizes Chevallard’s notion of didactic transposition for reinforcing the gap between scientific knowledge and teaching knowledge. Finally, it argues that the sciences are in permanent reconstruction and that scientific knowledge is not tied to socio-cultural contexts from which it emerged.

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

    Science.gov (United States)

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

    2004-12-01

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

  6. Philosophy of Education and Other Educational Sciences

    Science.gov (United States)

    Howe, Kenneth R.

    2014-01-01

    This article largely agrees with John White's characterizations of the relationships among philosophy of education, philosophy more generally, and the conventional world. It then extends what White identifies as the fundamental problem that should now be occupying philosophy of education--the irreconcilable opposition between education for…

  7. van Eijck and Roth's utilitarian science education: why the recalibration of science and traditional ecological knowledge invokes multiple perspectives to protect science education from being exclusive

    Science.gov (United States)

    Mueller, Michael P.; Tippins, Deborah J.

    2010-12-01

    This article is a philosophical analysis of van Eijck and Roth's (2007) claim that science and traditional ecological knowledge (TEK) should be recalibrated because they are incommensurate, particular to the local contexts in which they are practical. In this view, science maintains an incommensurate status as if it is a "fundamental" basis for the relative comparison of other cultural knowledges, which reduces traditional knowledge to a status of in relation to the prioritized (higher)-status of natural sciences. van Eijck and Roth reject epistemological Truth as a way of thinking about sciences in science education. Rather they adopt a utilitarian perspective of cultural-historical activity theory to demonstrate when traditional knowledge is considered science and when it is not considered science, for the purposes of evaluating what should be included in U.S. science education curricula. There are several challenges for evaluating what should be included in science education when traditional knowledges and sciences are considered in light of a utilitarian analysis. Science as diverse, either practically local or theoretically abstract, is highly uncertain, which provides opportunities for multiple perspectives to enlarge and protect the natural sciences from exclusivity. In this response to van Eijck and Roth, we make the case for considering dialectical relationships between science and TEK in order to ensure cultural diversity in science education, as a paradigm. We also emphasize the need to (re)dissolve the hierarchies and dualisms that may emerge when science is elevated in status in comparison with other knowledges. We conclude with a modification to van Eijck and Roth's perspective by recommending a guiding principle of cultural diversity in science education as a way to make curriculum choices. We envision this principle can be applied when evaluating science curricula worldwide.

  8. A Model for Effective Professional Development of Formal Science Educators

    Science.gov (United States)

    Bleacher, L. V.; Jones, A. J. P.; Farrell, W. M.

    2015-01-01

    The Lunar Workshops for Educators (LWE) series was developed by the Lunar Reconnaissance Orbiter (LRO) education team in 2010 to provide professional development on lunar science and exploration concepts for grades 6-9 science teachers. Over 300 educators have been trained to date. The LWE model incorporates best practices from pedagogical research of science education, thoughtful integration of scientists and engineer subject matter experts for both content presentations and informal networking with educators, access to NASA-unique facilities, hands-on and data-rich activities aligned with education standards, exposure to the practice of science, tools for addressing common misconceptions, follow-up with participants, and extensive evaluation. Evaluation of the LWE model via pre- and post-assessments, daily workshop surveys, and follow-up surveys at 6-month and 1-year intervals indicate that the LWE are extremely effective in increasing educators' content knowledge, confidence in incorporating content into the classroom, understanding of the practice of science, and ability to address common student misconceptions. In order to address the efficacy of the LWE model for other science content areas, the Dynamic Response of Environments at Asteroids, the Moon, and moons of Mars (DREAM2) education team, funded by NASA's Solar System Exploration Research Virtual Institute, developed and ran a pilot workshop called Dream2Explore at NASA's Goddard Space Flight Center in June, 2015. Dream2Explore utilized the LWE model, but incorporated content related to the science and exploration of asteroids and the moons of Mars. Evaluation results indicate that the LWE model was effectively used for educator professional development on non-lunar content. We will present more detail on the LWE model, evaluation results from the Dream2Explore pilot workshop, and suggestions for the application of the model with other science content for robust educator professional development.

  9. A Model for Effective Professional Development of Formal Science Educators

    Science.gov (United States)

    Bleacher, L.; Jones, A. P.; Farrell, W. M.

    2015-12-01

    The Lunar Workshops for Educators (LWE) series was developed by the Lunar Reconnaissance Orbiter (LRO) education team in 2010 to provide professional development on lunar science and exploration concepts for grades 6-9 science teachers. Over 300 educators have been trained to date. The LWE model incorporates best practices from pedagogical research of science education, thoughtful integration of scientists and engineer subject matter experts for both content presentations and informal networking with educators, access to NASA-unique facilities, hands-on and data-rich activities aligned with education standards, exposure to the practice of science, tools for addressing common misconceptions, follow-up with participants, and extensive evaluation. Evaluation of the LWE model via pre- and post-assessments, daily workshop surveys, and follow-up surveys at 6-month and 1-year intervals indicate that the LWE are extremely effective in increasing educators' content knowledge, confidence in incorporating content into the classroom, understanding of the practice of science, and ability to address common student misconceptions. In order to address the efficacy of the LWE model for other science content areas, the Dynamic Response of Environments at Asteroids, the Moon, and moons of Mars (DREAM2) education team, funded by NASA's Solar System Exploration Research Virtual Institute, developed and ran a pilot workshop called Dream2Explore at NASA's Goddard Space Flight Center in June, 2015. Dream2Explore utilized the LWE model, but incorporated content related to the science and exploration of asteroids and the moons of Mars. Evaluation results indicate that the LWE model was effectively used for educator professional development on non-lunar content. We will present more detail on the LWE model, evaluation results from the Dream2Explore pilot workshop, and suggestions for the application of the model with other science content for robust educator professional development.

  10. Register of Education and Training Activities in Librarianship, Information Science and Archives = Inventaire des activites de formation dans le domaine de la bibliotheconomie, des sciences de l'information et de l'archivistique = Inventario de las actividades de formacion en la esfera de la bibliotecologia, las ciencias de la informacion y la archivologia.

    Science.gov (United States)

    de Grolier, Eric, Comp.

    This register provides information on information science, librarianship, documentation, and archival science training activities conducted outside regular university courses organized by specialized schools. Based on a December 1980 UNESCO questionnaire survey, the register includes seminars, refresher courses, continuing education courses, and…

  11. An Ecology of Science Education.

    Science.gov (United States)

    Aubusson, Peter

    2002-01-01

    Reports on a 15-month study of attempted innovation in school science. The teachers in an Australian secondary school were attempting to introduce a constructivist approach to their teaching of science. Uses a method of analysis in which the school science system is mapped against an ecosystem. (Author/MM)

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

    Science.gov (United States)

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

    2010-01-01

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

  13. Current Status of Regulatory Science Education in Faculties of Pharmaceutical Science in Japan.

    Science.gov (United States)

    Tohkin, Masahiro

    2017-01-01

    I introduce the current pharmaceutical education system in Japan, focusing on regulatory science. University schools or faculties of pharmaceutical science in Japan offer two courses: a six-year course for pharmacists and a four-year course for scientists and technicians. Students in the six-year pharmaceutical course receive training in hospitals and pharmacies during their fifth year, and those in the four-year life science course start research activities during their third year. The current model core curriculum for pharmaceutical education requires them to "explain the necessity and significance of regulatory science" as a specific behavior object. This means that pharmacists should understand the significance of "regulatory science", which will lead to the proper use of pharmaceuticals in clinical practice. Most regulatory science laboratories are in the university schools or faculties of pharmaceutical sciences; however, there are too few to conduct regulatory science education. There are many problems in regulatory science education, and I hope that those problems will be resolved not only by university-based regulatory science researchers but also by those from the pharmaceutical industry and regulatory authorities.

  14. PHYSICAL EDUCATION BETWEEN ART AND SCIENCE

    Directory of Open Access Journals (Sweden)

    Goran Šekeljić

    2011-08-01

    Full Text Available Physical Education has its own definition inside the system of anthropomorphological sciences. But, there is a question whether it is possible to explain the phenomenon of physical education only inside of the system of abstrct atitudes based on an objective observation of reality or it is (at least some of its parts are an activity which has for an object the stimulation of human senses, mind or spirit. In this essey we discuss, in a very subjective way, the matter which concerns the culture in order to define the position of physical education inside the art system. The word "art" can relate to the variety of subjects, feelings or activities. Because of it, the fragments of art can be defined as creative interpretations of indefinite concepts or ideas. Having in mind the fact that in a world of art it is not possible to define standards that determine the art itself, according to the criteria which are generally accepted, it is still possible to make connection between sport and art by some rational observation. This work can enter the history thanks to the initiative to accept the sport as an aspect of art

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

    Science.gov (United States)

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

    2016-01-01

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

  16. Promoting Children's Understanding And Interest In Science Through Informal Science Education

    Science.gov (United States)

    Bartley, Jessica E.; Mayhew, Laurel M.; Finkelstein, Noah D.

    2009-11-01

    We present results from the University of Colorado's Partnership for Informal Science Education in the Community (PISEC) in which university participants work in afterschool programs on inquiry-based activities with primary school children from populations typically under represented in science. This university-community partnership is designed to positively impact youth, university students, and the institutions that support them while improving children's attitudes towards and understanding of science. Children worked through circuit activities adapted from the Physics and Everyday Thinking (PET) curriculum and demonstrated increased understanding of content area as well as favorable beliefs about science.

  17. Global reproduction and transformation of science education

    Science.gov (United States)

    Tobin, Kenneth

    2011-03-01

    Neoliberalism has spread globally and operates hegemonically in many fields, including science education. I use historical auto/ethnography to examine global referents that have mediated the production of contemporary science education to explore how the roles of teachers and learners are related to macrostructures such as neoliberalism and derivative sensibilities, including standards, competition, and accountability systems, that mediate enacted curricula. I investigate these referents in relation to science education in two geographically and temporally discrete contexts Western Australia in the 1960s and 1970s and more recently in an inner city high school in the US. In so doing I problematize some of the taken for granted aspects of science education, including holding teachers responsible for establishing and maintaining control over students, emphasizing competition between individuals and between collectives such as schools, school districts and countries, and holding teachers and school leaders accountable for student achievement.

  18. Nanoscale science and nanotechnology education in Africa ...

    African Journals Online (AJOL)

    Nanoscale science and nanotechnology education in Africa: importance and ... field with its footing in chemistry, physics, molecular biology and engineering. ... career/business/development opportunities, risks and policy challenges that would ...

  19. Engineering and science education for nuclear power

    International Nuclear Information System (INIS)

    1986-01-01

    The Guidebook contains detailed information on curricula which would provide the professional technical education qualifications which have been established for nuclear power programme personnel. The core of the Guidebook consists of model curricula in engineering and science, including relevant practical work. Curricula are provided for specialization, undergraduate, and postgraduate programmes in nuclear-oriented mechanical, chemical, electrical, and electronics engineering, as well as nuclear engineering and radiation health physics. Basic nuclear science and engineering laboratory work is presented together with a list of basic experiments and the nuclear equipment needed to perform them. Useful measures for implementing and improving engineering and science education and training capabilities for nuclear power personnel are presented. Valuable information on the national experiences of IAEA Member States in engineering and science education for nuclear power, as well as examples of such education from various Member States, have been included

  20. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 21; Issue 3. Issue front ... Metabolic Engineering: Biological Art of Producing Useful Chemicals · Ram Kulkarni ... General Article. Is Calculus a Failure in Cryptography?

  1. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 5; Issue 9 ... Atmosphere and Oceans: Evidence from Geological Records - Evolution of the Early Oceans ... Quantum Computing - Building Blocks of a Quantum Computer.

  2. Reforming Science Education: Part II. Utilizing Kieran Egan's Educational Metatheory

    Science.gov (United States)

    Schulz, Roland M.

    2009-04-01

    This paper is the second of two parts and continues the conversation which had called for a shift in the conceptual focus of science education towards philosophy of education, with the requirement to develop a discipline-specific “philosophy” of science education. In Part I, conflicting conceptions of science literacy were identified with disparate “visions” tied to competing research programs as well as school-based curricular paradigms. The impasse in the goals of science education and thereto, the contending views of science literacy, were themselves associated with three underlying fundamental aims of education (knowledge-itself; personal development; socialization) which, it was argued, usually undercut the potential of each other. During periods of “crisis-talk” and throughout science educational history these three aims have repeatedly attempted to assert themselves. The inability of science education research to affect long-term change in classrooms was correlated not only to the failure to reach a consensus on the aims (due to competing programs and to the educational ideologies of their social groups), but especially to the failure of developing true educational theories (largely neglected since Hirst). Such theories, especially metatheories, could serve to reinforce science education’s growing sense of academic autonomy and independence from socio-economic demands. In Part II, I offer as a suggestion Egan’s cultural-linguistic theory as a metatheory to help resolve the impasse. I hope to make reformers familiar with his important ideas in general, and more specifically, to show how they can complement HPS rationales and reinforce the work of those researchers who have emphasized the value of narrative in learning science.

  3. Engaging Latino audiences in informal science education

    Science.gov (United States)

    Bonfield, Susan B.

    Environment for the Americas (EFTA), a non-profit organization, developed a four-year research project to establish a baseline for Latino participation and to identify practical tools that would enable educators to overcome barriers to Latino participation in informal science education (ISE). Its national scope and broad suite of governmental and non-governmental, Latino and non-Latino partners ensured that surveys and interviews conducted in Latino communities reflected the cosmopolitan nature of the factors that influence participation in ISE programs. Information about economic and education levels, country of origin, language, length of residence in the US, and perceptions of natural areas combined with existing demographic information at six study sites and one control site provided a broader understanding of Latino communities. The project team's ability to work effectively in these communities was strengthened by the involvement of native, Spanish-speaking Latino interns in the National Park Service's Park Flight Migratory Bird Program. The project also went beyond data gathering by identifying key measures to improve participation in ISE and implementing these measures at established informal science education programs, such as International Migratory Bird Day, to determine effectiveness. The goals of Engaging Latino Audiences in Informal Science Education (ISE) were to 1) identify and reduce the barriers to Latino participation in informal science education; 2) provide effective tools to assist educators in connecting Latino families with science education, and 3) broadly disseminate these tools to agencies and organizations challenged to engage this audience in informal science education (ISE). The results answer questions and provide solutions to a challenge experienced by parks, refuges, nature centers, and other informal science education sites across the US. Key findings from this research documented low participation rates in ISE by Latinos, and that

  4. Training Informal Educators Provides Leverage for Space Science Education and Public Outreach

    Science.gov (United States)

    Allen, J. S.; Tobola, K. W.; Betrue, R.

    2004-01-01

    How do we reach the public with the exciting story of Solar System Exploration? How do we encourage girls to think about careers in science, math, engineering and technology? Why should NASA scientists make an effort to reach the public and informal education settings to tell the Solar System Exploration story? These are questions that the Solar System Exploration Forum, a part of the NASA Office of Space Science Education (SSE) and Public Outreach network, has tackled over the past few years. The SSE Forum is a group of education teams and scientists who work to share the excitement of solar system exploration with colleagues, formal educators, and informal educators like museums and youth groups. One major area of the SSE Forum outreach supports the training of Girl Scouts of the USA (GS) leaders and trainers in a suite of activities that reflect NASA missions and science research. Youth groups like Girl Scouts structure their activities as informal education.

  5. Innovations in Undergraduate Science Education: Going Viral

    OpenAIRE

    Hatfull, Graham F.

    2015-01-01

    Bacteriophage discovery and genomics provides a powerful and effective platform for integrating missions in research and education. Implementation of the Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) program facilitates a broad impact by including a diverse array of schools, faculty, and students. The program generates new insights into the diversity and evolution of the bacteriophage population and presents a model for introducing first-yea...

  6. General Atomics Sciences Education Foundation Outreach Programs

    Science.gov (United States)

    Winter, Patricia S.

    1997-11-01

    Scientific literacy for all students is a national goal. The General Atomics (GA) Foundation Outreach Program is committed to playing a major role in enhancing pre-college education in science, engineering and new technologies. GA has received wide recognition for its Sciences Education Program, a volunteer effort of GA employees and San Diego science teachers. GA teacher/scientist teams have developed inquiry-based education modules and associated workshops based on areas of core competency at GA: Fusion -- Energy of the Stars; Explorations in Materials Science; Portrait of an Atom; DNA Technology. [http://www.sci-ed-ga.org]. Workshops [teachers receive printed materials and laboratory kits for ``hands-on" modules] have been presented for 700+ teachers from 200+ area schools. Additional workshops include: University of Denver for Denver Public Schools; National Educators Workshop; Standard Experiments in Engineering Materials; Update '96 in Los Alamos; Newspapers in Education Workshop (LA Times); American Chemical Society Regional/National meetings, and California Science Teachers Association Conference. Other outreach includes High School Science Day, school partnerships, teacher and student mentoring and the San Diego Science Alliance [http://www.sdsa.org].

  7. Science Education in a Secular Age

    Science.gov (United States)

    Long, David E.

    2013-01-01

    A college science education instructor tells his students he rejects evolution. What should we think? The scene unfolds in one of the largest urban centers in the world. If we are surprised, why? Expanding on Federica Raia's (2012) first-hand experience with this scenario, I broaden her discussion by considering the complexity of science education…

  8. Pseudoscience, the Paranormal, and Science Education.

    Science.gov (United States)

    Martin, Michael

    1994-01-01

    Given the widespread acceptance of pseudoscientific and paranormal beliefs, this article suggests that science educators need to seriously consider the problem of how these beliefs can be combated. Proposes teaching science students to critically evaluate the claims of pseudoscience and the paranormal. (LZ)

  9. Education sciences, schooling, and abjection: recognizing ...

    African Journals Online (AJOL)

    people to that future. The double gestures continue in contemporary school reform and its sciences. ... understand their different cultural theses about cosmopolitan modes of life and the child cast out as different and ... Keywords: educational sciences; history of present; politics of schooling; reform; social inclusion/exclusion

  10. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 21; Issue 11. Issue front cover thumbnail Issue back cover thumbnail. Volume 21, Issue 11. November 2016, pages 965-1062. pp 965-966 Editorial. Editorial · More Details Abstract Fulltext PDF. pp 967-967 Science Smiles ... pp 971-983 General Article.

  11. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 22; Issue 11. Issue front cover thumbnail Issue ... pp 985-1006 General Article. The Ziegler Catalysts: Serendipity or .... Science Academies' Summer Research Fellowship Programme for Students and Teachers - 2018 · More Details Abstract Fulltext PDF.

  12. Science as Myth in Physical Education.

    Science.gov (United States)

    Kirk, David

    Scientization is a process that refers to the mythologies that are generated around the practices of working scientists. This paper discusses how science works on popular consciousness and how particular occupational groups use science to legitimatize their discipline, specifically in physical education. Two examples are presented to illustrate…

  13. Is Museum Education "Rocket Science"?

    Science.gov (United States)

    Dragotto, Erin; Minerva, Christine; Nichols, Michelle

    2006-01-01

    The field of museum education has advanced and adapted over the years to meet the changing needs of audiences as determined by new research, national policy, and international events. Educators from Chicago's Adler Planetarium & Astronomy Museum provide insight into a (somewhat) typical museum education department, especially geared for readers…

  14. International Science Olympiad participants' experiences and perceptions on private education

    Science.gov (United States)

    Park, Kyeong jin; Ryu, Chun-Ryol; Choi, Jinsu

    2016-04-01

    The International Science Olympiad is an international intellectual olympic in which students, aging under 20 and who have not entered university, compete using their creative problem solving skills in the field of science. Many nations participate in the Olympiad with great interest, for this competition is a global youth science contest which is also used to measure national basic science levels. However in Korea, benefits for Olympiad participants were reduced because issues were risen that the Olympiad could intensify private education. This resulted in a continuous decrease in the number of applicants, bringing national competitiveness deterioration to concern. Therefore in this study, we identified the problems by analyzing the actual conditions of Olympiad participants' private education, and sought support plans to activate Olympiad participation. For this use, we conducted a survey of 367 summer school and winter school acceptees in 9 branches. 68.9% of the students were preparing for the Olympiad by private education, and the highest percentage answered that their private education expenses were an average of 3~5 million won. Olympiad preparation took up 30~50% of all private education, showing that private education greatly influences the preparing processes for the Olympiad. Meanwhile the participants perceived that in order to reduce Olympiad-related private education, the following should be implemented priority: supply of free high-quality on-line education materials, and easy access to Olympiad related information. It was also suggested that the most effective and needed education methods were school olympiad preparation classes, on-line education expansion, and special lectures and mentoring from olympiad-experienced senior representatives. Additionally, as methods to activate Olympiad participation, it was thought that award records should be allowed to be used in college applications by enabling award records into student records and special

  15. Science Education on the Internet: Conference for Developers of OnLine Curricula ''Learning Strategies for Science Education Websites''; FINAL

    International Nuclear Information System (INIS)

    Gesteland, Raymond F.; Dart, Dorothy S.; Logan, Jennifer; Stark, Louisa

    2000-01-01

    Internet-based science education programs are coming of age. Educators now look seriously to the Internet as a source of accessible classroom materials, and they are finding many high-quality online science programs. Beyond providing solid curriculum, these programs have many advantages. They provide materials that are far more current than what textbooks offer and are more accessible to disadvantaged and rural population. Students can engage in inquiry-based learning online through interactive and virtual activities, accessing databases, tracking nature occurrences in real time, joining online science communities and conversing with scientists

  16. Scientists and Science Education: Working at the Interface

    Science.gov (United States)

    DeVore, E. K.

