WorldWideScience

Sample records for science educational materials

  1. Technical Education Outreach in Materials Science and Technology Based on NASA's Materials Research

    Science.gov (United States)

    Jacobs, James A.

    2003-01-01

    The grant NAG-1 -2125, Technical Education Outreach in Materials Science and Technology, based on NASA s Materials Research, involves collaborative effort among the National Aeronautics and Space Administration s Langley Research Center (NASA-LaRC), Norfolk State University (NSU), national research centers, private industry, technical societies, colleges and universities. The collaboration aims to strengthen math, science and technology education by providing outreach related to materials science and technology (MST). The goal of the project is to transfer new developments from LaRC s Center for Excellence for Structures and Materials and other NASA materials research into technical education across the nation to provide educational outreach and strengthen technical education. To achieve this goal we are employing two main strategies: 1) development of the gateway website and 2) using the National Educators Workshop: Update in Engineering Materials, Science and Technology (NEW:Updates). We have also participated in a number of national projects, presented talks at technical meetings and published articles aimed at improving k-12 technical education. Through the three years of this project the NSU team developed the successful MST-Online site and continued to upgrade and update it as our limited resources permitted. Three annual NEW:Updates conducted from 2000 though 2002 overcame the challenges presented first by the September 11,2001 terrorist attacks and the slow U.S. economy and still managed to conduct very effective workshops and expand our outreach efforts. Plans began on NEW:Update 2003 to be hosted by NASA Langley as a part of the celebration of the Centennial of Controlled Flight.

  2. Planetary Science Educational Materials for Out-of-School Time Educators

    Science.gov (United States)

    Barlow, Nadine G.; Clark, Joelle G.

    2017-10-01

    Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) is a five-year NASA-funded (NNX16AC53A) interdisciplinary and cross-institutional partnership to develop and disseminate STEM out-of-school time (OST) curricular and professional development units that integrate planetary science, technology, and engineering. The Center for Science Teaching and Learning (CSTL) and Department of Physics and Astronomy (P&A) at Northern Arizona University, the U.S. Geological Survey Astrogeology Science Center (USGS ASC), and the Museum of Science Boston (MoS) are partners in developing, piloting, and researching the impact of three out-of-school time units. Planetary scientists at USGS ASC and P&A have developed two units for middle grades youth and one for upper elementary aged youth. The two middle school units focus on greywater recycling and remote sensing of planetary surfaces while the elementary unit centers on exploring space hazards. All units are designed for small teams of ~4 youth to work together to investigate materials, engineer tools to assist in the explorations, and utilize what they have learned to solve a problem. Youth participate in a final share-out with adults and other youth of what they learned and their solution to the problem. Curriculum pilot testing of the two middle school units has begun with out-of-school time educators. A needs assessment has been conducted nationwide among educators and evaluation of the curriculum units is being conducted by CSTL during the pilot testing. Based on data analysis, the project is developing and testing four tiers of professional support for OST educators. Tier 1 meets the immediate needs of OST educators to teach curriculum and include how-to videos and other direct support materials. Tier 2 provides additional content and pedagogical knowledge and includes short content videos designed to specifically address the content of the curriculum. Tier 3 elaborates on best practices

  3. Teleconferences and Audiovisual Materials in Earth Science Education

    Science.gov (United States)

    Cortina, L. M.

    2007-05-01

    Unidad de Educacion Continua y a Distancia, Universidad Nacional Autonoma de Mexico, Coyoaca 04510 Mexico, MEXICO As stated in the special session description, 21st century undergraduate education has access to resources/experiences that go beyond university classrooms. However in some cases, resources may go largely unused and a number of factors may be cited such as logistic problems, restricted internet and telecommunication service access, miss-information, etc. We present and comment on our efforts and experiences at the National University of Mexico in a new unit dedicated to teleconferences and audio-visual materials. The unit forms part of the geosciences institutes, located in the central UNAM campus and campuses in other States. The use of teleconference in formal graduate and undergraduate education allows teachers and lecturers to distribute course material as in classrooms. Course by teleconference requires learning and student and teacher effort without physical contact, but they have access to multimedia available to support their exhibition. Well selected multimedia material allows the students to identify and recognize digital information to aid understanding natural phenomena integral to Earth Sciences. Cooperation with international partnerships providing access to new materials and experiences and to field practices will greatly add to our efforts. We will present specific examples of the experiences that we have at the Earth Sciences Postgraduate Program of UNAM with the use of technology in the education in geosciences.

  4. 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".

  5. Nature of science in instruction materials of science through the model of educational reconstruction

    Science.gov (United States)

    Azizah, Nur; Mudzakir, Ahmad

    2016-02-01

    The study was carried out to reconstruct the science teaching materials charged view of the nature of science (VNOS). This reconstruction process using the Model of Educational Reconstruction (MER), which is the framework for research and development of science education as well as a guide for planning the teaching of science in the schools is limited in two stages, namely: content structure analysis, and empirical studies of learners. The purpose of this study is to obtain a pre-conception of learners and prospective scientists to the topic of the nature of the material and utilization. The method used to descriptive with the instruments is guidelines for interviews for 15 students of class VIII, text analysis sheet, sheet analysis of the concept, and the validation sheet indicators and learning objectives NOS charged on cognitive and affective aspects. The results obtained in the form of pre-conceptions of learners who demonstrate almost 100% of students know the types of materials and some of its nature, the results of the scientist's perspective on the topic of the nature of the material and its use, as well as the results of the validation indicators and learning objectives charged NOS and competencies PISA 2015 cognitive and affective aspects with CVI value of 0.99 and 1.0 after being validated by five experts. This suggests that the indicators and the resulting learning objectives feasible and can proceed to the reconstruction of teaching materials on the topic of material properties and utilization.

  6. Developing a Material-Dialogic Approach to Pedagogy to Guide Science Teacher Education

    Science.gov (United States)

    Hetherington, Lindsay; Wegerif, Rupert

    2018-01-01

    Dialogic pedagogy is being promoted in science teacher education but the literature on dialogic pedagogy tends to focus on explicit voices, and so runs the risk of overlooking the important role that material objects often play in science education. In this paper we use the findings of a teacher survey and classroom case study to argue that there…

  7. Framework for Reducing Teaching Challenges Relating to Improvisation of Science Education Equipment and Materials in Schools

    Science.gov (United States)

    