    2004-05-01

    "Are we alone?" "Where did we come from?" "What is our future?" These questions lie at the juncture of astronomy and biology: astrobiology. It is intrinsically interdisciplinary in its study of the origin, evolution and future of life on Earth and beyond. The fundamental concepts of origin and evolution--of both living and non-living systems--are central to astrobiology, and provide powerful themes for unifying science teaching, learning, and appreciation in classrooms and laboratories, museums and science centers, and homes. Research scientists play a key role in communicating the nature of science and joy of scientific discovery with the public. Communicating the scientific discoveries with the public brings together diverse professionals: research scientists, graduate and undergraduate faculty, educators, journalists, media producers, web designers, publishers and others. Working with these science communicators, research scientists share their discoveries through teaching, popular articles, lectures, broadcast and print media, electronic publication, and developing materials for formal and informal education such as textbooks, museum exhibits and documentary television. There's lots of activity in science communication. Yet, the NSF and NASA have both identified science education as needing improvement. The quality of schools and the preparation of teachers receive national attention via "No Child Left Behind" requirements. The number of students headed toward careers in science, technology, engineering and mathematics (STEM) is not sufficient to meet national needs. How can the research community make a difference? What role can research scientists fulfill in improving STEM education? This talk will discuss the interface between research scientists and science educators to explore effective roles for scientists in science education partnerships. Astronomy and astrobiology education and outreach projects, materials, and programs will provide the context for

  17. Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach

    NARCIS (Netherlands)

    Bidarra, José; Rusman, Ellen

    2017-01-01

    This paper proposes a design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The development of this design framework started as a response to complex

  18. Building Future Directions for Teacher Learning in Science Education

    Science.gov (United States)

    Smith, Kathy; Lindsay, Simon

    2016-04-01

    In 2013, as part of a process to renew an overall sector vision for science education, Catholic Education Melbourne (CEM) undertook a review of its existing teacher in-service professional development programs in science. This review led to some data analysis being conducted in relation to two of these programs where participant teachers were positioned as active learners undertaking critical reflection in relation to their science teaching practice. The conditions in these programs encouraged teachers to notice critical aspects of their teaching practice. The analysis illustrates that as teachers worked in this way, their understandings about effective science pedagogy began to shift, in particular, teachers recognised how their thinking not only influenced their professional practice but also ultimately shaped the quality of their students' learning. The data from these programs delivers compelling evidence of the learning experience from a teacher perspective. This article explores the impact of this experience on teacher thinking about the relationship between pedagogical choices and quality learning in science. The findings highlight that purposeful, teacher-centred in-service professional learning can significantly contribute to enabling teachers to think differently about science teaching and learning and ultimately become confident pedagogical leaders in science. The future of quality school-based science education therefore relies on a new vision for teacher professional learning, where practice explicitly recognises, values and attends to teachers as professionals and supports them to articulate and share the professional knowledge they have about effective science teaching practice.

  19. Enrichment of Science Education Using Real-time Data Streams

    Science.gov (United States)

    McDonnell, J. M.; de Luca, M. P.

    2002-12-01

    For the past six years, Rutgers Marine and Coastal Sciences (RMCS) has capitalized on human interest and fascination with the ocean by using the marine environment as an entry point to develop interest and capability in understanding science. This natural interest has been used as a springboard to encourage educators and their students to use the marine environment as a focal point to develop basic skills in reading, writing, math, problem-solving, and critical thinking. With the selection of model science programs and the development of collaborative school projects and Internet connections, RMCS has provided a common ground for scientists and educators to create interesting and meaningful science learning experiences for classroom application. Student exposure to the nature of scientific inquiry also prepares them to be informed decision-makers and citizens. Technology serves as an educational tool, and its usefulness is determined by the quality of the curriculum content and instructional strategy it helps to employ. In light of this, educational issues such as curriculum reform, professional development, assessment, and equity must be addressed as they relate to technology. Efforts have been made by a number of organizations to use technology to bring ocean science education into the K-12 classroom. RMCS has used he Internet to increase (1) communication and collaboration among students and teacher, (2) the range of resources available to students, and (3) opportunities for students and educators to present their ideas and opinions. Technology-based educational activities will be described.

  20. Fermilab Friends for Science Education | Board Tools

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Board Tools Testimonials Our Donors Board of Directors Board Tools Calendar Join Us Donate Now Get FermiGear! Education FFSE Scholarship Tools Google Drive Join Us/Renew Membership Forms: Online - Print Support Us Donation

  1. Fermilab Friends for Science Education | Calendar

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Calendar Directors Board Tools Calendar Join Us Donate Now Get FermiGear! Education Office Search Programs Calendar Join Us/Renew Membership Forms: Online - Print Support Us Donation Forms: Online - Print Tree of

  2. Fermilab Friends for Science Education | Mission

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Mission Directors Board Tools Calendar Join Us Donate Now Get FermiGear! Education Office Search Programs Calendar Join Us/Renew Membership Forms: Online - Print Support Us Donation Forms: Online - Print Tree of

  3. Changing the science education paradigm: from teaching facts to engaging the intellect: Science Education Colloquia Series, Spring 2011.

    Science.gov (United States)

    Fischer, Caleb Nathaniel

    2011-09-01

    Dr. Jo Handelsman, Howard Hughes Medical Institute Professor in the Department of Molecular, Cellular and Developmental Biology at Yale University, is a long-time devotee of scientific teaching, receiving this year's Presidential Award for Science Mentoring. She gave a seminar entitled "What is Scientific Teaching? The Changing Landscape of Science Education" as a part of the Scientific Education Colloquia Series in spring 2011. After dissecting what is wrong with the status quo of American scientific education, several ideological and practical changes are proposed, including active learning, regular assessment, diversity, and mentorship. Copyright © 2011.

  4. Young children's imagination in science education and education for sustainability

    Science.gov (United States)

    Caiman, Cecilia; Lundegård, Iann

    2017-09-01

    This research is concerned with how children's processes of imagination, situated in cultural and social practices, come into play when they invent, anticipate, and explore a problem that is important to them. To enhance our understanding of young children's learning and meaning-making related to science and sustainability, research that investigates children's use of imagination is valuable. The specific aim of this paper is to empirically scrutinize how children's imaginations emerge, develop, and impact their experiences in science. We approach imagination as a situated, open, and unscripted act that emerges within transactions. This empirical study was conducted in a Swedish pre-school, and the data was collected `in between' a science inquiry activity and lunchtime. We gathered specific video-sequences wherein the children, lived through the process of imagination, invented a problem together and produced something new. Our analysis showed that imagination has a great significance when children provide different solutions which may be useful in the future to sustainability-related problems. If the purpose of an educational experience in some way supports children's imaginative flow, then practicing an open, listening approach becomes vital. Thus, by encouraging children to explore their concerns and questions related to sustainability issues more thoroughly without incautious recommendations or suggestions from adults, the process of imagination might flourish.

  5. Analyzing Science Activities in Force and Motion Concepts: A Design of an Immersion Unit

    Science.gov (United States)

    Ayar, Mehmet C.; Aydeniz, Mehmet; Yalvac, Bugrahan

    2015-01-01

    In this paper, we analyze the science activities offered at 7th grade in the Turkish science and technology curriculum along with addressing the curriculum's original intent. We refer to several science education researchers' ideas, including Chinn & Malhotra's (Science Education, 86:175--218, 2002) theoretical framework and Edelson's (1998)…

  6. Teaching Interdisciplinary Engineering and Science Educations

    DEFF Research Database (Denmark)

    Kofoed, Lise B.; S. Stachowicz, Marian

    2014-01-01

    In this paper we study the challenges for the involved teachers who plan and implement interdisciplinary educations. They are confronted with challenges regarding their understanding of using known disciplines in a new interdisciplinary way and see the possibilities of integrating disciplines when...... creating new knowledge. We will address the challenges by defining the term interdisciplinary in connection with education, and using the Problem Based Learning educational approach and experience from the engineering and science educational areas to find the obstacles. Two cases based on interdisciplinary...... and understand how different expertise can contribute to an interdisciplinary education....

  7. Resonance journal of science education

    Indian Academy of Sciences (India)

    IAS Admin

    347 Impact of Theoretical Chemistry on Chemical and. Biological Sciences. Chemistry Nobel Prize – 2013. Saraswathi Vishveshwara. SERIES ARTICLES. 368 Ecology: From Individuals to Collectives. A Physicist's Perspective on Ecology. Vishwesha Guttal. 310. 368 ...

  8. Simulations as Scaffolds in Science Education

    DEFF Research Database (Denmark)

    Renken, Maggie; Peffer, Melanie; Otrel-Cass, Kathrin

    This book outlines key issues for addressing the grand challenges posed to educators, developers, and researchers interested in the intersection of simulations and science education. To achieve this, the authors explore the use of computer simulations as instructional scaffolds that provide...... strategies and support when students are faced with the need to acquire new skills or knowledge. The monograph aims to provide insight into what research has reported on navigating the complex process of inquiry- and problem-based science education and whether computer simulations as instructional scaffolds...

  9. Plagiarism challenges at Ukrainian science and education

    Directory of Open Access Journals (Sweden)

    Denys Svyrydenko

    2016-12-01

    Full Text Available The article analyzes the types and severity of plagiarism violations at the modern educational and scientific spheres using the philosophic methodological approaches. The author analyzes Ukrainian context as well as global one and tries to formulate "order of the day" of plagiarism challenges. The plagiarism phenomenon is intuitively comprehensible for academicians but in reality it has a very complex nature and a lot of manifestation. Using approaches of ethics, philosophical anthropology, philosophy of science and education author formulates the series of recommendation for overcoming of plagiarism challenges at Ukrainian science and education.

  10. Modern Romanian Library Science Education

    OpenAIRE

    Elena Tîrziman

    2015-01-01

    Library and Information Science celebrates 25 years of modern existence. An analysis of this period shows a permanent modernisation of this subject and its synchronisation with European realities at both teaching and research levels. The evolution of this subject is determined by the dynamics of the field, the quick evolution of the information and documenting trades in close relationship with science progress and information technologies. This major ensures academic training (Bachelor, Maste...

  11. 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.

  12. Supporting new science teachers in pursuing socially just science education

    Science.gov (United States)

    Ruggirello, Rachel; Flohr, Linda

    2017-10-01

    This forum explores contradictions that arose within the partnership between Teach for America (TFA) and a university teacher education program. TFA is an alternate route teacher preparation program that places individuals into K-12 classrooms in low-income school districts after participating in an intense summer training program and provides them with ongoing support. This forum is a conversation about the challenges we faced as new science teachers in the TFA program and in the Peace Corps program. We both entered the teaching field with science degrees and very little formal education in science education. In these programs we worked in a community very different from the one we had experienced as students. These experiences allow us to address many of the issues that were discussed in the original paper, namely teaching in an unfamiliar community amid challenges that many teachers face in the first few years of teaching. We consider how these challenges may be amplified for teachers who come to teaching through an alternate route and may not have as much pedagogical training as a more traditional teacher education program provides. The forum expands on the ideas presented in the original paper to consider the importance of perspectives on socially just science education. There is often a disconnect between what is taught in teacher education programs and what teachers actually experience in urban classrooms and this can be amplified when the training received through alternate route provides a different framework as well. This forum urges universities and alternate route programs to continue to find ways to authentically partner using practical strategies that bring together the philosophies and goals of all stakeholders in order to better prepare teachers to partner with their students to achieve their science learning goals.

  13. Emerging areas of science: Recommendations for Nursing Science Education from the Council for the Advancement of Nursing Science Idea Festival.

    Science.gov (United States)

    Henly, Susan J; McCarthy, Donna O; Wyman, Jean F; Heitkemper, Margaret M; Redeker, Nancy S; Titler, Marita G; McCarthy, Ann Marie; Stone, Patricia W; Moore, Shirley M; Alt-White, Anna C; Conley, Yvette P; Dunbar-Jacob, Jacqueline

    2015-01-01

    The Council for the Advancement of Nursing Science aims to "facilitate and recognize life-long nursing science career development" as an important part of its mission. In light of fast-paced advances in science and technology that are inspiring new questions and methods of investigation in the health sciences, the Council for the Advancement of Nursing Science convened the Idea Festival for Nursing Science Education and appointed the Idea Festival Advisory Committee (IFAC) to stimulate dialogue about linking PhD education with a renewed vision for preparation of the next generation of nursing scientists. Building on the 2005 National Research Council report Advancing The Nation's Health Needs and the 2010 American Association of Colleges of Nursing Position Statement on the Research-Focused Doctorate Pathways to Excellence, the IFAC specifically addressed the capacity of PhD programs to prepare nursing scientists to conduct cutting-edge research in the following key emerging and priority areas of health sciences research: omics and the microbiome; health behavior, behavior change, and biobehavioral science; patient-reported outcomes; big data, e-science, and informatics; quantitative sciences; translation science; and health economics. The purpose of this article is to (a) describe IFAC activities, (b) summarize 2014 discussions hosted as part of the Idea Festival, and (c) present IFAC recommendations for incorporating these emerging areas of science and technology into research-focused doctoral programs committed to preparing graduates for lifelong, competitive careers in nursing science. The recommendations address clearer articulation of program focus areas; inclusion of foundational knowledge in emerging areas of science in core courses on nursing science and research methods; faculty composition; prerequisite student knowledge and skills; and in-depth, interdisciplinary training in supporting area of science content and methods. Copyright © 2015 Elsevier Inc

  14. 75 FR 13265 - National Board for Education Sciences

    Science.gov (United States)

    2010-03-19

    ... DEPARTMENT OF EDUCATION National Board for Education Sciences AGENCY: Institute of Education Sciences, Department of Education. ACTION: Notice of an open meeting. SUMMARY: This notice sets forth the schedule and proposed agenda of an upcoming meeting of the National Board for Education Sciences. The...

  15. 75 FR 53280 - National Board for Education Sciences

    Science.gov (United States)

    2010-08-31

    ... DEPARTMENT OF EDUCATION National Board for Education Sciences AGENCY: Department of Education, Institute of Education Sciences. ACTION: Notice of an open meeting. SUMMARY: This notice sets forth the schedule and proposed agenda of an upcoming meeting of the National Board for Education Sciences. The...

  16. Analysis of Instructional Support Elements for an Online, Educational Simulation on Active Listening for Women Graduate Students in Science and Engineering

    Science.gov (United States)

    Bernstein, Bianca L.; Bekki, Jennifer M.; Wilkins, Kerrie G.; Harrison, Caroline J.

    2016-01-01

    Strong interpersonal communication skills (ICS) are critical for educational and career success, but effective and widely accessible training systems are not available. This paper describes a 2 × 2 × 2 experimental study of an online, educational simulation for practice with the ICS of active listening. The simulation was customized for women…

  17. Science Education and Education for Citizenship and Sustainable Development

    Science.gov (United States)

    Johnston, Ronald

    2011-01-01

    In the United Kingdom (UK) and Europe, the need for education for sustainable development and global citizenship has recently been emphasised. This emphasis has arguably found its major home in the social studies in higher education. Concurrently, there has been a decline in interest in "the sciences" as evidenced by a reduction in the…

  18. Sputnik's Impact on Science Education in America

    Science.gov (United States)

    Holbrow, Charles H.

    2007-04-01

    The launch of Sputnik, the world's first artificial Earth orbiting satellite, by the Soviet Union on October 4, 1957 was a triggering event. Before Sputnik pressure had been rising to mobilize America's intellectual resources to be more effective and useful in dealing with the Cold War. Sputnik released that pressure by stirring up a mixture of American hysteria, wounded self-esteem, fears of missile attacks, and deep questioning of the intellectual capabilities of popular democratic society and its educational system. After Sputnik the federal government took several remarkable actions: President Eisenhower established the position of Presidential Science Advisor; the House and the Senate reorganized their committee structures to focus on science policy; Congress created NASA -- the National Aeronautics and Space Agency -- and charged it to create a civilian space program; they tripled funding for the National Science Foundation to support basic research but also to improve science education and draw more young Americans into science and engineering; and they passed the National Defense Education Act which involved the federal government to an unprecedented extent with all levels of American education. I will describe some pre-Sputnik pressures to change American education, review some important effects of the subsequent changes, and talk about one major failure of change fostered by the national government.

  19. Emphasizing Morals, Values, Ethics, and Character Education in Science Education and Science Teaching

    Science.gov (United States)

    Chowdhury, Mohammad

    2016-01-01

    This article presents the rationale and arguments for the presence of morals, values, ethics and character education in science curriculum and science teaching. The author examines how rapid science and technological advancements and globalization are contributing to the complexities of social life and underpinning the importance of morals, values…

  20. The feasibility of educating trainee science teachers in issues of science and religion

    Science.gov (United States)

    Poole, Michael

    2016-06-01

    This article reflects on Roussel De Carvalho's paper `Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalized science classroom'. It then offers suggestions for making some of the ambitious goals of the science-and-religion components of the science initial teacher education project more manageable.

  1. Engineering and science education for nuclear power

    International Nuclear Information System (INIS)

    Mautner-Markhof, F.

    1988-01-01

    Experience has shown that one of the critical conditions for the successful introduction of a nuclear power programme is the availability of sufficient numbers of personnel having the required education and experience qualifications. For this reason, the introduction of nuclear power should be preceded by a thorough assessment of the relevant capabilities of the industrial and education/training infrastructures of the country involved. The IAEA assists its Member States in a variety of ways in the development of infrastructures and capabilities for engineering and science education for nuclear power. Types of assistance provided by the IAEA to Member States include: Providing information in connection with the establishment or upgrading of academic and non-academic engineering and science education programmes for nuclear power (on the basis of curricula recommended in the Agency's Guidebook on engineering and science education for nuclear power); Expert assistance in setting up or upgrading laboratories and other teaching facilities; Assessing the capabilities and interest of Member States and their institutions/organizations for technical co-operation among countries, especially developing ones, in engineering and science education, as well as its feasibility and usefulness; Preparing and conducting nuclear specialization courses (e.g. on radiation protection) in various Member States

  2. Resonance journal of science education

    Indian Academy of Sciences (India)

    IAS Admin

    232. Mahlburg's Work on Crank Functions. Ramanujan's Partitions Revisited. Nagesh Juluru and Arni S R Srinivasa Rao. REFLECTIONS. 268. The Scientific Enterprise. Science in the Modern Indian Context. V V Raman. R. R. R4. 2. 1. C r. L. R3+ rL. H. A. C. D. B. E. 244. 223. Transverse section of the ring porous wood ...

  3. Enhancing Science Education through Art

    Science.gov (United States)

    Merten, Susan

    2011-01-01

    Augmenting science with the arts is a natural combination when one considers that both scientists and artists rely on similar attitudes and values. For example, creativity is often associated with artists, but scientists also use creativity when seeking a solution to a problem or creating a new product. Curiosity is another common trait shared…

  4. Science Education and ESL Students

    Science.gov (United States)

    Allen, Heather; Park, Soonhye

    2011-01-01

    The number of students who learn English as a second language (ESL) in U.S. schools has grown significantly in the past decade. This segment of the student population increased by 56% between the 1994-95 and 2004-05 school years (NCLR 2007). As the ESL student population increases, many science teachers struggle to tailor instructional materials,…

  5. Outdoor Education and Science Achievement

    Science.gov (United States)

    Rios, José M.; Brewer, Jessica

    2014-01-01

    Elementary students have limited opportunities to learn science in an outdoor setting at school. Some suggest this is partially due to a lack of teacher efficacy teaching in an outdoor setting. Yet the research literature indicates that outdoor learning experiences develop positive environmental attitudes and can positively affect science…

  6. Resonance journal of science education

    Indian Academy of Sciences (India)

    IAS Admin

    Sketch made by Niels Bohr in 1944 to illustrate the content of his debate with Einstein on the uncertainty principle at the 6th Solvay Conference in 1930. Niels Bohr (1885–1962). Sketch by Homi Bhabha. (Courtesy: TIFR, Bombay). Front Cover. 871. Science Smiles. Ayan Guha. 876. Back Cover. 948. Classics. Biology and ...

  7. Resonance journal of science education

    Indian Academy of Sciences (India)

    IAS Admin

    (Credit: M S Pavan, IISc). Adolf von Baeyer. (1835–1917). (Illustration: Subhankar Biswas). Front Cover. Science Smiles. Ayan Guha. 488. Back Cover. Inside Back Cover. Flowering Trees. Credit: R Arun Singh, IISc. 483. REFLECTIONS. 570 Ramanujan's Circle. Inspirors, Patrons and Mentors. Utpal Mukhopadhyay. 489.

  8. Primary Science Education in China

    Science.gov (United States)

    Pook, Gayle

    2013-01-01

    Consider the extent to which primary science teaching has evolved since it became a core subject in England with the introduction of the National Curriculum in 1988, and the pace at which theory-driven classroom practice has advanced. It is no wonder that, given the recent economic restructuring and boom in technological development in China,…

  9. Resonance journal of science education

    Indian Academy of Sciences (India)

    IAS Admin

    Refresher Course on Mountain Hydrology and. Climate Change. Science Academies' Seventy-Fifth Refresher Course in Experimental Physics. Information & Announcements. 106. 105. 108. Classics. Are we Utilizing our. Water Resources. Wisely? B P Radhakrishna. General Editorial on. Publication Ethics. 1. 93. 71.

  10. Bourdieu, Department Chairs and the Reform of Science Education

    Science.gov (United States)

    Melville, Wayne; Hardy, Ian; Bartley, Anthony

    2011-11-01

    Using the insights of the French sociologist, Pierre Bourdieu, this article considers the role of the science department chair in the reform of school science education. Using Bourdieu's 'thinking tools' of 'field', 'habitus' and 'capital', we case study the work of two teachers who both actively pursue the teaching and learning of science as inquiry. One teacher, Dan, has been a department chair since 2000, and has actively encouraged his department to embrace science as inquiry. The other teacher, Leslie, worked for one year in Dan's department before being transferred to another school where science teaching continues to be more traditional. Our work suggests that there are three crucial considerations for chairs seeking to lead the reform of science teaching within their department. The first of these is the development of a reform-minded habitus, as this appears to be foundational to the capital that can be expended in the leadership of reform. The second is an understanding of how to wield power and position in the promotion of reform. The third is the capacity to operate simultaneously and strategically within, and across, two fields; the departmental field and the larger science education field. This involves downplaying administrative logics, and foregrounding more inquiry-focused logics as a vehicle to challenge traditional science-teaching dispositions-the latter being typically dominated by concerns about curriculum 'coverage'.

  11. Science and Common Sense: Perspectives from Philosophy and Science Education

    DEFF Research Database (Denmark)

    Green, Sara

    2016-01-01

    that to clarify the relation between common sense and scientific reasoning, more attention to the cognitive aspects of learning and doing science is needed. As a step in this direction, I explore the potential for cross-fertilization between the discussions about conceptual change in science education...... knowledge, distinguished by an increase in systematicity. On the other, he argues that scientific knowledge often comes to deviate from common sense as science develops. Specifically, he argues that a departure from common sense is a price we may have to pay for increased systematicity. I argue...... and philosophy of science. Particularly, I examine debates on whether common sense intuitions facilitate or impede scientific reasoning. While arguing that these debates can balance some of the assumptions made by Hoyningen-Huene, I suggest that a more contextualized version of systematicity theory could...

  12. From Laboratories to Classrooms: Involving Scientists in Science Education

    Science.gov (United States)

    DeVore, E. K.

    2001-12-01

    Scientists play a key role in science education: the adventure of making new discoveries excites and motivates students. Yet, American science education test scores lag behind those of other industrial countries, and the call for better science, math and technology education is widespread. Thus, improving American science, math and technological literacy is a major educational goal for the NSF and NASA. Today, funding for research often carries a requirement that the scientist be actively involved in education and public outreach (E/PO) to enhance the science literacy of students, teachers and citizens. How can scientists contribute effectively to E/PO? What roles can scientists take in E/PO? And, how can this be balanced with research requirements and timelines? This talk will focus on these questions, with examples drawn from the author's projects that involve scientists in working with K-12 teacher professional development and with K-12 curriculum development and implementation. Experiences and strategies for teacher professional development in the research environment will be discussed in the context of NASA's airborne astronomy education and outreach projects: the Flight Opportunities for Science Teacher EnRichment project and the future Airborne Ambassadors Program for NASA's Stratospheric Observatory for Infrared Astronomy (SOFIA). Effective partnerships with scientists as content experts in the development of new classroom materials will be described with examples from the SETI Institute's Life in the Universe curriculum series for grades 3-9, and Voyages Through Time, an integrated high school science course. The author and the SETI Institute wish to acknowledge funding as well as scientific and technical support from the National Science Foundation, the National Aeronautics and Space Administration, the Hewlett Packard Company, the Foundation for Microbiology, and the Combined Federated Charities.

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

    Science.gov (United States)

    Lynch, Paddy P.; Strube, Paul D.

    1985-01-01

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

  14. Perceptions of STEM-based outreach activities in secondary education

    NARCIS (Netherlands)

    Vennix, J.; den Brok, P.J.; Taconis, R.

    2017-01-01

    We investigated and compared the learning environment perceptions of students, teachers and guides who participated in Science, Technology, Engineering and Mathematics (STEM)-based outreach activities in secondary education. In outreach activities, schools and teachers work together with companies

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

    Indian Academy of Sciences (India)

    Events · Annual Meetings · Mid Year Meetings · Discussion Meetings · Public Lectures · Lecture Workshops · Refresher Courses · Symposia · Live Streaming. Home; Journals; Resonance – Journal of Science Education; Volume 22; Issue 2. Understanding Active Metal Reaction Kinetis with Cu-Mg Replacement Reaction.

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 17; Issue 9 ... Keywords. Development of modern mathematics in India; rise of institutions; personalities; publication activity. Author Affiliations. S G Dani1. Department of Mathematics, Indian Institute of Technology, Bombay Powai, Mumbai 400 076, India.

  17. 77 FR 57079 - National Board for Education Sciences; Meeting

    Science.gov (United States)

    2012-09-17

    ... of Education Sciences (IES) on, among other things, the establishment of activities to be supported... in the Federal Register, in text or Adobe Portable Document Format (PDF) on the Internet at the...: The official version of this document is the document published in the Federal Register. Free Internet...

  18. Modern Romanian Library Science Education

    Directory of Open Access Journals (Sweden)

    Elena Tîrziman

    2015-01-01

    Full Text Available Library and Information Science celebrates 25 years of modern existence. An analysis of this period shows a permanent modernisation of this subject and its synchronisation with European realities at both teaching and research levels. The evolution of this subject is determined by the dynamics of the field, the quick evolution of the information and documenting trades in close relationship with science progress and information technologies. This major ensures academic training (Bachelor, Master, and Doctor and post-graduation studies and is involved in research projects relevant for the field and the labour market. Exigencies of the information-related trades and the appearance of new jobs are challenges for this academic major.

  19. Student-Centered Learning in an Earth Science, Preservice, Teacher-Education Course

    Science.gov (United States)

    Avard, Margaret

    2009-01-01

    In an effort to get elementary teachers to teach more science in the classroom, a required preservice science education course was designed to promote the use of hands-on teaching techniques. This paper describes course content and activities for an innovative, student-centered, Earth science class. However, any science-content course could be…

  20. Philosophy of Science and Education

    Science.gov (United States)

    Jung, Walter

    2012-01-01

    This is a vast and vague topic. In order to do justice to it one has to write a book or maybe more than one. For it can be understood in quite different ways and on different levels. For example you may think mainly of the historical aspect, that is how philosophy of science developed in the last hundred or so years and how its influence on…

  1. Misrecognition and science education reform

    Science.gov (United States)

    Brandt, Carol B.

    2012-09-01

    In this forum, I expand upon Teo and Osborne's discussion of teacher agency and curriculum reform. I take up and build upon their analysis to further examine one teacher's frustration in enacting an inquiry-based curriculum and his resulting accommodation of an AP curriculum. In this way I introduce the concept of misrecognition (Bourdieu and Passeron 1977) to open up new ways of thinking about science inquiry and school reform.

  2. Scale of Academic Emotion in Science Education: Development and Validation

    Science.gov (United States)

    Chiang, Wen-Wei; Liu, Chia-Ju

    2014-04-01

    Contemporary research into science education has generally been conducted from the perspective of 'conceptual change' in learning. This study sought to extend previous work by recognizing that human rationality can be influenced by the emotions generated by the learning environment and specific actions related to learning. Methods used in educational psychology were adopted to investigate the emotional experience of science students as affected by gender, teaching methods, feedback, and learning tasks. A multidisciplinary research approach combining brain activation measurement with multivariate psychological data theory was employed in the development of a questionnaire intended to reveal the academic emotions of university students in three situations: attending science class, learning scientific subjects, and problem solving. The reliability and validity of the scale was evaluated using exploratory and confirmatory factor analyses. Results revealed differences between the genders in positive-activating and positive-deactivating academic emotions in all three situations; however, these differences manifested primarily during preparation for Science tests. In addition, the emotions experienced by male students were more intense than those of female students. Finally, the negative-deactivating emotions associated with participation in Science tests were more intense than those experienced by simply studying science. This study provides a valuable tool with which to evaluate the emotional response of students to a range of educational situations.

  3. Rural science education as social justice

    Science.gov (United States)

    Eppley, Karen

    2017-03-01

    What part can science education play in the dismantling of obstacles to social justice in rural places? In this Forum contribution, I use "Learning in and about Rural Places: Connections and Tensions Between Students' Everyday Experiences and Environmental Quality Issues in their Community"(Zimmerman and Weible 2016) to explicitly position rural education as a project of social justice that seeks full participatory parity for rural citizens. Fraser's (2009) conceptualization of social justice in rural education requires attention to the just distribution of resources, the recognition of the inherent capacities of rural people, and the right to equal participation in democratic processes that lead to opportunities to make decisions affecting local, regional, and global lives. This Forum piece considers the potential of place-based science education to contribute to this project.

  4. Science education programs and plans of the U.S. Department of Energy

    International Nuclear Information System (INIS)

    Stephens, R.E.

    1990-01-01

    The Department of Energy has historically sponsored a range of university-level science education activities including summer and semester-length research appointments at DOE National Laboratories for university faculty, undergraduate and graduate students. The Department's involvement in precollege science education has significantly expanded over the past year. This talk will summarize the status of the Department's plans for university and precollege science education initiatives developed at the Berkeley Math/Science Education Action Conference held last October at the Lawrence Hall of Science and co-chaired by Dr. Glenn Seaborg and the Secretary of Energy, Admiral James Watkins

  5. The Science Camp Model based on maker movement and tinkering activity for developing concept of electricity in middle school students to meet standard evaluation of ordinary national educational test (O-NET)

    Science.gov (United States)

    Chamrat, Suthida

    2018-01-01

    The standard evaluation of Thai education relies excessively on the Ordinary National Educational Test, widely known as O-NET. However, a focus on O-Net results can lead to unsatisfactory teaching practices, especially in science subjects. Among the negative consequences, is that schools frequently engage in "cramming" practices in order to elevate their O-NET scores. Higher education, which is committed to generating and applying knowledge by socially engaged scholars, needs to take account of this situation. This research article portrays the collaboration between the faculty of education at Chiang Mai University and an educational service area to develop the model of science camp. The activities designed for the Science Camp Model were based on the Tinkering and Maker Movement. Specifically, the Science Camp Model was designed to enhance the conceptualization of electricity for Middle School Students in order to meet the standard evaluation of the Ordinary National Educational Test. The hands-on activities consisted of 5 modules which were simple electrical circuits, paper circuits, electrical measurement roleplay motor art robots and Force from Motor. The data were collected by 11 items of Electricity Socratic-based Test adapted from cumulative published O-NET tests focused on the concept of electricity concept. The qualitative data were also collected virtually via Flinga.com. The results indicated that students after participating in 5modules of science camp based on the Maker Movement and tinkering activity developed average percentage of test scores from 33.64 to 65.45. Gain score analysis using dependent t-test compared pretest and posttest mean scores. The p value was found to be statistically significant (less than 0.001). The posttest had a considerably higher mean score compared with the pretest. Qualitative data also indicated that students could explain the main concepts of electrical circuits, and the transformation of electrical energy to

  6. Future challenges in nuclear science education

    International Nuclear Information System (INIS)

    Yates, S.W.

    1993-01-01

    The role of Division of Nuclear Chemistry and Technology of the American Chemical Society in nuclear science education is reviewed, and suggestions for enhanced involvement in additional areas are presented. Possible new areas of emphasis, such as educational programs for pre-college students and non-scientific public, are discussed. Suggestions for revitalizing the position of radiochemistry laboratories in academic institutions are offered. (author) 7 refs

  7. Initial teacher education and continuing professional development for science teachers

    DEFF Research Database (Denmark)

    Dolin, Jens; Evans, Robert Harry

    2011-01-01

    Research into ways of improving the initial education and continuing professional development of science teachers is closely related to both common and unique strands. The field is complex since science teachers teach at different educational levels, are often educated in different science subjects......, and belong to various cultures, both educationally and socially. Section 1 presents a review of the research literature across these dimensions and looks at the knowledge, skills and competences needed for teaching science, specific issues within science teacher education, and strategies for educating...... and developing science teachers....

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

    Science.gov (United States)

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

    2001-05-01

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

  9. Understanding adolescent student perceptions of science education

    Science.gov (United States)

    Ebert, Ellen Kress

    This study used the Relevance of Science Education (ROSE) survey (Sjoberg & Schreiner, 2004) to examine topics of interest and perspectives of secondary science students in a large school district in the southwestern U.S. A situated learning perspective was used to frame the project. The research questions of this study focused on (a) perceptions students have about themselves and their science classroom and how these beliefs may influence their participation in the community of practice of science; (b) consideration of how a future science classroom where the curriculum is framed by the Next Generation Science Standards might foster students' beliefs and perceptions about science education and their legitimate peripheral participation in the community of practice of science; and (c) reflecting on their school science interests and perspectives, what can be inferred about students' identities as future scientists or STEM field professionals? Data were collected from 515 second year science students during a 4-week period in May of 2012 using a Web-based survey. Data were disaggregated by gender and ethnicity and analyzed descriptively and by statistical comparison between groups. Findings for Research Question 1 indicated that boys and girls showed statistically significant differences in scientific topics of interest. There were no statistical differences between ethnic groups although. For Research Question 2, it was determined that participants reported an increase in their interest when they deemed the context of the content to be personally relevant. Results for Research Question 3 showed that participants do not see themselves as youthful scientists or as becoming scientists. While participants value the importance of science in their lives and think all students should take science, they do not aspire to careers in science. Based on this study, a need for potential future work has been identified in three areas: (a) exploration of the perspectives and

  10. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 15; Issue 1. Arrows in Chemistry. Abirami Lakshminarayanan. General Article Volume 15 Issue 1 January 2010 pp 51-63. Fulltext. Click here to view fulltext PDF. Permanent link: https://www.ias.ac.in/article/fulltext/reso/015/01/0051-0063. Keywords.

  11. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 2; Issue 8. Use of Isotopes for Studying Reaction Mechanisms-Secondary Kinetic Isotope Effect. Uday Maitra J Chandrasekhar. Series Article Volume 2 Issue 8 August 1997 pp 18-25 ...

  12. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 2; Issue 12. Electrons in Condensed Matter. T V Ramakrishnan. General Article Volume 2 Issue 12 December 1997 pp 17-32. Fulltext. Click here to view fulltext PDF. Permanent link: https://www.ias.ac.in/article/fulltext/reso/002/12/0017-0032 ...

  13. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 7; Issue 10. Issue front cover thumbnail Issue back cover thumbnail. Volume 7, Issue 10. October 2002, pages 1-100. pp 1-1 Editorial. Editorial · Biman Nath · More Details Fulltext PDF. pp 2-3 Article-in-a-Box. Timoshenko: Father of Engineering ...

  14. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 3; Issue 10. Issue front cover thumbnail Issue back cover thumbnail. Volume 3, Issue 10. October 1998, pages 1-102. pp 1-2 Editorial. Editorial · N Mukunda · More Details Fulltext PDF. pp 3-5 Article-in-a-Box. From Fourier Series to Fourier Transforms.

  15. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Annual Meetings · Mid Year Meetings · Discussion Meetings · Public Lectures · Lecture Workshops · Refresher Courses · Symposia · Live Streaming. Home; Journals; Resonance – Journal of Science Education; Volume 22; Issue 12. Pythagorean Means and Carnot Machines: When Music Meets Heat. Ramandeep S Johal.

  16. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 4; Issue 1. Issue front cover thumbnail Issue back cover thumbnail. Volume 4, Issue 1. January 1999, pages 1-95. pp 1-2 Editorial. Editorial ... More Details Fulltext PDF. pp 80-88 Reflections. Some Moral and Technical Consequences of Automation.

  17. Science and Higher Education in Korea.

    Science.gov (United States)

    Lee, Sungho

    The role and contribution of academic science to national development in the Republic of Korea is discussed. After an overview on the development of the Korean system of higher education, attention is directed to the national research system and its articulation with the academic system. Consideration is given to: factors that contributed to the…

  18. New Biological Sciences, Sociology and Education

    Science.gov (United States)

    Youdell, Deborah

    2016-01-01

    Since the Human Genome Project mapped the gene sequence, new biological sciences have been generating a raft of new knowledges about the mechanisms and functions of the molecular body. One area of work that has particular potential to speak to sociology of education, is the emerging field of epigenetics. Epigenetics moves away from the mapped…

  19. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 11; Issue 8. Issue front cover thumbnail Issue back cover thumbnail. Volume 11, Issue 8. August 2006, pages 1-106. pp 1-2 Editorial. Editorial · S Mahadevan · More Details Fulltext PDF. pp 3-5 Article-in-a-Box. Sir Gilbert Thomas Walker · J Srinivasan M ...

  20. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 19; Issue 11. Issue front cover thumbnail Issue back cover thumbnail. Volume 19, Issue 11. November 2014, pages 971-1070. pp 971-971 Editorial. Editorial · K L Sebastian · More Details Fulltext PDF. pp 972-973 Article-in-a-Box. Georg Cantor ...

  1. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 14; Issue 1. Issue front cover thumbnail Issue back cover thumbnail. Volume 14, Issue 1. January 2009, pages 1-100. pp 1-2 Editorial. Editorial · S Mahadevan · More Details Fulltext PDF. pp 3-5 Article-in-a-Box. Sir James Lighthill · Renuka Ravindran.

  2. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 10; Issue 8. Issue front cover thumbnail Issue back cover thumbnail. Volume 10, Issue 8. August 2005, pages 1-105. pp 1-1 Editorial. Editorial · Priti Shankar · More Details Fulltext PDF. pp 2-3 Article-in-a-Box. Theodore von Kármán – Rocket Scientist.

  3. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 11; Issue 2. Issue front cover thumbnail Issue back cover thumbnail. Volume 11, Issue 2. February 2006, pages 1-101. pp 1-1 Editorial. Editorial · S Ramasubramanian · More Details Fulltext PDF. pp 2-3 Article-in-a-Box. David Huffman · Priti Shankar.

  4. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 17; Issue 11. Issue front cover thumbnail Issue back cover thumbnail. Volume 17, Issue 11. November 2012, pages 1019-1120. pp 1019-1019 Editorial. Editorial · Y N Srikant · More Details Fulltext PDF. pp 1022-1033 Series Article. Fascinating Organic ...

  5. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 9; Issue 10. Issue front cover thumbnail Issue back cover thumbnail. Volume 9, Issue 10. October 2004, pages 1-98. pp 1-2 Editorial. Editorial · S Mahadevan · More Details Fulltext PDF. pp 3-5 Article-in-a-Box. G. I. Taylor – An Amateur Scientist.

  6. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 2; Issue 4. Issue front cover thumbnail Issue back cover thumbnail. Volume 2, Issue 4. April 1997, pages 1-98. pp 1-1 Editorial. Editorial · N Mukunda · More Details Fulltext PDF. pp 2-3 Article-in-a-Box. The Chandrasekhar Limit · G Srinivasan.

  7. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 10; Issue 6. Issue front cover thumbnail Issue back cover thumbnail. Volume 10, Issue 6. June 2005, pages 1-98. pp 1-1 Editorial. Editorial · Jaywant H Arakeri · More Details Fulltext PDF. pp 2-5 Article-in-a-Box. Roentgen and his Rays.

  8. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 19; Issue 7. Issue front cover thumbnail Issue back cover thumbnail. Volume 19, Issue 7. July 2014, pages 585-668. pp 585-585 Editorial. Editorial · S Ranganathan · More Details Fulltext PDF. pp 586-589 Article-in-a-Box. Robert Burns Woodward ...

  9. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 19; Issue 8. Issue front cover thumbnail Issue back cover thumbnail. Volume 19, Issue 8. August 2014, pages 667-778. pp 667-667 Editorial. Editorial · K L Sebastian · More Details Fulltext PDF. pp 668-669 Table of Contents. Table of Contents.

  10. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 12; Issue 1. Issue front cover thumbnail Issue back cover thumbnail. Volume 12, Issue 1. January 2007, pages 1-96. pp 1-1 Editorial. Editorial · S Mahadevan · More Details Fulltext PDF. pp 2-3 Table of Contents. Table of Contents · More Details Fulltext ...

  11. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 19; Issue 12. Issue front cover thumbnail Issue back cover thumbnail. Volume 19, Issue 12. December 2014, pages 1069-1210. pp 1069-1070 Editorial. Editorial · T N Guru Row Angshuman Roy Choudhury · More Details Fulltext PDF. pp 1071-1073 ...

  12. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 20; Issue 7. Issue front cover thumbnail Issue back cover thumbnail. Volume 20, Issue 7. July 2015, pages 571-664. pp 571-571 Editorial. Editorial · Rajaram Nityananda · More Details Fulltext PDF. pp 572-573 Table of Contents. Table of Contents.

  13. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 7; Issue 2. Issue front cover thumbnail Issue back cover thumbnail. Volume 7, Issue 2. February 2002, pages 1-96. pp 1-1 Editorial. Editorial · Amitabh Joshi · More Details Fulltext PDF. pp 2-3 Article-in-a-Box. Claude Elwood Shannon · Priti Shankar.

  14. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 20; Issue 10. Issue front cover thumbnail Issue back cover thumbnail. Volume 20, Issue 10. October 2015, pages 863-950b. pp 863-863 Editorial. Editorial · Rajaram Nityananda · More Details Fulltext PDF. pp 864-865 Article-in-a-Box. Jan Hendrik Oort ...

  15. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 7; Issue 9. Issue front cover thumbnail Issue back cover thumbnail. Volume 7, Issue 9. September 2002, pages 1-102. pp 1-2 Editorial. Editorial · Biman Nath · More Details Fulltext PDF. pp 3-5 Article-in-a-Box. Fritz Haber · Animesh Chakravorty.

  16. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 16; Issue 2. Issue front cover thumbnail Issue back cover thumbnail. Volume 16, Issue 2. February 2011, pages 103-202. pp 103-103 Editorial. Editorial · S Mahadevan · More Details Fulltext PDF. pp 104-104 Article-in-a-Box. A Short Biography of Israel ...

  17. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 15; Issue 8. Issue front cover thumbnail Issue back cover thumbnail. Volume 15, Issue 8. August 2010, pages 681-772. pp 681-681 Editorial. Editorial · G K Ananthasuresh · More Details Fulltext PDF. pp 682-683 Table of Contents. Table of Contents.

  18. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 11; Issue 11. Issue front cover thumbnail Issue back cover thumbnail. Volume 11, Issue 11. November 2006, pages 1-98. pp 1-2 Editorial. Editorial · Renuka Ravindran · More Details Fulltext PDF. pp 3-4 Article-in-a-Box. Bernhard Riemann.

  19. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 17; Issue 10. Issue front cover thumbnail Issue back cover thumbnail. Volume 17, Issue 10. October 2012, pages 923-1020. pp 923-923 Editorial. Editorial · S Mahadevan · More Details Fulltext PDF. pp 924-925 Article-in-a-Box. S N De - An Appreciation.

  20. An Ethically Ambitious Higher Education Data Science

    Science.gov (United States)

    Stevens, Mitchell L.

    2014-01-01

    The new data sciences of education bring substantial legal, political, and ethical questions about the management of information about learners. This piece provides a synoptic view of recent scholarly discussion in this domain and calls for a proactive approach to the ethics of learning research.

  1. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Programming Languages - A Brief Review. V Rajaraman ... V Rajaraman1 2. IBM Professor of Information Technology, Jawaharlal Nehru Centre for Advanced Scientific Research, Bangalore 560012, India; Hon.Professor, Supercomputer Education & Research Centre Indian Institute of Science, Bangalore 560012, India ...

  2. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Resonance – Journal of Science Education. Current Issue : Vol. 23, Issue 4. Current Issue Volume 23 | Issue 4. April 2018. Home · Volumes & Issues · Categories · Special Issues · Search · Editorial Board · Information for Authors · Subscription ...

  3. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Keywords. Scalars; four-vectors; lorentz transformation; special relativity. ... Resonance – Journal of Science Education. Current Issue : Vol. 23, Issue 4. Current Issue Volume 23 | Issue 4. April 2018. Home · Volumes & Issues · Categories · Special Issues · Search · Editorial Board · Information for Authors · Subscription ...

  4. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 4; Issue 7. Physical Research Laboratory. P Sharma. Information and Announcements Volume 4 Issue 7 July 1999 pp 92-96. Fulltext. Click here to view fulltext PDF. Permanent link: https://www.ias.ac.in/article/fulltext/reso/004/07/0092-0096 ...

  5. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 4; Issue 2. Erwin Schrödinger, “What is Life? The Physical Aspect of the Living Cell”. N Mukunda. Book Review Volume 4 Issue 2 February 1999 pp 85-87. Fulltext. Click here to view fulltext PDF. Permanent link:

  6. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 11; Issue 12. Issue front cover thumbnail Issue back cover thumbnail. Volume 11, Issue 12. December 2006, pages 1-102. pp 1-2 Editorial. Editorial · Renuka Ravindran · More Details Fulltext PDF. pp 3-6 Article-in-a-Box. Isaac Newton (1642/43-1727).

  7. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 7; Issue 11. Issue front cover thumbnail Issue back cover thumbnail. Volume 7, Issue 11. November 2002, pages 1-102. pp 1-1 Editorial. Editorial · Biman Nath · More Details Fulltext PDF. pp 2-5 Article-in-a-Box. Stephen Jay Gould: A View of Life.

  8. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 2; Issue 10. Fractals: A New Geometry of Nature. Balakrishnan Ramasamy T S K V Iyer P Varadharajan. Classroom Volume 2 Issue 10 October 1997 pp 62-68. Fulltext. Click here to view fulltext PDF. Permanent link:

  9. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Annual Meetings · Mid Year Meetings · Discussion Meetings · Public Lectures · Lecture Workshops · Refresher Courses · Symposia · Live Streaming. Home; Journals; Resonance – Journal of Science Education; Volume 23 .... pp 387-391 Book Review ... Parava: Soaring Towards New Directions in Human-Animal Relations.

  10. The Learning Sciences and Liberal Education

    Science.gov (United States)

    Budwig, Nancy

    2013-01-01

    This article makes the case for a new framing of liberal education based on several decades of research emerging from the learning and developmental sciences. This work suggests that general knowledge stems from acquiring both the habits of mind and repertoires of practice that develop from participation in knowledge-building communities. Such…

  11. How Can Science Education Foster Students' Rooting?

    Science.gov (United States)

    Østergaard, Edvin

    2015-01-01

    The question of how to foster rooting in science education points towards a double challenge; efforts to "prevent" (further) uprooting and efforts to "promote" rooting/re-rooting. Wolff-Michael Roth's paper discusses the uprooting/rooting pair of concepts, students' feeling of alienation and loss of fundamental sense of the…

  12. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 15; Issue 12. Jacques Monod and the Advent of the Age of Operons. R Jayaraman. General Article Volume 15 Issue 12 December 2010 pp 1084-1096. Fulltext. Click here to view fulltext PDF. Permanent link:

  13. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 21; Issue 9. Issue front cover thumbnail Issue back cover thumbnail. Volume 21, Issue 9. September 2016, pages 767-863. pp 767-768 Editorial. Editorial · More Details Abstract Fulltext PDF. pp 769-772 Article in a Box. The Creative Genius: John Nash.

  14. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 1; Issue 11. Issue front cover thumbnail Issue back cover thumbnail. Volume 1, Issue 11. November 1996, pages 1-98. pp 1-1 Editorial. Editorial · N Mukunda · More Details Fulltext PDF. pp 2-3 Article-in-a-Box. Karl Popper · G Prathap · More Details ...

  15. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 16; Issue 1. Issue front cover thumbnail Issue back cover thumbnail. Volume 16, Issue 1. January 2011, pages 1-104. pp 1-1 Editorial. Editorial · S Mahadevan · More Details Fulltext PDF. pp 2-3 Article-in-a-Box. Leeuwenhoek: Discoverer of the Microbial ...

  16. Programming Paradigms in Computer Science Education

    OpenAIRE

    Bolshakova, Elena

    2005-01-01

    Main styles, or paradigms of programming – imperative, functional, logic, and object-oriented – are shortly described and compared, and corresponding programming techniques are outlined. Programming languages are classified in accordance with the main style and techniques supported. It is argued that profound education in computer science should include learning base programming techniques of all main programming paradigms.

  17. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 3; Issue 5. Issue front cover thumbnail Issue back cover thumbnail. Volume 3, Issue 5. May 1998, pages 1-98. pp 1-1 Editorial. Editorial · N Mukunda · More Details Fulltext PDF. pp 2-2 Article-in-a-Box. Thermal Ionisation and the Saha Equation!

  18. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    ... Resonance – Journal of Science Education; Volume 6; Issue 10. Issue front cover thumbnail Issue back cover thumbnail. Volume 6, Issue 10. October 2001, pages 1- ... pp 96-97 Book Review. Call of Indian Birds – An Audio Cassette · Lt General Baljit Singh · More Details Fulltext PDF. pp 97-100 Book Review. Essentials ...

  19. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 3; Issue 8. Issue front cover thumbnail Issue back cover thumbnail. Volume 3, Issue 8 ... P G Babu · More Details Fulltext PDF. pp 56-65 Feature Article. Nature Watch - Hornbills – Giants Among the Forest Birds · T R Shankar Raman Divya Mudappa.

  20. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 13; Issue 4. Issue front cover thumbnail Issue back cover thumbnail. Volume 13, Issue 4. April 2008 ... K R Y Simha Dhruv C Hoysall · More Details Fulltext PDF. pp 394-397 Think It Over. Solution to How Many Birds are Unwatched · Soubhik Chakraborty.

  1. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    ... Journals; Resonance – Journal of Science Education; Volume 15; Issue 5. Issue front cover thumbnail Issue back cover thumbnail. Volume 15, Issue 5 ... pp 411-427 General Article. Bird of Passage at Four Universities - Student Days of Rudolf Peierls · G Baskaran · More Details Fulltext PDF. pp 428-433 General Article.

  2. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 13; Issue 1. Issue front cover thumbnail Issue back cover thumbnail. Volume 13, Issue 1. January 2008, pages 1-102. pp 1-1 Editorial. Editorial · S Mahadevan · More Details Fulltext PDF. pp 2-3 Table of Contents. Table of Contents · More Details Fulltext ...

  3. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 15; Issue 6. The Ribosome and the 2009 Nobel Prize in Chemistry. Laasya Samhita Umesh Varshney. General Article Volume 15 Issue 6 June 2010 pp 526-537. Fulltext. Click here to view fulltext PDF. Permanent link:

  4. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 1; Issue 2. Issue front cover thumbnail Issue back cover thumbnail. Volume 1, Issue 2. February 1996, pages 1-130. pp 1-1 Editorial. Editorial · N Mukunda · More Details Fulltext PDF. pp 2-3 Article-in-a-Box. Chief Editor's column - After the Eclipse.

  5. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 4; Issue 6. Issue front cover thumbnail Issue back cover thumbnail. Volume 4, Issue 6. June 1999, pages 1-102. pp 1-2 Editorial. Editorial · Alladi Sitaram · More Details Fulltext PDF. pp 3-5 Article-in-a-Box. Mahalanobis and Indian Statistics · T Krishnan.

  6. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 7; Issue 9. Haber Process for Ammonia Synthesis. Jayant M Modak. General Article Volume 7 Issue 9 September 2002 pp 69-77. Fulltext. Click here to view fulltext PDF. Permanent link: https://www.ias.ac.in/article/fulltext/reso/007/09/0069-0077 ...

  7. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 11; Issue 10. Issue front cover thumbnail Issue back cover thumbnail. Volume 11, Issue 10. October 2006, pages 1-102. pp 1-2 Editorial. Editorial · Renuka Ravindran · More Details Fulltext PDF. pp 3-5 Article-in-a-Box. Archimedes · P N Shankar.

  8. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 8; Issue 10. Issue front cover thumbnail Issue back cover thumbnail. Volume 8, Issue 10. October 2003, pages 1-101. pp 1-1 Editorial. Editorial · G Nagendrappa · More Details Fulltext PDF. pp 2-3 Article-in-a-Box. Satish Dhawan · Srinivas Bhogle.

  9. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 15; Issue 6. Issue front cover thumbnail Issue back cover thumbnail. Volume 15, Issue 6. June 2010, pages 489-584. pp 489-490 Editorial. Editorial · S Mahadevan · More Details Fulltext PDF. pp 491-492 Article-in-a-Box. Conrad Waddington and the ...

  10. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 9; Issue 8. Detergents – Zeolites and Enzymes Excel Cleaning Power. B S Sekhon Manjeet K Sangha. General Article Volume 9 Issue 8 August 2004 pp 35-45. Fulltext. Click here to view fulltext PDF. Permanent link:

  11. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 1; Issue 3. Issue front cover thumbnail Issue back cover thumbnail. Volume 1, Issue 3. March 1996, pages 1-130. pp 1-2 Editorial. Editorial · N Mukunda · More Details Fulltext PDF. pp 3-3 Article-in-a-Box. Fermat and the Minimum Principle.

  12. weaving together climate science and chemistry education

    African Journals Online (AJOL)

    Preferred Customer

    ... students, educators, and the general public, designed to help bridge the gap ... Design Principles of Visualizing and Understanding the Science of Climate ... The user is also able to examine simple models for these predictions ... Figure 6 illustrates the fluctuations in mean global temperature over an 800 ka span and.

  13. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 7; Issue 12. Issue front cover thumbnail Issue back cover thumbnail. Volume 7, Issue 12. December 2002, pages 1-106. pp 1-1 Editorial. Editorial · Biman Nath · More Details Fulltext PDF. pp 2-4 Article-in-a-Box. K. S. Krishnan – An Outstanding Scientist.

  14. Resonance – Journal of Science Education | News

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 6; Issue 5. Artificial Seeds and their Applications. G V S Saiprasad. General Article Volume 6 Issue 5 May 2001 pp 39-47. Fulltext. Click here to view fulltext PDF. Permanent link: https://www.ias.ac.in/article/fulltext/reso/006/05/0039-0047 ...

  15. Radiation risk and science education

    International Nuclear Information System (INIS)

    Eijkelhof, H.M.C.

    1996-01-01

    Almost everywhere the topic of radioactivity is taught in the physics or chemistry classes of secondary schools. The question has been raised whether the common approach of teaching this topic would contribute to a better understanding of the risks of ionising radiation: and, if the answer is negative, how to explain and improve this situation? In a Dutch research programme which took almost ten years, answers to this question have been sought by means of analyses of newspaper reports, curriculum development, consultation with radiation experts, physics textbook analysis, interviews and questionnaires with teachers and pupils, class observations and curriculum development. Th main results of this study are presented and some recommendations given for science teaching and for communication with the public in general as regards radiation risk. (author)

  16. Integrating art into science education: a survey of science teachers' practices

    Science.gov (United States)

    Turkka, Jaakko; Haatainen, Outi; Aksela, Maija

    2017-07-01

    Numerous case studies suggest that integrating art and science education could engage students with creative projects and encourage students to express science in multitude of ways. However, little is known about art integration practices in everyday science teaching. With a qualitative e-survey, this study explores the art integration of science teachers (n = 66). A pedagogical model for science teachers' art integration emerged from a qualitative content analysis conducted on examples of art integration. In the model, art integration is characterised as integration through content and activities. Whilst the links in the content were facilitated either directly between concepts and ideas or indirectly through themes or artefacts, the integration through activity often connected an activity in one domain and a concept, idea or artefact in the other domain with the exception of some activities that could belong to both domains. Moreover, the examples of art integration in everyday classroom did not include expression of emotions often associated with art. In addition, quantitative part of the survey confirmed that integration is infrequent in all mapped areas. The findings of this study have implications for science teacher education that should offer opportunities for more consistent art integration.

  17. The Elwha Science Education Project (ESEP): Engaging an Entire Community in Geoscience Education

    Science.gov (United States)

    Young, R. S.; Kinner, F.

    2008-12-01

    Native Americans are poorly represented in all science, technology and engineering fields. This under- representation results from numerous cultural, economic, and historical factors. The Elwha Science Education Project (ESEP), initiated in 2007, strives to construct a culturally-integrated, geoscience education program for Native American young people through engagement of the entire tribal community. The ESEP has developed a unique approach to informal geoscience education, using environmental restoration as a centerpiece. Environmental restoration is an increasingly important goal for tribes. By integrating geoscience activities with community tradition and history, project stakeholders hope to show students the relevance of science to their day-to-day lives. The ESEP's strength lies in its participatory structure and unique network of partners, which include Olympic National Park; the non-profit, educational center Olympic Park Institute (OPI); a geologist providing oversight and technical expertise; and the Lower Elwha Tribe. Lower Elwha tribal elders and educators share in all phases of the project, from planning and implementation to recruitment of students and discipline. The project works collaboratively with tribal scientists and cultural educators, along with science educators to develop curriculum and best practices for this group of students. Use of hands-on, place-based outdoor activities engage students and connect them with the science outside their back doors. Preliminary results from this summer's middle school program indicate that most (75% or more) students were highly engaged approximately 90% of the time during science instruction. Recruitment of students has been particularly successful, due to a high degree of community involvement. Preliminary evaluations of the ESEP's outcomes indicate success in improving the outlook of the tribe's youth towards the geosciences and science, in general. Future evaluation will be likewise participatory

  18. Experiential learning for education on Earth Sciences

    Science.gov (United States)

    Marsili, Antonella; D'Addezio, Giuliana; Todaro, Riccardo; Scipilliti, Francesca

    2015-04-01

    The Laboratorio Divulgazione Scientifica e Attività Museali of the Istituto Nazionale di Geofisica e Vulcanologia (INGV's Laboratory for Outreach and Museum Activities) in Rome, organizes every year intense educational and outreach activities to convey scientific knowledge and to promote research on Earth Science, focusing on volcanic and seismic hazard. Focusing on kids, we designed and implemented the "greedy laboratory for children curious on science (Laboratorio goloso per bambini curiosi di scienza)", to intrigue children from primary schools and to attract their interest by addressing in a fun and unusual way topics regarding the Earth, seismicity and seismic risk. We performed the "greedy laboratory" using experiential teaching, an innovative method envisaging the use and handling commonly used substances. In particular, in the "greedy laboratory" we proposed the use of everyday life's elements, such as food, to engage, entertain and convey in a simple and interesting communication approach notions concerning Earth processes. We proposed the initiative to public during the "European Researchers Night" in Rome, on September 26, 2014. Children attending the "greedy laboratory", guided by researchers and technicians, had the opportunity to become familiar with scientific concepts, such as the composition of the Earth, the Plate tectonics, the earthquake generation, the propagation of seismic waves and their shaking effects on the anthropogenic environment. During the hand-on laboratory, each child used not harmful substances such as honey, chocolate, flour, barley, boiled eggs and biscuits. At the end, we administered a questionnaire rating the proposed activities, first evaluating the level of general satisfaction of the laboratory and then the various activities in which it was divided. This survey supplied our team with feedbacks, revealing some precious hints on appreciation and margins of improvement. We provided a semi-quantitative assessment with a

  19. Investigation of science faculty with education specialties within the largest university system in the United States.

    Science.gov (United States)

    Bush, Seth D; Pelaez, Nancy J; Rudd, James A; Stevens, Michael T; Tanner, Kimberly D; Williams, Kathy S

    2011-01-01

    Efforts to improve science education include university science departments hiring Science Faculty with Education Specialties (SFES), scientists who take on specialized roles in science education within their discipline. Although these positions have existed for decades and may be growing more common, few reports have investigated the SFES approach to improving science education. We present comprehensive data on the SFES in the California State University (CSU) system, the largest university system in the United States. We found that CSU SFES were engaged in three key arenas including K-12 science education, undergraduate science education, and discipline-based science education research. As such, CSU SFES appeared to be well-positioned to have an impact on science education from within science departments. However, there appeared to be a lack of clarity and agreement about the purpose of these SFES positions. In addition, formal training in science education among CSU SFES was limited. Although over 75% of CSU SFES were fulfilled by their teaching, scholarship, and service, our results revealed that almost 40% of CSU SFES were seriously considering leaving their positions. Our data suggest that science departments would likely benefit from explicit discussions about the role of SFES and strategies for supporting their professional activities.

  20. 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…

  1. Science-Technology-Society (STS): A New Paradigm in Science Education

    Science.gov (United States)

    Mansour, Nasser

    2009-01-01

    Changes in the past two decades of goals for science education in schools have induced new orientations in science education worldwide. One of the emerging complementary approaches was the science-technology-society (STS) movement. STS has been called the current megatrend in science education. Others have called it a paradigm shift for the field…

  2. Education Sciences: Towards a Theoretical Rebirth Beyond Reductionisms

    Directory of Open Access Journals (Sweden)

    Maria FORMOSINHO

    2013-11-01

    Full Text Available In order to clarify the directions that Education Sciences may take in the near future we start by discussing the current epistemological predicament of Education, and then articulate this discussion with an assessment of the impact of some major determinant external factors. We proceed by presenting the thread of Modernity in the configurations of educational reason and the impact of the inner fracture of reason fostered by Postmodernity, which leads us to conclude with the epistemic and normative requirements for theorizing Education. To avoid reductionism, we propose a triangular metatheory that should be able to account for the irreducible complexity of education. It presents a three-dimensional field where Education Sciences comprise, firstly, a hermeneutic and speculative dimension, cultivated by philosophy and oriented towards the setting of values and goals for the action, secondly, a descriptive and explanatory dimension, common to other Social Sciences, and thirdly an operational and technological dimension which surpasses the mere technical rationality confined to the selection of means and operationalization of goals, and therefore is in search of an intersubjective agreement that builds a consensus on the deontological normativity that regulates the activity of the professional educator, in its role of free agent and as a resource for action and change.

  3. Science Education & Advocacy: Tools to Support Better Education Policies

    Science.gov (United States)

    O'Donnell, Christine; Cunningham, B.; Hehn, J. G.

    2014-01-01

    Education is strongly affected by federal and local policies, such as testing requirements and program funding, and many scientists and science teachers are increasingly interested in becoming more engaged with the policy process. To address this need, I worked with the American Association of Physics Teachers (AAPT) --- a professional membership society of scientists and science teachers that is dedicated to enhancing the understanding and appreciation of physics through teaching --- to create advocacy tools for its members to use, including one-page leave-behinds, guides for meeting with policymakers, and strategies for framing issues. In addition, I developed a general tutorial to aid AAPT members in developing effective advocacy strategies to support better education policies. This work was done through the Society for Physics Students (SPS) Internship program, which provides a range of opportunities for undergraduates, including research, education and public outreach, and public policy. In this presentation, I summarize these new advocacy tools and their application to astronomy education issues.

  4. SSC education: Science to capture the imagination

    International Nuclear Information System (INIS)

    Gadsden, T.; Kivlighn, S.

    1992-01-01

    To the great majority of Americans, science is merely a collection of facts and theories that should (for unknown reasons) be memorized and perhaps even understood in order for one to function as a responsible citizen. Few see science as a way of thinking and questioning and as an approach to learning the secrets of our world. In addition, most children and many adults have a stereotypical view of scientists as studious men in lab coats who spend all their time working alone in dark and smelly chemical or biological laboratories. The Superconducting Super Collider (SSC) totally contradicts such a perception. This great instrument is being created by thousands of scientists, engineers, business people, technicians, administrators, and others, from dozens of nations, working together to realize a shared vision to seek answers to shared questions. The SSCL also provides an opportunity to change the mistaken impressions about science and scientists that have resulted in fewer students pursuing careers in fields related to science. In addition, it will serve as a catalyst to help people understand the roles that scientific thought and inquiry can play in bettering their lives and the lives of their offspring. Recognizing this problem in our society, the creators of the SSC Laboratory made a commitment to use the SSC to improve science education. Consequently, in addition to building the world's premier high-energy physics laboratory, the SSCL has a second goal: creation of a major national and international educational resource. To achieve the latter goal, the Education Office of the SSCL is charged with using the resources of the Laboratory, both during construction and during operation, to improve education in science and mathematics at all levels (prekindergarten through post-doctorate) and for all components of our society (including the general public), in the United States and around the world

  5. 75 FR 5771 - Institute of Education Sciences; Overview Information; Education Research and Special Education...

    Science.gov (United States)

    2010-02-04

    ... DEPARTMENT OF EDUCATION Institute of Education Sciences; Overview Information; Education Research and Special Education Research Grant Programs; Notice Inviting Applications for New Awards for Fiscal....305D, 84.305E, 84.324A, 84.324B, and 84.324C. Summary: The Director of the Institute of Education...

  6. Overview of the NASA/RECON educational, research, and development activities of the Computer Science Departments of the University of Southwestern Louisiana and Southern University

    Science.gov (United States)

    Dominick, Wayne D. (Editor)

    1984-01-01

    This document presents a brief overview of the scope of activities undertaken by the Computer Science Departments of the University of Southern Louisiana (USL) and Southern University (SU) pursuant to a contract with NASA. Presented are only basic identification data concerning the contract activities since subsequent entries within the Working Paper Series will be oriented specifically toward a detailed development and presentation of plans, methodologies, and results of each contract activity. Also included is a table of contents of the entire USL/DBMS NASA/RECON Working Paper Series.

  7. The Feasibility of Educating Trainee Science Teachers in Issues of Science and Religion

    Science.gov (United States)

    Poole, Michael

    2016-01-01

    This article reflects on Roussel De Carvalho's paper "Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalized science classroom" (EJ1102211). It then offers suggestions for making some of the ambitious goals of the science-and-religion components of the science initial teacher…

  8. A university system's approach to enhancing the educational mission of health science schools and institutions: the University of Texas Academy of Health Science Education

    Directory of Open Access Journals (Sweden)

    L. Maximilian Buja

    2013-03-01

    Full Text Available Background: The academy movement developed in the United States as an important approach to enhance the educational mission and facilitate the recognition and work of educators at medical schools and health science institutions. Objectives: Academies initially formed at individual medical schools. Educators and leaders in The University of Texas System (the UT System, UTS recognized the academy movement as a means both to address special challenges and pursue opportunities for advancing the educational mission of academic health sciences institutions. Methods: The UTS academy process was started by the appointment of a Chancellor's Health Fellow for Education in 2004. Subsequently, the University of Texas Academy of Health Science Education (UTAHSE was formed by bringing together esteemed faculty educators from the six UTS health science institutions. Results: Currently, the UTAHSE has 132 voting members who were selected through a rigorous, system-wide peer review and who represent multiple professional backgrounds and all six campuses. With support from the UTS, the UTAHSE has developed and sustained an annual Innovations in Health Science Education conference, a small grants program and an Innovations in Health Science Education Award, among other UTS health science educational activities. The UTAHSE represents one university system's innovative approach to enhancing its educational mission through multi- and interdisciplinary as well as inter-institutional collaboration. Conclusions: The UTAHSE is presented as a model for the development of other consortia-type academies that could involve several components of a university system or coalitions of several institutions.

  9. Advancing Pre-college Science and Mathematics Education

    Energy Technology Data Exchange (ETDEWEB)

    Lee, Rick [General Atomics, San Diego, CA (United States)

    2015-05-06

    With support from the US Department of Energy, Office of Science, Fusion Energy Sciences, and General Atomics, an educational and outreach program primarily for grades G6-G13 was developed using the basic science of plasma and fusion as the content foundation. The program period was 1994 - 2015 and provided many students and teachers unique experiences such as a visit to the DIII-D National Fusion Facility to tour the nation’s premiere tokamak facility or to interact with interesting and informative demonstration equipment and have the opportunity to increase their understanding of a wide range of scientific content, including states of matter, the electromagnetic spectrum, radiation & radioactivity, and much more. Engaging activities were developed for classroom-size audiences, many made by teachers in Build-it Day workshops. Scientist and engineer team members visited classrooms, participated in science expositions, held workshops, produced informational handouts in paper, video, online, and gaming-CD format. Participants could interact with team members from different institutions and countries and gain a wider view of the world of science and engineering educational and career possibilities. In addition, multiple science stage shows were presented to audiences of up to 700 persons in a formal theatre setting over a several day period at Science & Technology Education Partnership (STEP) Conferences. Annually repeated participation by team members in various classroom and public venue events allowed for the development of excellent interactive skills when working with students, teachers, and educational administrative staff members. We believe this program has had a positive impact in science understanding and the role of the Department of Energy in fusion research on thousands of students, teachers, and members of the general public through various interactive venues.

  10. Forensic Science Education and Educational Requirements for Forensic Scientists.

    Science.gov (United States)

    Gaensslen, Robert E.

    2002-01-01

    Focuses on criminalistics, which can be understood to mean the activities and specialty areas characteristic of most municipal, county, or state forensic science laboratories in the United States. (DDR)

  11. THE INTEGRATION OF EDUCATION AND SCIENCE AS A GLOBAL PROBLEM

    Directory of Open Access Journals (Sweden)

    Anatoliy I. Rakitov

    2016-09-01

    Full Text Available Introduction: mankind is on the edge of a new techno-technological and socio-economical revolution generated by robotization and automation in all spheres of individual and socio-economical activity. Among numerous conceptions of global development only the conception of the knowledge-based society is the most adequate to contemporary terms. As the higher education and science are the main source of knowledge adequate to contemporary terms then their integration should be investigated. Materials and Methods: the material for this investigation was gathered as from individual experience in science and pedagogical activity of the author which were earlier published in hundreds of articles and fifteen monograph translated in eleven languages, as the materials of Moscow city seminar, the results of which were published in annual “Science of science investigations”. This annual has been editing since 2004 and the author is the editor-in-chief of this edition. Also has been used other sources from different editions. The method of comparative analysis was used. Results: the author put forward the conception of inevitable integration of higher school and research institutions and forming a new structure – science-education consortium. Only such united structure can significantly rise both scientific researchers and higher education. And as a result, it will rise publishing activity and application of scientific researchers in real econ omy, social sphere, technological leadership. Discussion and Conclusions: conception put forward in this article fragmentary has been published by author earlier and initiated discussion in scientific press, which was reflected in home RISC and abroad citation indexes. The author proclaims the inevitability of realization of the suggested by him conception of the utmost integration of science and higher education.

  12. Theme: The Role of Science in the Agricultural Education Curriculum.

    Science.gov (United States)

    Agricultural Education Magazine, 2002

    2002-01-01

    Thirteen theme articles discuss integration of science and agriculture, the role of science in agricultural education, biotechnology, agriscience in Tennessee and West Virginia, agriscience and program survival, modernization of agricultural education curriculum, agriscience and service learning, and biotechnology websites. (SK)

  13. Informal science education: lifelong, life-wide, life-deep.

    Science.gov (United States)

    Sacco, Kalie; Falk, John H; Bell, James

    2014-11-01

    Informal Science Education: Lifelong, Life-Wide, Life-Deep Informal science education cultivates diverse opportunities for lifelong learning outside of formal K-16 classroom settings, from museums to online media, often with the help of practicing scientists.

  14. Southern Africa Journal of Education, Science and Technology ...

    African Journals Online (AJOL)

    Southern Africa Journal of Education, Science and Technology: Journal Sponsorship. Journal Home > About the Journal > Southern Africa Journal of Education, Science and Technology: Journal Sponsorship. Log in or Register to get access to full text downloads.

  15. Southern Africa Journal of Education, Science and Technology: Site ...

    African Journals Online (AJOL)

    Southern Africa Journal of Education, Science and Technology: Site Map. Journal Home > About the Journal > Southern Africa Journal of Education, Science and Technology: Site Map. Log in or Register to get access to full text downloads.

  16. Homi Bhabha Centre for Science Education, Tata Institute of ...

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 22; Issue 2. Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research (A Deemed University). Information and Announcements Volume 22 Issue 2 February 2017 pp 189-189 ...

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Editorial Board. Editorial Board. Resonance – Journal of Science Education. Chief Editor. N Sathyamurthy, Jawaharlal Nehru Centre for Advanced Scientific Research, Bangalore ... Guruswamy Kumaraswamy, CSIR-National Chemical Laboratory, Pune

  18. African Journal of Educational Studies in Mathematics and Sciences ...

    African Journals Online (AJOL)

    African Journal of Educational Studies in Mathematics and Sciences: Advanced Search. Journal Home > African Journal of Educational Studies in Mathematics and Sciences: Advanced Search. Log in or Register to get access to full text downloads.

  19. Teacher Leaders in Research Based Science Education

    Science.gov (United States)

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

    2001-12-01

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

  20. Science Education at Riverside Middle School A Case Study

    Science.gov (United States)

    Smiley, Bettie Ann Pickens

    For more than thirty years the gender gap in science and related careers has been a key concern of researchers, teachers, professional organizations, and policy makers. Despite indicators of progress for women and girls on some measures of achievement, course enrollment patterns, and employment, fewer women than men pursue college degrees and careers in science, technology, engineering, and mathematics. According to the results of national assessments, the gender gap in science achievement begins to be evident in the middle school years. Gender and school science achievement involve a complex set of factors associated with schools and child/family systems that may include school leadership, institutional practices, curriculum content, teacher training programs, teacher expectations, student interests, parental involvement, and cultural values. This ethnographic case study was designed to explore the context for science education reform and the participation of middle school girls. The study analyzed and compared teaching strategies and female student engagement in sixth, seventh, and eighth grade science classrooms. The setting was a middle school situated in a district that was well-known for its achievement in reading, math, and technology. Findings from the study indicated that while classroom instruction was predominantly organized around traditional school science, the girls were more disciplined and outperformed the boys. The size of the classrooms, time to prepare for hands-on activities, and obtaining resources were identified as barriers to teaching science in ways that aligned with recent national science reform initiatives. Parents who participated in the study were very supportive of their daughters' academic progress and career goals. A few of the parents suggested that the school's science program include more hands-on activities; instruction designed for the advanced learner; and information related to future careers. Overall the teachers and

  1. Penicillin for Education: How Cognitive Science Can Contribute to Education.

    Science.gov (United States)

    Bruer, John T.

    1995-01-01

    Education can benefit from knowledge derived from cognitive and developmental psychology. Family demographics have actually improved between 1970 and 90 and so have NAEP scores. Three innovative programs demonstrating cognitive science applications include the Teaching Number Sense elementary math program, reciprocal teaching (reading strategy),…

  2. Exploring social networks of municipal science education stakeholders in Danish Science Municipalities

    DEFF Research Database (Denmark)

    von der Fehr, Ane

    development in the science and technology industry. Therefore, much effort has been invested to improve science education. The importance of school external stakeholders in development of education has been an increasingly emphasised, also in the field of science education. This has led to a growing focus......Science education development is a field of many interests and a key interest is recruitment of students who wish to pursue an education in science. This is an urgent societal demand in Denmark as well as internationally, since highly skilled science graduates are needed for the continuous...... involved in science education development. These municipal science education networks (MSE networks) were identified as important for development of science education in the SM project. Therefore, it was a key interest to explore these networks in order to investigate how the central stakeholders affected...

  3. Defining Integrated Science Education and Putting It to Test

    OpenAIRE

    Åström, Maria

    2008-01-01

    The thesis is made up by four studies, on the comprehensive theme of integrated and subject-specific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students' science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i.e. Science education and science taught as Biology, Chem...

  4. Qualitative exploration of centralities in municipal science education networks

    DEFF Research Database (Denmark)

    von der Fehr, Ane; Sølberg, Jan

    2016-01-01

    This article examines the social nature of educational change by conducting a social network analysis of social networks involving stakeholders of science education from teachers to political stakeholders. Social networks that comprise supportive structures for development of science education ar...... of science education, especially if they are aware of their own centrality and are able to use their position intentionally for the benefit of science education.......This article examines the social nature of educational change by conducting a social network analysis of social networks involving stakeholders of science education from teachers to political stakeholders. Social networks that comprise supportive structures for development of science education...... are diverse and in order to understand how municipal stakeholders may support such development, we explored four different municipal science education networks (MSE networks) using three different measures of centrality. The centrality measures differed in terms of what kind of stakeholder functions...

  5. Science education beyond the classroom

    International Nuclear Information System (INIS)

    Harle, E.J.; Van Natta, D.; Powell, M.L.

    1993-01-01

    The Yucca Mountain Site Characterization Project (YMP) sponsors a variety of classroom-oriented projects and activities for teachers who request them. Also available, though, are extra-curricular programs. One notably successful program is a workshop designed to award girl and boy scouts with geology and atomic energy merit badges. There was a tremendous response to this workshop--it attracted 450 requests within the first week of its announcement. Since October 1991, the YMP has sponsored five such girl scout workshops and four boy scout workshops, attended by a total of 400 scouts. These workshops demonstrate that highly technical subjects can be taught simply through hands-on activities. The idea behind them is not to teach scouts what to think but, rather, how to think. For adults meanwhile, the YMP offers a monthly lecture series, with each lecture averaging 45 minutes in length with 35 people in attendance. These lectures center on such subjects as volcanoes, earthquakes and hydrology. They are usually delivered by YMP technical staff members, who have learned that complex technical issues are best addressed in a small-group format

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 18; Issue 1. Discrete Event Simulation. Matthew Jacob ... Keywords. Simulation; modelling; computer programming. Author Affiliations. Matthew Jacob1. Department of Computer Science and Automation, Indian Institute of Science, Bangalore 560 012.

  7. Library exhibits and programs boost science education

    Science.gov (United States)

    Dusenbery, Paul B.; Curtis, Lisa

    2012-05-01

    Science museums let visitors explore and discover, but for many families there are barriers—such as cost or distance—that prevent them from visiting museums and experiencing hands-on science, technology, engineering, and mathematics (STEM) learning. Now educators are reaching underserved audiences by developing STEM exhibits and programs for public libraries. With more than 16,000 outlets in the United States, public libraries serve almost every community in the country. Nationwide, they receive about 1.5 billion visits per year, and they offer their services for free.

  8. Enhancing the "Science" in Elementary Science Methods: A Collaborative Effort between Science Education and Entomology.

    Science.gov (United States)

    Boardman, Leigh Ann; Zembal-Saul, Carla; Frazier, Maryann; Appel, Heidi; Weiss, Robinne

    Teachers' subject matter knowledge is a particularly important issue in science education in that it influences instructional practices across subject areas and at different grade levels. This paper provides an overview of efforts to develop a unique elementary science methods course and related field experience through a partnership between…

  9. Spatial Thinking in Atmospheric Science Education

    Science.gov (United States)

    McNeal, P. M.; Petcovic, H. L.; Ellis, T. D.

    2016-12-01

    Atmospheric science is a STEM discipline that involves the visualization of three-dimensional processes from two-dimensional maps, interpretation of computer-generated graphics and hand plotting of isopleths. Thus, atmospheric science draws heavily upon spatial thinking. Research has shown that spatial thinking ability can be a predictor of early success in STEM disciplines and substantial evidence demonstrates that spatial thinking ability is improved through various interventions. Therefore, identification of the spatial thinking skills and cognitive processes used in atmospheric science is the first step toward development of instructional strategies that target these skills and scaffold the learning of students in atmospheric science courses. A pilot study of expert and novice meteorologists identified mental animation and disembedding as key spatial skills used in the interpretation of multiple weather charts and images. Using this as a starting point, we investigated how these spatial skills, together with expertise, domain specific knowledge, and working memory capacity affect the ability to produce an accurate forecast. Participants completed a meteorology concept inventory, experience questionnaire and psychometric tests of spatial thinking ability and working memory capacity prior to completing a forecasting task. A quantitative analysis of the collected data investigated the effect of the predictor variables on the outcome task. A think-aloud protocol with individual participants provided a qualitative look at processes such as task decomposition, rule-based reasoning and the formation of mental models in an attempt to understand how individuals process this complex data and describe outcomes of particular meteorological scenarios. With our preliminary results we aim to inform atmospheric science education from a cognitive science perspective. The results point to a need to collaborate with the atmospheric science community broadly, such that multiple

  10. The wow-effect in science teacher education

    Science.gov (United States)

    Kamstrupp, Anne Katrine

    2016-12-01

    This article explores the wow- effect as a phenomenon in science teacher education. Through ethnographic fieldwork at a teachers' college in Denmark, the author encounters a phenomenon enacted in a particular way of teaching that wows the students. The students are in the process of becoming natural science/technology and biology teachers. This article explores and theorizes the wow-effect by examining tension fields within the phenomenon between boredom and engagement, new and old technologies, and being active and sedentary. By situating this phenomenon in a discussion of theory and practice in teacher education, the author discusses how teaching according to the wow-effect is both engaging for the students as well as problematic in relation to learning certain theoretical aspects of natural science/technology and biology.

  11. The wow-effect in science teacher education

    DEFF Research Database (Denmark)

    Kamstrup, Anne Katrine

    2016-01-01

    This article explores the wow-effect as a phenomenon in science teacher education. Through ethnographic fieldwork at a teachers’ college in Denmark, the author encounters a phenomenon enacted in a particular way of teaching that wows the students. The students are in the process of becoming natural...... in teacher education, the author discusses how teaching according to the wow-effect is both engaging for the students as well as problematic in relation to learning certain theoretical aspects of natural science/technology and biology....... science/technology and biology teachers. This article explores and theorizes the wow-effect by examining tension fields within the phenomenon between boredom and engagement, new and old technologies, and being active and sedentary. By situating this phenomenon in a discussion of theory and practice...

  12. Towards Science Education for all: Teacher Support for Female ...

    African Journals Online (AJOL)

    Towards Science Education for all: Teacher Support for Female Pupils in the Zimbabwean Science Class. ... Annals of Modern Education ... One hundred female pupils studying sciences at either Ordinary or Advanced level, and 10 science teachers from 10 selected secondary schools in one province in Zimbabwe, ...

  13. Encountering Science Education's Capacity to Affect and Be Affected

    Science.gov (United States)

    Alsop, Steve

    2016-01-01

    What might science education learn from the recent affective turn in the humanities and social sciences? Framed as a response to Michalinos Zembylas's article, this essay draws from selected theorizing in affect theory, science education and science and technology studies, in pursuit of diverse and productive ways to talk of affect within science…

  14. Learning science and science education in a new era.

    Science.gov (United States)

    Aysan, Erhan

    2015-06-01

    Today, it takes only a few months for the amount of knowledge to double. The volume of information available has grown so much that it cannot be fully encompassed by the human mind. For this reason, science, learning, and education have to change in the third millennium. The question is thus: what is it that needs to be done? The answer may be found through three basic stages. The first stage is persuading scientists of the necessity to change science education. The second stage is more difficult, in that scientists must be told that they should not place an exaggerated importance on their own academic field and that they should see their field as being on an equal basis with other fields. In the last stage, scientists need to condense the bulk of information on their hands to a manageable size. "Change" is the magic word of our time. Change brings about new rules, and this process happens very quickly in a global world. If we scientists do not rapidly change our scientific learning and education, we will find our students and ourselves caught up in an irreversibly destructive and fatal change that sets its own rules, just like the Arab spring.

  15. Learning science and science education in a new era

    Directory of Open Access Journals (Sweden)

    Erhan Aysan

    2015-06-01

    Full Text Available Today, it takes only a few months for the amount of knowledge to double. The volume of information available has grown so much that it cannot be fully encompassed by the human mind. For this reason, science, learning, and education have to change in the third millennium. The question is thus: what is it that needs to be done? The answer may be found through three basic stages. The first stage is persuading scientists of the necessity to change science education. The second stage is more difficult, in that scientists must be told that they should not place an exaggerated importance on their own academic field and that they should see their field as being on an equal basis with other fields. In the last stage, scientists need to condense the bulk of information on their hands to a manageable size. “Change” is the magic word of our time. Change brings about new rules, and this process happens very quickly in a global world. If we scientists do not rapidly change our scientific learning and education, we will find our students and ourselves caught up in an irreversibly destructive and fatal change that sets its own rules, just like the Arab spring.

  16. Fermilab Friends for Science Education | Tree of Knowledge

    Science.gov (United States)

    Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Tree of Testimonials Our Donors Board of Directors Board Tools Calendar Join Us Donate Now Get FermiGear! Education precollege science education programs. Prominently displayed at the Lederman Science Center is the lovely

  17. Special Education Teachers' Nature of Science Instructional Experiences

    Science.gov (United States)

    Mulvey, Bridget K.; Chiu, Jennifer L.; Ghosh, Rajlakshmi; Bell, Randy L.

    2016-01-01

    Special education teachers provide critical science instruction to students. However, little research investigates special education teacher beliefs and practices around science in general or the nature of science and inquiry in particular. This investigation is a cross-case analysis of four elementary special education teachers' initial…

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Bala Iyer. Articles written in Resonance – Journal of Science Education. Volume 21 Issue 3 March 2016 pp 203-205 Editorial. Editorial · Bala Iyer · More Details Fulltext PDF. Resonance – Journal of Science Education. Current Issue : Vol. 23, Issue 4. Current ...

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Kathy Ceceri. Articles written in Resonance – Journal of Science Education. Volume 16 Issue 9 September 2011 pp 879-880 Personal Reflections. Five Things I Learned from Richard Feynman About Science Education · Kathy Ceceri · More Details Fulltext PDF ...

  20. The Role of Critical Thinking in Science Education

    Science.gov (United States)

    Santos, Luis Fernando

    2017-01-01

    This review aims to respond various questions regarding the role of Critical Thinking in Science Education from aspects concerning the importance or relevance of critical thinking in science education, the situation in the classroom and curriculum, and the conception of critical thinking and fostering in science education. This review is specially…

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. R K Varma. Articles written in Resonance – Journal of Science Education. Volume 3 Issue 8 August 1998 pp 8-13. On Science Education and Scientific Research · R K Varma · More Details Fulltext PDF ...

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Search. Search. Resonance – Journal of Science Education. Title. Author. Keywords. Category. Fulltext. Submit. Resonance – Journal of Science Education. Current Issue : Vol. 23, Issue 4. Current Issue Volume 23 | Issue 4. April 2018. Home · Volumes & Issues ...

  3. A New Era of Science Education: Science Teachers' Perceptions and Classroom Practices of Science, Technology, Engineering, and Mathematics (STEM) Integration

    Science.gov (United States)

    Wang, Hui-Hui

    Quality STEM education is the key in helping the United States maintain its lead in global competitiveness and in preparing for new economic and security challenges in the future. Policymakers and professional societies emphasize STEM education by legislating the addition of engineering standards to the existing science standards. On the other hand, the nature of the work of most STEM professionals requires people to actively apply STEM knowledge to make critical decisions. Therefore, using an integrated approach to teaching STEM in K-12 is expected. However, science teachers encounter numerous difficulties in adapting the new STEM integration reforms into their classrooms because of a lack of knowledge and experience. Therefore, high quality STEM integration professional development programs are an urgent necessity. In order to provide these high quality programs, it is important to understand teachers' perceptions and classroom practices regarding STEM integration. A multiple-case study was conducted with five secondary school science teachers in order to gain a better understanding of teachers' perceptions and classroom practices in using STEM integration. This study addresses the following research questions: 1) What are secondary school science teachers' practices of STEM integration? 2) What are secondary science teachers' overall perceptions of STEM integration? and 3) What is the connection between secondary science teachers' perceptions and understanding of STEM integration with their classroom practices? This research aims to explore teachers' perceptions and classroom practices in order to set up the baseline for STEM integration and also to determine STEM integration professional development best practices in science education. Findings from the study provide critical data for making informed decision about the direction for STEM integration in science education in K-12.

  4. Hermeneutics of science and multi-gendered science education

    Science.gov (United States)

    Ginev, Dimitri Jordan

    2008-11-01

    In this paper, I consider the relevance of the view of cognitive existentialism to a multi-gendered picture of science education. I am opposing both the search for a particular feminist standpoint epistemology and the reduction of philosophy of science to cultural studies of scientific practices as championed by supporters of postmodern political feminism. In drawing on the theory of gender plurality and the conception of dynamic objectivity, the paper suggests a way of treating the nexus between the construction of gender within the interrelatedness of scientific practices and the constitution of particular objects of inquiry. At stake is the notion of characteristic hermeneutic situation which proves to be helpful in designing a multi-gendered pedagogy as well.

  5. Rocket Science 101 Interactive Educational Program

    Science.gov (United States)

    Armstrong, Dennis; Funkhouse, Deborah; DiMarzio, Donald

    2007-01-01

    To better educate the public on the basic design of NASA s current mission rockets, Rocket Science 101 software has been developed as an interactive program designed to retain a user s attention and to teach about basic rocket parts. This program also has helped to expand NASA's presence on the Web regarding educating the public about the Agency s goals and accomplishments. The software was designed using Macromedia s Flash 8. It allows the user to select which type of rocket they want to learn about, interact with the basic parts, assemble the parts to create the whole rocket, and then review the basic flight profile of the rocket they have built.

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

    Directory of Open Access Journals (Sweden)

    Hsiu-Yun Wang

    2012-02-01

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

  7. Advances in Computer Science and Education

    CERN Document Server

    Huang, Xiong

    2012-01-01

    CSE2011 is an integrated conference concentration its focus on computer science and education. In the proceeding, you can learn much more knowledge about computer science and education of researchers from all around the world. The main role of the proceeding is to be used as an exchange pillar for researchers who are working in the mentioned fields. In order to meet the high quality of Springer, AISC series, the organization committee has made their efforts to do the following things. Firstly, poor quality paper has been refused after reviewing course by anonymous referee experts. Secondly, periodically review meetings have been held around the reviewers about five times for exchanging reviewing suggestions. Finally, the conference organizers had several preliminary sessions before the conference. Through efforts of different people and departments, the conference will be successful and fruitful

  8. Inclusive science education: learning from Wizard

    Science.gov (United States)

    Koomen, Michele Hollingsworth

    2016-06-01

    This case study reports on a student with special education needs in an inclusive seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and learning record using CETP-COP) methods. Three key findings emerged in the analysis and synthesis of the data: (1) The learning experiences in science for Wizard are marked by a dichotomy straddled between autonomy ["Sometimes I do" (get it)] and dependence ["Sometimes I don't (get it)], (2) the process of learning is fragmented for Wizard because it is underscored by an emerging disciplinary literacy, (3) the nature of the inclusion is fragile and functional. Implications for classroom practices that support students with learning disabilities include focusing on student strengths, intentional use of disciplinary literacy strategies, and opportunities for eliciting student voice in decision making.

  9. Emotions, Aesthetics and Wellbeing in Science Education

    DEFF Research Database (Denmark)

    Bellocchi, Alberto; Cassie, Quigley; Otrel-Cass, Kathrin

    2017-01-01

    This internationally edited collection on emotions, aesthetics, and wellbeing emerged following an exploratory research workshop held in Luxembourg associated with the journal Cultural Studies of Science Education (CSSE). The workshop was entitled ‘Innovation and collaboration in cultural studies...... of science education: Towards an international research agenda.’ Authors were invited to articulate the theoretical and philosophical underpinnings of their research, offering empirical elaborations to illustrate applications of these conceptual and methodological foundations. An outcome...... informing such research. Possibilities for future research are elaborated within the collection generating scope for further collaborative and international studies informed by perspectives represented in the collection. In the present chapter, we outline the origin of this edited collection against...

  10. Towards a truer multicultural science education: how whiteness impacts science education

    Science.gov (United States)

    Le, Paul T.; Matias, Cheryl E.

    2018-03-01

    The hope for multicultural, culturally competent, and diverse perspectives in science education falls short if theoretical considerations of whiteness are not entertained. Since whiteness is characterized as a hegemonic racial dominance that has become so natural it is almost invisible, this paper identifies how whiteness operates in science education such that it falls short of its goal for cultural diversity. Because literature in science education has yet to fully entertain whiteness ideology, this paper offers one of the first theoretical postulations. Drawing from the fields of education, legal studies, and sociology, this paper employs critical whiteness studies as both a theoretical lens and an analytic tool to re-interpret how whiteness might impact science education. Doing so allows the field to reconsider benign, routine, or normative practices and protocol that may influence how future scientists of Color experience the field. In sum, we seek to have the field consider the theoretical frames of whiteness and how it might influence how we engage in science education such that our hope for diversity never fully materializes.

  11. Increasing Underrepresented Students in Geophysics and Planetary Science Through the Educational Internship in Physical Sciences (EIPS)

    Science.gov (United States)

    Terrazas, S.; Olgin, J. G.; Enriquez, F.

    2017-12-01

    The number of underrepresented minorities pursuing STEM fields, specifically in the sciences, has declined in recent times. In response, the Educational Internship in Physical Sciences (EIPS), an undergraduate research internship program in collaboration with The University of Texas at El Paso (UTEP) Geological Sciences Department and El Paso Community College (EPCC), was created; providing a mentoring environment so that students can actively engage in science projects with professionals in their field so as to gain the maximum benefits in an academic setting. This past year, interns participated in planetary themed projects which exposed them to the basics of planetary geology, and worked on projects dealing with introductory digital image processing and synthesized data on two planetary bodies; Pluto and Enceladus respectively. Interns harnessed and built on what they have learned through these projects, and directly applied it in an academic environment in solar system astronomy classes at EPCC. Since the majority of interns are transfer students or alums from EPCC, they give a unique perspective and dimension of interaction; giving them an opportunity to personally guide and encourage current students there on available STEM opportunities. The goal was to have interns gain experience in planetary geology investigations and networking with professionals in the field; further promoting their interests and honing their abilities for future endeavors in planetary science. The efficacy of these activities toward getting interns to pursue STEM careers, enhance their education in planetary science, and teaching key concepts in planetary geophysics are demonstrated in this presentation.

  12. Art and Science Education Collaboration in a Secondary Teacher Preparation Programme

    Science.gov (United States)

    Medina-Jerez, William; Dambekalns, Lydia; Middleton, Kyndra V.

    2012-01-01

    Background and purpose: The purpose of this study was to record and measure the level of involvement and appreciation that prospective teachers in art and science education programmes demonstrated during a four-session integrated activity. Art and science education prospective teachers from a Rocky Mountain region university in the US worked in…

  13. Measurement in Physical Education and Exercise Science: A Brief Report on 2017

    Science.gov (United States)

    Myers, Nicholas D.; Lee, Seungmin; Kostelis, Kimberly T.

    2018-01-01

    The purpose of this annual report is to provide a summary of measurement in physical education and exercise science-related activities in 2017. A recent trend for an annual increase in manuscript submissions to measurement in physical education and exercise science continued in 2017. Twenty-nine countries were represented (i.e., corresponding…

  14. Interprofessional education and the basic sciences: Rationale and outcomes.

    Science.gov (United States)

    Thistlethwaite, Jill E

    2015-01-01

    Interprofessional education (IPE) aims to improve patient outcomes and the quality of care. Interprofessional learning outcomes and interprofessional competencies are now included in many countries' health and social care professions' accreditation standards. While IPE may take place at any time in health professions curricula it tends to focus on professionalism and clinical topics rather than basic science activities. However generic interprofessional competencies could be included in basic science courses that are offered to at least two different professional groups. In developing interprofessional activities at the preclinical level, it is important to define explicit interprofessional learning outcomes plus the content and process of the learning. Interprofessional education must involve interactive learning processes and integration of theory and practice. This paper provides examples of IPE in anatomy and makes recommendations for course development and evaluation. © 2015 American Association of Anatomists.

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

    Indian Academy of Sciences (India)

    Logo of the Indian Academy of Sciences. Indian Academy of Sciences ... Home; Journals; Resonance – Journal of Science Education; Volume 1; Issue 1. Factoring Fermat Numbers. C E Veni ... C E Veni Madhavan1. Department of Computer Science and Automation, Indian Institute of Science, Bangalore 560 012.

  16. The "Earth Physics" Workshops Offered by the Earth Science Education Unit

    Science.gov (United States)

    Davies, Stephen

    2012-01-01

    Earth science has a part to play in broadening students' learning experience in physics. The Earth Science Education Unit presents a range of (free) workshops to teachers and trainee teachers, suggesting how Earth-based science activities, which show how we understand and use the planet we live on, can easily be slotted into normal science…

  17. Education and Professional Outreach as an Integrated Component of Science and Graduate Education

    Science.gov (United States)

    Staudigel, H.; Koppers, A. A.

    2007-12-01

    Education and Professional Outreach (EPO) is increasingly becoming a substantive and much needed activity for scientists. Significant efforts are expended to satisfy funding agency requirements, but such requirements may also develop into a mutually beneficial collaboration between scientists and K-16 educators with a minimal impact on science productivity. We focus here on two particularly high impact EPO opportunities, hosting of high school interns and the inclusion of an educational component to a graduate student's&pthesis work. We emphasize the importance of hands-on collaboration with teachers and teacher-educators, and the substantive benefits of highly leveraged customized internet-distribution. We will present two examples for how we integrated this K-12 EPO into our university-based science and education efforts, what types of products emerged from these activities, and how such products may be widely produced by any scientist and disseminated to the educational community. High school seniors offer a unique resource to university EPO because some of them can substantively contribute to the science, and they can be very effective peer-mentors for high and middle schools. Extended internships may be built easily into the schedule of many senior high school student programs, and we were able to involve such interns into a three-week seagoing expedition. The seniors were responsible for our EPO by maintaining a cruise website and video conferencing with their high school. They added substantially to the science outcome, through programming and participating in a range of shipboard science chores. Graduate theses may be augmented with an educational component that places the main theme of the thesis into an educational setting. We designed and supervised such a Master's graduate thesis with an educational component on the geochronology of hot spot volcanoes, including a high school lesson plan, enactment in the classroom and preparation of a wide range of web

  18. Influence of Physical Activities to Science Performance

    Directory of Open Access Journals (Sweden)

    RS Wilson DR. Constantino

    2017-11-01

    Full Text Available This study explored the physical activities of fifth and sixth graders that projected correlations to science performance and how these physical activities may be utilized for classroom purposes in the context of science-related play activities. Descriptive survey correlational design directed the data collection and analysis of the physical activities of purposively selected 133 fifth and sixth graders. Primarily, the study used a researcher-developed and validated instrument (Physical Activity Questionnaire [PAQ], and standard instruments: Philippine National Physical Activity Guide (PNPAG and General Physical Activity Questionnaire (GPAQ. The latter classified the physical activities into five domains which directed the interpretation of the participants‟ responses. The Pearson-r Moment of Correlation described the level of correlation of the frequency of engagement to physical activities (limited to local and localized activities and the science grade of the respondents. Results show that each of the physical activity domains showed specific correlations to science performance of the respondents. For further research, enrichment of the relationship of the physical activities and the science performance may focus on possible moderating variables like economic status, and time allotment for physical activities.

  19. Bringing You the Moon: Lunar Education Efforts of the Center for Lunar Science and Education

    Science.gov (United States)

    Shaner, A. J.; Shupla, C.; Shipp, S.; Allen, J.; Kring, D. A.; Halligan, E.; LaConte, K.

    2012-01-01

    The Center for Lunar Science and Exploration (CLSE), a collaboration between the Lunar and Planetary Institute and NASA's Johnson Space Center, is one of seven member teams of the NASA Lunar Science Institute. In addition to research and exploration activities, the CLSE team is deeply invested in education and public outreach. Overarching goals of CLSE education are to strengthen the future science workforce, attract and retain students in STEM disciplines, and develop advocates for lunar exploration. The team's efforts have resulted in a variety of programs and products, including the creation of a variety of Lunar Traveling Exhibits and the High School Lunar Research Project, featured at http://www.lpi.usra.edu/nlsi/education/.

  20. Earth System Science Education Interdisciplinary Partnerships

    Science.gov (United States)

    Ruzek, M.; Johnson, D. R.

    2002-05-01

    Earth system science in the classroom is the fertile crucible linking science with societal needs for local, national and global sustainability. The interdisciplinary dimension requires fruitful cooperation among departments, schools and colleges within universities and among the universities and the nation's laboratories and agencies. Teaching and learning requires content which brings together the basic and applied sciences with mathematics and technology in addressing societal challenges of the coming decades. Over the past decade remarkable advances have emerged in information technology, from high bandwidth Internet connectivity to raw computing and visualization power. These advances which have wrought revolutionary capabilities and resources are transforming teaching and learning in the classroom. With the launching of NASA's Earth Observing System (EOS) the amount and type of geophysical data to monitor the Earth and its climate are increasing dramatically. The challenge remains, however, for skilled scientists and educators to interpret this information based upon sound scientific perspectives and utilize it in the classroom. With an increasing emphasis on the application of data gathered, and the use of the new technologies for practical benefit in the lives of ordinary citizens, there comes the even more basic need for understanding the fundamental state, dynamics, and complex interdependencies of the Earth system in mapping valid and relevant paths to sustainability. Technology and data in combination with the need to understand Earth system processes and phenomena offer opportunities for new and productive partnerships between researchers and educators to advance the fundamental science of the Earth system and in turn through discovery excite students at all levels in the classroom. This presentation will discuss interdisciplinary partnership opportunities for educators and researchers at the undergraduate and graduate levels.

  1. Science Activities in Energy: Electrical Energy.

    Science.gov (United States)

    Oak Ridge Associated Universities, TN.

    Presented is a science activities in energy package which includes 16 activities relating to electrical energy. Activities are simple, concrete experiments for fourth, fifth and sixth grades which illustrate principles and problems relating to energy. Each activity is outlined in a single card which is introduced by a question. A teacher's…

  2. 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.

  3. Potential of augmented reality in sciences education. A literature review.

    OpenAIRE

    Swensen, Håkon

    2016-01-01

    POTENTIAL OF AUGMENTED REALITY IN SCIENCES EDUCATION A LITERATURE REVIEW H. Swensen Oslo and Akershus University College of Applied Sciences (NORWAY) Fewer and fewer students in Europe choose STEM education, while in today's job market have a growing need for people with such education. There are many reasons for this situation, but one important factor is that many students perceive school science as difficult. In science, there are many complex and abstract concepts to be learned, which put...

  4. Hands-on optics: an informal science education initiative

    Science.gov (United States)

    Johnson, Anthony M.; Pompea, Stephen M.; Arthurs, Eugene G.; Walker, Constance E.; Sparks, Robert T.

    2007-09-01

    The project is collaboration between two scientific societies, the Optical Society of America (OSA) and SPIE - The International Society for Optical Engineering and the National Optical Astronomy Observatory (NOAO). The program is designed to bring science education enrichment to thousands of underrepresented middle school students in more than ten states, including female and minority students, who typically have not been the beneficiaries of science and engineering resources and investments. HOO provides each teacher with up to six activity modules, each containing enough materials for up to 30 students to participate in 6-8 hours of hands-on optics-related activities. Sample activities, developed by education specialists at NOAO, include building kaleidoscopes and telescopes, communicating with a beam of light, and a hit-the-target laser beam challenge. Teachers engage in two days of training and, where possible, are partnered with a local optics professional (drawn from the local rosters of SPIE and OSA members) who volunteers to spend time with the teacher and students as they explore the module activities. Through these activities, students gain experience and understanding of optics principles, as well as learning the basics of inquiry, critical thinking, and problem solving skills involving optics, and how optics interfaces with other disciplines. While the modules were designed for use in informal after- school or weekend sessions, the number of venues has expanded to large and small science centers, Boys and Girls Clubs, Girl Scouts, summer camps, family workshops, and use in the classroom.

  5. The compatibility of reform initiatives in inclusion and science education: Perceptions of science teachers

    Science.gov (United States)

    Chung, Su-Hsiang

    The purposes of this investigation were to examine science teachers' instructional adaptations, testing and grading policies, as well as their perceptions toward inclusion. In addition, whether the perceptions and adaptations differ among three disability areas (learning disabilities, emotional handicaps, and mental handicaps), school level (elementary, middle, and high school), course content (life and physical science), instructional approach (textbook-oriented or activity-oriented), and other related variables was examined. Especially, the intention was to determine whether the two educational reform efforts (inclusion and excellence in science education) are compatible. In this study, 900 questionnaires were mailed to teachers in Indiana and 424 (47%) were returned. Due to incomplete or blank data, 38 (4%) responses were excluded. The final results were derived from a total of 386 respondents contributing to this investigation. The descriptive data indicated that teachers adapted their instruction moderately to accommodate students' special needs. In particular, these adaptations were made more frequently for students with mental handicaps (MH) or learning disabilities (LD), but less for students with emotional handicaps (EH). With respect to testing policies, less than half of the teachers (44.5%) used "same testing standards as regular students" for integrated LD students, while a majority of the teachers (57%) used such a policy for EH students. Unfortunately, considerably fewer teachers modified their grading policies for these two groups of students. In contrast, approximately two thirds of the teachers indicated that they used different testing or grading policies for MH students who were in the regular settings. Moreover, the results also showed that changes in classroom procedure did not occur much in the science teachers' classrooms. Perceptions of science teachers toward inclusion practices were somewhat mixed. Overall, teachers had neutral attitudes

  6. Dawn Mission Education and Public Outreach: Science as Human Endeavor

    Science.gov (United States)

    Cobb, W. H.; Wise, J.; Schmidt, B. E.; Ristvey, J.

    2012-12-01

    Dawn Education and Public Outreach strives to reach diverse learners using multi-disciplinary approaches. In-depth professional development workshops in collaboration with NASA's Discovery Program, MESSENGER and Stardust-NExT missions focusing on STEM initiatives that integrate the arts have met the needs of diverse audiences and received excellent evaluations. Another collaboration on NASA ROSES grant, Small Bodies, Big Concepts, has helped bridge the learning sequence between the upper elementary and middle school, and the middle and high school Dawn curriculum modules. Leveraging the Small Bodies, Big Concepts model, educators experience diverse and developmentally appropriate NASA activities that tell the Dawn story, with teachers' pedagogical skills enriched by strategies drawn from NSTA's Designing Effective Science Instruction. Dawn mission members enrich workshops by offering science presentations to highlight events and emerging data. Teachers' awareness of the process of learning new content is heightened, and they use that experience to deepen their science teaching practice. Activities are sequenced to enhance conceptual understanding of big ideas in space science and Vesta and Ceres and the Dawn Mission 's place within that body of knowledge Other media add depth to Dawn's resources for reaching students. Instrument and ion engine interactives developed with the respective science team leads help audiences engage with the mission payload and the data each instrument collects. The Dawn Dictionary, an offering in both audio as well as written formats, makes key vocabulary accessible to a broader range of students and the interested public. Further, as Dawn E/PO has invited the public to learn about mission objectives as the mission explored asteroid Vesta, new inroads into public presentations such as the Dawn MissionCast tell the story of this extraordinary mission. Asteroid Mapper is the latest, exciting citizen science endeavor designed to invite the

  7. PARRISE, Promoting Attainment of Responsible Research and Innovation in Science Education, FP7 : Rethinking science, rethinking education

    NARCIS (Netherlands)

    Knippels, M.C.P.J.; van Dam, F.W.

    The PARRISE (Promoting Attainment of Responsible Research & Innovation in Science Education) project aims at introducing the concept of Responsible Research and Innovation in primary and secondary education. It does so by combining inquiry-based learning and citizenship education with

  8. Computational thinking in life science education.

    Directory of Open Access Journals (Sweden)

    Amir Rubinstein

    2014-11-01

    Full Text Available We join the increasing call to take computational education of life science students a step further, beyond teaching mere programming and employing existing software tools. We describe a new course, focusing on enriching the curriculum of life science students with abstract, algorithmic, and logical thinking, and exposing them to the computational "culture." The design, structure, and content of our course are influenced by recent efforts in this area, collaborations with life scientists, and our own instructional experience. Specifically, we suggest that an effective course of this nature should: (1 devote time to explicitly reflect upon computational thinking processes, resisting the temptation to drift to purely practical instruction, (2 focus on discrete notions, rather than on continuous ones, and (3 have basic programming as a prerequisite, so students need not be preoccupied with elementary programming issues. We strongly recommend that the mere use of existing bioinformatics tools and packages should not replace hands-on programming. Yet, we suggest that programming will mostly serve as a means to practice computational thinking processes. This paper deals with the challenges and considerations of such computational education for life science students. It also describes a concrete implementation of the course and encourages its use by others.

  9. Computational thinking in life science education.

    Science.gov (United States)

    Rubinstein, Amir; Chor, Benny

    2014-11-01

    We join the increasing call to take computational education of life science students a step further, beyond teaching mere programming and employing existing software tools. We describe a new course, focusing on enriching the curriculum of life science students with abstract, algorithmic, and logical thinking, and exposing them to the computational "culture." The design, structure, and content of our course are influenced by recent efforts in this area, collaborations with life scientists, and our own instructional experience. Specifically, we suggest that an effective course of this nature should: (1) devote time to explicitly reflect upon computational thinking processes, resisting the temptation to drift to purely practical instruction, (2) focus on discrete notions, rather than on continuous ones, and (3) have basic programming as a prerequisite, so students need not be preoccupied with elementary programming issues. We strongly recommend that the mere use of existing bioinformatics tools and packages should not replace hands-on programming. Yet, we suggest that programming will mostly serve as a means to practice computational thinking processes. This paper deals with the challenges and considerations of such computational education for life science students. It also describes a concrete implementation of the course and encourages its use by others.

  10. PROGNOSIS OF VISUALIZATION USAGE IN THE SCIENCE EDUCATION PROCESS

    OpenAIRE

    Bilbokaite, Renata

    2016-01-01

    Future education depends on many external exogenous factors - society evolution, technologic progress, teachers’ opinion and their ability to organize the education process. Science education is difficult for many students but the progress of the society definitely correlated with achievements of science. This highlights the importance of teaching biology, chemistry, physics, geography and mathematics at school. Visualization helps students to learn science education but at the moment teacher...

  11. Scientific Inquiry in Health Sciences Education

    DEFF Research Database (Denmark)

    Musaeus, Peter

    inquiry or critical thinking. Discussion: The value of this study is that it might enable educational developers to give junior faculty better guidance on teaching and specific feedback on their teaching portfolio in particular in regards to the design of learning activities that might use scientific...... in terms of a more systematic approach to higher-level thinking. Thus although participants cited one or more constructivist educational theorists, they did not express a well-articulated notion of inquiry and they provided limited concrete examples on how to design a conducive learning environment around...... inquiry as means and end in higher education....

  12. Project of international science-education center and integration problems of nano science education in far eastern region of Asia

    International Nuclear Information System (INIS)

    Plusnin, N I; Lazarev, G I

    2008-01-01

    Some conception of international science-education center on nano science in Vladivostok is presented. The conception is based on internal and external prerequisites. Internal one is high intellectual potential of institutes of Russian Academy of Sciences and universities of Vladivostok and external one is need of countries of Far Eastern region of Asia in high level manpower. The conception takes into account a specific distribution of science and education potential between Russian Academy of Sciences and Russian universities and a specific their dislocation in Vladivostok. First specific dictates some similarity of organization structure and function of international science-education center to typical science-education center in Russia. But as for dislocation of the international science-education center in Vladivostok, it should be near dislocation of institutes of Far Eastern Brunch of Russian Academy of Sciences in Vladivostok, which are dislocated very compactly in suburb zone of Vladivostok

  13. Student Empowerment in an Environmental Science Classroom: Toward a Framework for Social Justice Science Education

    Science.gov (United States)

    Dimick, Alexandra Schindel

    2012-01-01

    Social justice education is undertheorized in science education. Given the wide range of goals and purposes proposed within both social justice education and social justice science education scholarship, these fields require reconciliation. In this paper, I suggest a student empowerment framework for conceptualizing teaching and learning social…

  14. Computational Thinking and Integrative Education (STEAM in Science Education

    Directory of Open Access Journals (Sweden)

    Rıdvan ÖZCAN

    2018-01-01

    Full Text Available this study, it was aimed to determine in which level science teachers use argumentation in their science classroom. Case study was used as a research model. This study has been carried out in a province in Aegean Region with a participating group that consists of 6 volunteer science teachers. In order to collect data, the observation form which is consisted of 24 items was used to decide in which level teachers’ using argumentation and intervention form consisting of 13 questions about argumentation were used. According to results of the study, science teachers did not commonly use argumentation. In the light of the interviews, it was seen that most of the teachers did not have any real qualifications about argumentation, the concepts in argumentation and the activities used in argumentation.

  15. The Implications for Science Education of Heidegger's Philosophy of Science

    Science.gov (United States)

    Shaw, Robert

    2013-01-01

    Science teaching always engages a philosophy of science. This article introduces a modern philosophy of science and indicates its implications for science education. The hermeneutic philosophy of science is the tradition of Kant, Heidegger, and Heelan. Essential to this tradition are two concepts of truth, truth as correspondence and truth as…

  16. Reconceptualizing the Nature of Science for Science Education: Why Does it Matter?

    Science.gov (United States)

    Dagher, Zoubeida R.; Erduran, Sibel

    2016-01-01

    Two fundamental questions about science are relevant for science educators: (a) What is the nature of science? and (b) what aspects of nature of science should be taught and learned? They are fundamental because they pertain to how science gets to be framed as a school subject and determines what aspects of it are worthy of inclusion in school…

  17. Professional preferences of students in physical education and sport sciences

    Directory of Open Access Journals (Sweden)

    Jerónimo García Fernández

    2013-01-01

    Full Text Available The actual context has enhanced job opportunities in the field of sport in order to respond to the current market demand. Thus, Physical Education and Sport Science graduates who begin to do differents jobs to the traditional ones but relate to their study field. The aim of this study was to guess which are the job preferences of the students of Physical Education and Sport Science of Seville University by gender and age doing the second cycle of their college degree and determine if there are significant differences. A descriptive analysis was carried out, using a questionnaire based on several researches, it was related to professional opportunities in sport sciences. The sample was of 118 students which represented 40.7% of the overall registered students. Results shown that sport management is the most preferable professional opportunity for women and men of the total sample, following in second place by teaching in secondary school for people older than 25 years of both sexes and teaching in primary school for the younger than 25 years. These findings announce changes in occupational trends in sports, to be taken into account in the framework of the European higher education (Degree of Science in Sport and Physical Activity, own US Masters and Official, lifelong learning programs....

  18. Clinical Correlations as a Tool in Basic Science Medical Education

    Directory of Open Access Journals (Sweden)

    Brenda J. Klement

    2016-01-01

    Full Text Available Clinical correlations are tools to assist students in associating basic science concepts with a medical application or disease. There are many forms of clinical correlations and many ways to use them in the classroom. Five types of clinical correlations that may be embedded within basic science courses have been identified and described. (1 Correlated examples consist of superficial clinical information or stories accompanying basic science concepts to make the information more interesting and relevant. (2 Interactive learning and demonstrations provide hands-on experiences or the demonstration of a clinical topic. (3 Specialized workshops have an application-based focus, are more specialized than typical laboratory sessions, and range in complexity from basic to advanced. (4 Small-group activities require groups of students, guided by faculty, to solve simple problems that relate basic science information to clinical topics. (5 Course-centered problem solving is a more advanced correlation activity than the others and focuses on recognition and treatment of clinical problems to promote clinical reasoning skills. Diverse teaching activities are used in basic science medical education, and those that include clinical relevance promote interest, communication, and collaboration, enhance knowledge retention, and help develop clinical reasoning skills.

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. C S Yogananda. Articles written in Resonance – Journal of Science Education. Volume 1 Issue 1 January 1996 ... Galileo Galilei: Father of Modern Science · C S Yogananda · More Details Fulltext PDF. Volume 6 Issue 9 September 2001 pp 1-2 Editorial. Editorial.

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Harold A Scheraga. Articles written in Resonance – Journal of Science Education. Volume 8 Issue 6 June 2003 pp 2-5 Article-in-a-Box. Paul J. Flory – The Man Who Laid the Foundations of Modern Polymer Science · Harold A Scheraga · More Details Fulltext ...

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Palash Sarkar. Articles written in Resonance – Journal of Science Education. Volume 5 Issue 9 September 2000 pp 22-40 General Article. A Sketch of Modern Cryptology - The Art and Science of Secrecy Systems · Palash Sarkar · More Details Fulltext PDF ...

  2. Flogging a Dead Horse: Pseudoscience and School Science Education

    Science.gov (United States)

    Vlaardingerbroek, Barend

    2011-01-01

    Pseudoscience is a ubiquitous aspect of popular culture which constitutes a direct challenge to science, and by association, to science education. With the exception of politically influential pseudosciences trying to impose themselves on official curricula such as creationism, science education authorities and professional organisations seem…

  3. Some Aspects of Science Education in European Context

    Science.gov (United States)

    Naumescu, Adrienne Kozan; Pasca, Roxana-Diana

    2008-01-01

    Some up-to-date problems in science education in European context are treated in this paper. The characteristics of science education across Europe are presented. Science teachers' general competencies are underlined. An example of problem-solving as teaching method in chemistry is studied in knowledge based society. Transforming teacher practice…

  4. Avoiding the Issue of Gender in Japanese Science Education

    Science.gov (United States)

    Scantlebury, Kathryn; Baker, Dale; Sugi, Ayumi; Yoshida, Atsushi; Uysal, Sibel

    2007-01-01

    This paper describes how the patriarchal structure of Japanese society and its notions of women, femininity, and gendered stereotypes produced strong cultural barriers to increasing the participation of females in science education. Baseline data on attitudes toward science and the perceptions of gender issues in science education, academic major…

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Sheela K Ramasesha. Articles written in Resonance – Journal of Science Education. Volume 4 Issue 8 August 1999 pp 16-24 Series Article. Science and Technology of Ceramics - Traditional Ceramics · Sheela K Ramasesha · More Details Fulltext PDF. Volume ...

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Srinivasan Ramani. Articles written in Resonance – Journal of Science Education. Volume 13 Issue 5 May 2008 pp 407-409 Article-in-a-Box. Rangaswamy Narasimhan: Doyen of Computer Science and Technology · Srinivasan Ramani · More Details Fulltext ...

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 9; Issue 4. Simulation of Electron Motion in Fields – An Interactive Teaching Aid ... Department of Physics Shivaji Education Society Amravati's Science College Congress Nagar, Nagpur 440 012, India; Department of Computer Science Anuradha ...

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. R Jagannathan. Articles written in Resonance – Journal of Science Education. Volume 4 Issue 1 January 1999 pp 89-92 Information and Announcements. The Institute of Mathematical Sciences · R Jagannathan · More Details Fulltext PDF ...

  9. Science Student Teachers and Educational Technology: Experience, Intentions, and Value

    Science.gov (United States)

    Efe, Rifat

    2011-01-01

    The primary purpose of this study is to examine science student teachers' experience with educational technology, their intentions for their own use, their intentions for their students' use, and their beliefs in the value of educational technology in science instruction. Four hundred-forty-eight science student teachers of different disciplines…

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Veena Srinivasan. Articles written in Resonance – Journal of Science Education. Volume 22 Issue 3 March 2017 pp 303-313 Research News. Doing Science That Matters to Address India'sWater Crisis · Veena Srinivasan · More Details Abstract Fulltext PDF.

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Nirupama Raghavan. Articles written in Resonance – Journal of Science Education. Volume 9 Issue 5 May 2004 pp 72-78 Classroom. A Public Experiment in the History of Science Naked Eye Visibility of the Transit of Venus · Nirupama Raghavan · More Details ...

  12. Research trends and issues in informal science education

    Science.gov (United States)

    Pinthong, Tanwarat; Faikhamta, Chatree

    2018-01-01

    Research in informal science education (ISE) become more interesting area in science education for a few decades. The main purpose of this research is to analyse research articles in 30 issues of top three international journals in science education; Journal of Research in Science Teaching, Science Education, and the International Journal of Science Education. The research articles during 2007 and 2016 were reviewed and analysed according to the authors' nationality, informal science education's research topics, research paradigms, methods of data collection and data analysis. The research findings indicated that there were 201 published papers related to informal science education, successfully submitted by 469 authors from 27 different countries. In 2008, there was no article related to informal science education. Statistical analyses showed that authors from USA are the most dominant, followed by UK and Israel. The top three ISE's research topics most frequently investigated by the researchers were regarding students' informal learning, public understanding in science, and informal perspectives, policies and paradigms. It is also found that theoretical framework used in informal science education which is becoming more strongly rooted is in a mix of the sociocultural and constructivist paradigms, with a growing acceptance of qualitative research methods and analyses.

  13. Increasing student learning through space life sciences education

    Science.gov (United States)

    Moreno, Nancy P.; Kyle Roberts, J.; Tharp, Barbara Z.; Denk, James P.; Cutler, Paula H.; Thomson, William A.

    2005-05-01

    Scientists and educators at Baylor College of Medicine are using space life sciences research areas as themes for middle school science and health instructional materials. This paper discusses study findings of the most recent unit, Food and Fitness, which teaches concepts related to energy and nutrition through guided inquiry. Results of a field test involving more than 750 students are reported. Use of the teaching materials resulted in significant knowledge gains by students as measured on a pre/post assessment administered by teachers. In addition, an analysis of the time spent by each teacher on each activity suggested that it is preferable to conduct all of the activities in the unit with students rather than allocating the same total amount of time on just a subset of the activities.

  14. Outreach Education Modules on Space Sciences in Taiwan

    Science.gov (United States)

    Lee, I.-Te; Tiger Liu, Jann-Yeng; Chen, Chao-Yen

    2013-04-01

    The Ionospheric Radio Science Laboratory (IRSL) at Institute of Space Science, National Central University in Taiwan has been conducting a program for public outreach educations on space science by giving lectures, organizing camps, touring exhibits, and experiencing hand-on experiments to elementary school, high school, and college students as well as general public since 1991. The program began with a topic of traveling/living in space, and was followed by space environment, space mission, and space weather monitoring, etc. and a series of course module and experiment (i.e. experiencing activity) module was carried out. For past decadal, the course modules have been developed to cover the space environment of the Sun, interplanetary space, and geospace, as well as the space technology of the rocket, satellite, space shuttle (plane), space station, living in space, observing the Earth from space, and weather observation. Each course module highlights the current status and latest new finding as well as discusses 1-3 key/core issues/concepts and equip with 2-3 activity/experiment modules to make students more easily to understand the topics/issues. Meanwhile, scientific camps are given to lead students a better understanding and interesting on space science. Currently, a visualized image projecting system, Dagik Earth, is developed to demonstrate the scientific results on a sphere together with the course modules. This system will dramatically improve the educational skill and increase interests of participators.

  15. Using Random Numbers in Science Research Activities.

    Science.gov (United States)

    Schlenker, Richard M.; And Others

    1996-01-01

    Discusses the importance of science process skills and describes ways to select sets of random numbers for selection of subjects for a research study in an unbiased manner. Presents an activity appropriate for grades 5-12. (JRH)

  16. Science Activities in Energy: Wind Energy.

    Science.gov (United States)

    Oak Ridge Associated Universities, TN.

    Included in this science activities energy package are 12 activities related to wind energy for elementary students. Each activity is outlined on a single card and is introduced by a question. Topics include: (1) At what time of day is there enough wind to make electricity where you live?; (2) Where is the windiest spot on your schoolground?; and…

  17. Online interprofessional health sciences education: From theory to practice.

    Science.gov (United States)

    Luke, Robert; Solomon, Patty; Baptiste, Sue; Hall, Pippa; Orchard, Carole; Rukholm, Ellen; Carter, Lorraine

    2009-01-01

    Online learning (e-learning) has a nascent but established history. Its application to interprofessional education (IPE), however, is relatively new. Over the past 2 decades the Internet has been used increasingly to mediate education. We have come past the point of "should we use the Internet for education" to "how should we use the Internet for education." Research has begun on the optimal development of online learning environments to support IPE. Developing online IPE should follow best practices in e-learning generally, though there are some special considerations for acknowledging the interprofessional context and clinical environments that online IPE is designed to support. The design, development, and deployment of effective online IPE must therefore pay special attention to the particular constraints of the health care worker educational matrix, both pre- and postlicensure. In this article we outline the design of online, interprofessional health sciences education. Our work has involved 4 educational and 4 clinical service institutions. We establish the context in which we situate our development activities that created learning modules designed to support IPE and its transfer into new interprofessional health care practices. We illustrate some best practices for the design of effective online IPE, and show how this design can create effective learning for IPE. Challenges exist regarding the full implementation of interprofessional clinical practice that are beginning to be met by coordinated efforts of multiple health care education silos.

  18. 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.

  19. Contextual assessment in science education: Background, issues, and policy

    Science.gov (United States)

    Klassen, Stephen

    2006-09-01

    Contemporary assessment practices in science education have undergone significant changes in recent decades. The basis for these changes and the resulting new assessment practices are the subject of this two-part paper. Part 1 considers the basis of assessment that, more than 25 years ago, was driven by the assumptions of decomposability and decontextualization of knowledge, resulting in a low-inference testing system, often described as traditional. This assessment model was replaced not on account of direct criticism, but rather on account of a larger revolution - the change from behavioral to cognitive psychology, developments in the philosophy of science, and the rise of constructivism. Most notably, the study of the active cognitive processes of the individual resulted in a major emphasis on context in learning and assessment. These changes gave rise to the development of various contextual assessment methodologies in science education, for example, concept mapping assessment, performance assessment, and portfolio assessment. In Part 2, the literature relating to the assessment methods identified in Part 1 is reviewed, revealing that there is not much research that supports their validity and reliability. However, encouraging new work on selected-response tests is forming the basis for reconsideration of past criticisms of this technique. Despite the major developments in contextual assessment methodologies in science education, two important questions remain unanswered, namely, whether grades can be considered as genuine numeric quantities and whether the individual student is the appropriate unit of assessment in public accountability. Given these issues and the requirement for science assessment to satisfy the goals of the individual, the classroom, and the society, tentative recommendations are put forward addressing these parallel needs in the assessment of science learning.

  20. Using documentaries for Earth science education

    Science.gov (United States)

    Hooper, Richard; Lilienfeld, Linda; Arrigo, Jennifer

    2011-10-01

    With the success of An Inconvenient Truth, a movie about former U.S. vice president Al Gore's campaign to educate the public on global climate change, long-form documentaries, particularly those concerning environmental issues, are enjoying a renaissance. These films can be a powerful educational tool because they create teachable moments by heightening students' interest in environmental topics. Successful documentaries engage the audience emotionally and tell a compelling story, with heroes and villains. Often films touch on some scientific concepts and may even contain graphics and animations that are useful in explaining processes. However, they generally do not provide a balanced exposition of the science and technical issues that underlie the environmental problems described. Documentaries may advocate a particular policy position.

  1. Regional Centres for Space Science and Technology Education Affiliated to the United Nations

    Science.gov (United States)

    Aquino, A. J. A.; Haubold, H. J.

    2010-05-01

    Based on resolutions of the United Nations General Assembly, Regional Centres for space science and technology education were established in India, Morocco, Nigeria, Brazil and Mexico. Simultaneously, education curricula were developed for the core disciplines of remote sensing, satellite communications, satellite meteorology, and space and atmospheric science. This paper provides a brief report on the status of the operation of the Regional Centres and draws attention to their educational activities.

  2. 2011 Joint Science Education Project: Research Experience in Polar Science

    Science.gov (United States)

    Wilkening, J.; Ader, V.

    2011-12-01

    The Joint Science Education Project (JSEP), sponsored by the National Science Foundation, is a two-part program that brings together students and teachers from the United States, Greenland, and Denmark, for a unique cross-cultural, first-hand experience of the realities of polar science field research in Greenland. During JSEP, students experienced research being conducted on and near the Greenland ice sheet by attending researcher presentations, visiting NSF-funded field sites (including Summit and NEEM field stations, both located on the Greenland ice sheet), and designing and conducting research projects in international teams. The results of two of these projects will be highlighted. The atmospheric project investigated the differences in CO2, UVA, UVB, temperature, and albedo in different Arctic microenvironments, while also examining the interaction between the atmosphere and water present in the given environments. It was found that the carbon dioxide levels varied: glacial environments having the lowest levels, with an average concentration of 272.500 ppm, and non-vegetated, terrestrial environments having the highest, with an average concentration of 395.143 ppm. Following up on these results, it is planned to further investigate the interaction of the water and atmosphere, including water's role in the uptake of carbon dioxide. The ecology project investigated the occurrence of unusual large blooms of Nostoc cyanobacteria in Kangerlussuaq area lakes. The water chemistry of the lakes which contained the cyanobacteria and the lakes that did not were compared. The only noticeable difference was of the lakes' acidity, lakes containing the blooms had an average pH value of 8.58, whereas lakes without the blooms had an average pH value of 6.60. Further investigation of these results is needed to determine whether or not this was a cause or effect of the cyanobacteria blooms. As a next step, it is planned to attempt to grow the blooms to monitor their effects on

  3. Reforming Science Education: Part I. The Search for a Philosophy of Science Education

    Science.gov (United States)

    Schulz, Roland M.

    2009-04-01

    The call for reforms in science education has been ongoing for a century, with new movements and approaches continuously reshaping the identity and values of the discipline. The HPS movement has an equally long history and taken part in the debates defining its purpose and revising curriculum. Its limited success, however, is due not only to competition with alternative visions and paradigms (e.g. STS, multi-culturalism, constructivism, traditionalism) which deadlock implementation, and which have led to conflicting meanings of scientific literacy, but the inability to rise above the debate. At issue is a fundamental problem plaguing science education at the school level, one it shares with education in general. It is my contention that it requires a guiding “metatheory” of education that can appropriately distance itself from the dual dependencies of metatheories in psychology and the demands of socialization—especially as articulated in most common conceptions of scientific literacy tied to citizenship. I offer as a suggestion Egan’s cultural-linguistic theory as a metatheory to help resolve the impasse. I hope to make reformers familiar with his important ideas in general and more specifically, to show how they can complement HPS rationales and reinforce the work of those researchers who have emphasized the value of narrative in learning science. This will be elaborated in Part II of a supplemental paper to the present one. As a prerequisite to presenting Egan’s metatheory I first raise the issue of the need for a conceptual shift back to philosophy of education within the discipline, and thereto, on developing and demarcating true educational theories (essentially neglected since Hirst). In the same vein it is suggested a new research field should be opened with the express purpose of developing a discipline-specific “philosophy of science education” (largely neglected since Dewey) which could in addition serve to reinforce science education

  4. Educational activities for the diffusion of scientific culture

    Science.gov (United States)

    Ferlet, Roger

    2015-08-01

    Considering there is a divorce between science and culture, we suggest activities such as trails of mathematical/astronomical knowledge and vision of scientific teaching and education, that are aiming ata global, citizen dialogue, at reviving a truly human culture integrating science, and at answering all kinds of obscurantism/fundamentalism.

  5. Informing the Development of Science Exhibitions through Educational Research

    Science.gov (United States)

    Laherto, Antti

    2013-01-01

    This paper calls for greater use of educational research in the development of science exhibitions. During the past few decades, museums and science centres throughout the world have placed increasing emphasis on their educational function. Although exhibitions are the primary means of promoting visitors' learning, educational research is not…

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. Roddam Narasimha. Articles written in Resonance – Journal of Science Education. Volume 1 Issue 2 February 1996 pp 6-11. Higher Education in India · Roddam Narasimha · More Details Fulltext PDF. Volume 4 Issue 1 January 1999 pp 76-79 Book Review.

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education. I Ceyhun. Articles written in Resonance – Journal of Science Education. Volume 9 Issue 6 June 2004 pp 86-91 Classroom. An Experiment for Teaching Chemical Kinetics in Chemical Education · I Ceyhun Z Karagölge · More Details Fulltext PDF ...

  8. CERN as a Non-School Resource for Science Education

    CERN Document Server

    Ellis, Jonathan Richard

    2000-01-01

    As a large international research laboratory, CERN feels it has a special responsibility for outreach, and has many activities directed towards schools, including organized visits, an on-site museum, hands-on experiments, a Summer intern programme for high-school teachers, lecture series and webcasts. Ongoing activities and future plans are reviewed, and some ideas stimulated by this workshop are offered concerning the relevance of CERN's experience to Asia, and the particular contribution that CERN can make as a non-school resource for science education.

  9. Where Young People See Science: Everyday Activities Connected to Science

    Science.gov (United States)

    Zimmerman, Heather Toomey; Bell, Philip

    2014-01-01

    This project analyses the prevalence and social construction of science in the everyday activities of multicultural, multilingual children in one urban community. Using cross-setting ethnographic fieldwork (i.e. home, museum, school, community), we developed an ecologically grounded interview protocol and analytical scheme for gauging students'…

  10. 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 ...

  11. Regional Queensland Parents' Views of Science Education: Some Unexpected Perceptions

    Science.gov (United States)

    Boon, Helen J.

    2012-01-01

    Low post-compulsory science enrolments for secondary students have been a growing concern across the Western world. Research has examined factors relating to science curricula and students' attitudes about science, but parental views of science education remain largely unexplored in Australia. Because parents have a strong role in shaping their…

  12. An Evaluation of the Science Education Component of the Cross River State Science and Technical Education Project

    Science.gov (United States)

    Ekuri, Emmanuel Etta

    2012-01-01

    The Cross River State Science and Technical Education Project was introduced in 1992 by edict number 9 of 20 December 1991, "Cross River State Science and Technical Education Board Edit, 20 December, 1991", with the aim of improving the quality of science teaching and learning in the state. As the success of the project depends…

  13. Nuclear science and society: social inclusion through scientific education

    Science.gov (United States)

    Levy, Denise S.

    2017-11-01

    This article presents a web-based educational project focused on the potential value of Information and Communication Technology to enhance communication and education on nuclear science throughout Brazil. The project is designed to provide trustworthy information about the beneficial uses of nuclear technology, educating children and teenagers, as well as their parents and teachers, demystifying paradigms and combating misinformation. Making use of a range of interactive activities, the website presents short courses and curiosities, with different themes that comprise the several aspects of the beneficial applications of nuclear science. The intention of the many interactive activities is to encourage research and to enhance learning opportunities through a self-learning universe where the target public is introduced to the basic concepts of nuclear physics, such as nuclides and isotopes, atomic interactions, radioactive decay, biological effects of radiation, nuclear fusion, nuclear fission, nuclear reactors, nuclear medicine, radioactive dating methods and natural occurring radiation, among other ideas and concepts in nuclear physics. Democratization of scientific education can inspire new thoughts, stimulate development and encourage scientific and technological researches.

  14. DEVELOPMENT STRATEGY OF PARTNERSHIP OF HIGHER EDUCATION, SCIENCE AND BUSINESS

    Directory of Open Access Journals (Sweden)

    I. Mazur

    2014-12-01

    Full Text Available In the article the cooperation of higher education, science and business is analysed. A conflict of civilizations wave development in the confrontation of two forces: the "factory of Education" and force change is disclosed. European and Ukrainian higher education quality estimation is analysed. The effect of unsynchronization in time is educed between the necessities of business and possibilities of education and science. Reasons of bribery are exposed at higher school. The development strategy of partnership of higher education, science and business is proposed.

  15. Ludic prospects for science education in education home fundamental

    Directory of Open Access Journals (Sweden)

    Aline Juliana Oja-Persicheto

    2017-12-01

    Full Text Available The research scenario on science teaching in early education indicates emerging issues on the pedagogical practices developed educational level. Furthermore, although the importance of teaching science since the beginning of basic education, there is still residual and limited space of this discipline in the early years of schooling to be recognized. Allied to this complex picture, school practices has performed largely with emphasis on lectures, with reduced participation of students in their learning process. So, some investigations have been developed with the intention to subsidize the construction of pedagogical practices based on specific childhood learning of scientific concepts. Thus, the present study, theoretical in nature, aimed at discussing the main strengths of playful perspective to the work of the multidisciplinary teacher, with possible situations to be held in the school context and to contribute to children's learning in an atmosphere that encourages increasingly interest and curiosity. The literature review indicated several alternatives, and, for this text, were selected: the didactic games, the works of children's literature and theater. The analysis of the use of these resources has concluded that the ludic perspective, when planned and developed in a wise manner, may represent a key element of the teaching process that favors learning qualitatively students.

  16. Computer science education for medical informaticians.

    Science.gov (United States)

    Logan, Judith R; Price, Susan L

    2004-03-18

    The core curriculum in the education of medical informaticians remains a topic of concern and discussion. This paper reports on a survey of medical informaticians with Master's level credentials that asked about computer science (CS) topics or skills that they need in their employment. All subjects were graduates or "near-graduates" of a single medical informatics Master's program that they entered with widely varying educational backgrounds. The survey instrument was validated for face and content validity prior to use. All survey items were rated as having some degree of importance in the work of these professionals, with retrieval and analysis of data from databases, database design and web technologies deemed most important. Least important were networking skills and object-oriented design and concepts. These results are consistent with other work done in the field and suggest that strong emphasis on technical skills, particularly databases, data analysis, web technologies, computer programming and general computer science are part of the core curriculum for medical informatics.

  17. Graduate Experience in Science Education: the development of a science education course for biomedical science graduate students.

    Science.gov (United States)

    Markowitz, Dina G; DuPré, Michael J

    2007-01-01

    The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers.

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 21; Issue 9. Science Academies' Refresher Course on Experimental Biology: Orthodox to Modern. Information and Announcements Volume 21 Issue 9 September 2016 pp 858-858 ...

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 18; Issue 2. Science Academies' Refresher Course on Modern Biiotechnology: Concepts and Practice. Information and Announcements Volume 18 Issue 2 February 2013 pp 197-197 ...

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 22; Issue 10. Science Academies' Refresher Course on Modern and Ancient Environment and Ecology: Sediments and Biota. Information and Announcements Volume 22 Issue 10 October 2017 pp 973-973 ...

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

    Indian Academy of Sciences (India)

    ; Journals; Resonance – Journal of Science Education; Volume 16; Issue ... International Year of Chemistry - 2011 ... pp 1107-1107 Science Smiles ... Coordination Compounds in Biology - The Chemistry of Vitamin B12 and Model Compounds.

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 17; Issue 12. Science Academies' Refresher Course on Modern Genetics: Concepts and Practice. Information and Announcements Volume 17 Issue 12 December 2012 pp 1198-1198 ...

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 5; Issue 2. Issue front cover ... Science and Technology of Ceramics - Advanced Ceramics: Structural Ceramics and Glasses ... pp 95-96 Information and Announcements.

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 22; Issue 8. Science Academies' Refresher Course in Foundations of Physical Chemistry and its Applications. Information and Announcements Volume 22 Issue 8 August 2017 pp 816-816 ...

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 12; Issue 12. Science Academies' Summer Research Fellowship Programme for Students and Teachers - 2008. Information and Announcements Volume 12 Issue 12 December 2007 pp 74-74 ...

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 19; Issue 8. Science Academies' Refresher Course on Classical Mechanics and Electromagnetism. Information and Announcements Volume 19 Issue 8 August 2014 pp 775-775 ...

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 16; Issue 2 ... University of Mysore, Manasagangotri Mysore 570 006; School of Physics, ... Centre for High Energy Physics, Indian Institute of Science, Bangalore 560 012.

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 22; Issue 10. Science Academies' Refresher Course on Experimental Approaches to Molecular Microbiology and Cell Biology. Information and Announcements Volume 22 Issue 10 October 2017 pp 971-971 ...

  9. Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalised science classroom

    Science.gov (United States)

    De Carvalho, Roussel

    2016-06-01

    Steven Vertovec (2006, 2007) has recently offered a re-interpretation of population diversity in large urban centres due to a considerable increase in immigration patterns in the UK. This complex scenario called superdiversity has been conceptualised to help illuminate significant interactions of variables such as religion, language, gender, age, nationality, labour market and population distribution on a larger scale. The interrelationships of these themes have fundamental implications in a variety of community environments, but especially within our schools. Today, London schools have over 300 languages being spoken by students, all of whom have diverse backgrounds, bringing with them a wealth of experience and, most critically, their own set of religious beliefs. At the same time, Science is a compulsory subject in England's national curriculum, where it requires teachers to deal with important scientific frameworks about the world; teaching about the origins of the universe, life on Earth, human evolution and other topics, which are often in conflict with students' religious views. In order to cope with this dynamic and thought-provoking environment, science initial teacher education (SITE)—especially those catering large urban centres—must evolve to equip science teachers with a meaningful understanding of how to handle a superdiverse science classroom, taking the discourse of inclusion beyond its formal boundaries. Thus, this original position paper addresses how the role of SITE may be re-conceptualised and re-framed in light of the immense challenges of superdiversity as well as how science teachers, as enactors of the science curriculum, must adapt to cater to these changes. This is also the first in a series of papers emerging from an empirical research project trying to capture science teacher educators' own views on religio-scientific issues and their positions on the place of these issues within science teacher education and the science classroom.

  10. Modern Publishing Approach of Journal of Astronomy & Earth Sciences Education

    Science.gov (United States)

    Slater, Timothy F.

    2015-01-01

    Filling a needed scholarly publishing avenue for astronomy education researchers and earth science education researchers, the Journal of Astronomy & Earth Sciences Education - JAESE published its first volume and issue in 2014. The Journal of Astronomy & Earth Sciences Education - JAESE is a scholarly, peer-reviewed scientific journal publishing original discipline-based education research and evaluation, with an emphasis of significant scientific results derived from ethical observations and systematic experimentation in science education and evaluation. International in scope, JAESE aims to publish the highest quality and timely articles from discipline-based education research that advance understanding of astronomy and earth sciences education and are likely to have a significant impact on the discipline or on policy. Articles are solicited describing both (i) systematic science education research and (ii) evaluated teaching innovations across the broadly defined Earth & space sciences education, including the disciplines of astronomy, climate education, energy resource science, environmental science, geology, geography, agriculture, meteorology, planetary sciences, and oceanography education. The publishing model adopted for this new journal is open-access and articles appear online in GoogleScholar, ERIC, and are searchable in catalogs of 440,000 libraries that index online journals of its type. Rather than paid for by library subscriptions or by society membership dues, the annual budget is covered by page-charges paid by individual authors, their institutions, grants or donors: This approach is common in scientific journals, but is relatively uncommon in education journals. Authors retain their own copyright. The journal is owned by the Clute Institute of Denver, which owns and operates 17 scholarly journals and currently edited by former American Astronomical Society Education Officer Tim Slater, who is an endowed professor at the University of Wyoming and

  11. Elementary science education: Dilemmas facing preservice teachers

    Science.gov (United States)

    Sullivan, Sherry Elaine

    Prospective teachers are involved in a process of induction into a culture of teaching that has rules, or codes of conduct for engaging in teaching practice. This same culture of teaching exists within a larger culture of schooling that also has values and norms for behaviors, that over time have become institutionalized. Teacher educators are faced with the challenging task of preparing preservice teachers to resolve dilemmas that arise from conflicts between the pressure to adopt traditional teaching practices of schooling, or to adopt inquiry-based teaching practices from their university methods classes. One task for researchers in teacher education is to define with greater precision what factors within the culture of schooling hinder or facilitate implementation of inquiry-based methods of science teaching in schools. That task is the focus of this study. A qualitative study was undertaken using a naturalistic research paradigm introduced by Lincoln and Guba in 1985. Participant observation, interviews, discourse analysis of videotapes of lessons from the methods classroom and written artifacts produced by prospective teachers during the semester formed the basis of a grounded theory based on inductive analysis and emergent design. Unstructured interviews were used to negotiate outcomes with participants. Brief case reports of key participants were also written. This study identified three factors that facilitated or hindered the prospective teachers in this research success in implementing inquiry-based science teaching in their field placement classrooms: (a) the culture of teaching/teacher role-socialization, (b) the culture of schooling and its resistance to change, and (c) the culture of teacher education, especially in regards to grades and academic standing. Some recommendations for overcoming these persistent obstacles to best practice in elementary science teaching include: (a) preparing prospective teachers to understand and cope with change

  12. Exploring Secondary Science Teachers' Perceptions on the Goals of Earth Science Education in Taiwan

    Science.gov (United States)

    Chang, Chun-Yen; Chang, Yueh-Hsia; Yang, Fang-Ying

    2009-01-01

    The educational reform movement since the 1990s has led the secondary earth science curriculum in Taiwan into a stage of reshaping. The present study investigated secondary earth science teachers' perceptions on the Goals of Earth Science Education (GESE). The GESE should express the statements of philosophy and purpose toward which educators…

  13. Science Instructors' Perceptions of the Risks of Biotechnology: Implications for Science Education

    Science.gov (United States)

    Gardner, Grant Ean; Jones, M. Gail

    2011-01-01

    Developing scientifically literate students who understand the socially contextualized nature of science and technology is a national focus of science education reform. Science educators' perceptions of risks and benefits of new technologies (such as biotechnology) may shape their instructional approaches. This study examined the perceived risk of…

  14. Tailoring science education graduate programs to the needs of science educators in low-income countries

    Science.gov (United States)

    Lunetta, Vincent N.; van den Berg, Euwe

    Science education graduate programs in high-income countries frequently enroll students from low-income countries. Upon admission these students have profiles of knowledge, skills, and experiences which can be quite different from those of students from the host high-income countries. Upon graduation, they will normally return to work in education systems with conditions which differ greatly from those in high-income countries. This article attempts to clarify some of the differences and similarities between such students. It offers suggestions for making graduate programs more responsive to the special needs of students from low-income countries and to the opportunities they offer for enhancing cross-cultural sensitivity. Many of the suggestions can be incorporated within existing programs through choices of elective courses and topics for papers, projects, and research. Many references are provided to relevant literature on cultural issues and on science education in low-income countries.

  15. The opportunities and challenges for ICT in science education

    OpenAIRE

    Ferk Savec, Vesna

    2017-01-01

    This article examines the opportunities and challenges for the use of ICT in science education in the light of science teachers’ Technological Pedagogical Content Knowledge (TPACK). Some of the variables that have been studied with regard to the TPACK fra mework in science classrooms (such as teachers’ self - efficacy, gender, teaching experience, teachers’ beliefs, etc.) are reviewed, and variations of the TPACK framework specific for science education ...

  16. Students' Attitudes towards Interdisciplinary Education: A Course on Interdisciplinary Aspects of Science and Engineering Education

    Science.gov (United States)

    Gero, Aharon

    2017-01-01

    A course entitled "Science and Engineering Education: Interdisciplinary Aspects" was designed to expose undergraduate students of science and engineering education to the attributes of interdisciplinary education which integrates science and engineering. The core of the course is an interdisciplinary lesson, which each student is…

  17. 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.

  18. Using design science in educational technology research projects

    Directory of Open Access Journals (Sweden)

    Susan M. Chard

    2017-12-01

    Full Text Available Design science is a research paradigm where the development and evaluation of a technology artefact is a key contribution. Design science is used in many domains and this paper draws on those domains to formulate a generic structure for design science research suitable for educational technology research projects. The paper includes guidelines for writing proposals using the design science research methodology for educational technology research and presents a generic research report structure. The paper presents ethical issues to consider in design science research being conducted in educational settings and contributes guidelines for assessment when the research contribution involves the creation of a technology artefact.

  19. Lunar and Planetary Science XXXV: Engaging K-12 Educators, Students, and the General Public in Space Science Exploration

    Science.gov (United States)

    2004-01-01

    The session "Engaging K-12 Educators, Students, and the General Public in Space Science Exploration" included the following reports:Training Informal Educators Provides Leverage for Space Science Education and Public Outreach; Teacher Leaders in Research Based Science Education: K-12 Teacher Retention, Renewal, and Involvement in Professional Science; Telling the Tale of Two Deserts: Teacher Training and Utilization of a New Standards-based, Bilingual E/PO Product; Lindstrom M. M. Tobola K. W. Stocco K. Henry M. Allen J. S. McReynolds J. Porter T. T. Veile J. Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes -- Update; Utilizing Mars Data in Education: Delivering Standards-based Content by Exposing Educators and Students to Authentic Scientific Opportunities and Curriculum; K. E. Little Elementary School and the Young Astronaut Robotics Program; Integrated Solar System Exploration Education and Public Outreach: Theme, Products and Activities; and Online Access to the NEAR Image Collection: A Resource for Educators and Scientists.

  20. Responsible research and innovation indicators for science education assessment: how to measure the impact?

    Science.gov (United States)

    Heras, Maria; Ruiz-Mallén, Isabel

    2017-12-01

    The emerging paradigm of responsible research and innovation (RRI) in the European Commission policy discourse identifies science education as a key agenda for better equipping students with skills and knowledge to tackle complex societal challenges and foster active citizenship in democratic societies. The operationalisation of this broad approach in science education demands, however, the identification of assessment frameworks able to grasp the complexity of RRI process requirements and learning outcomes within science education practice. This article aims to shed light over the application of the RRI approach in science education by proposing a RRI-based analytical framework for science education assessment. We use such framework to review a sample of empirical studies of science education assessments and critically analyse it under the lenses of RRI criteria. As a result, we identify a set of 86 key RRI assessment indicators in science education related to RRI values, transversal competences and experiential and cognitive aspects of learning. We argue that looking at science education through the lenses of RRI can potentially contribute to the integration of metacognitive skills, emotional aspects and procedural dimensions within impact assessments so as to address the complexity of learning.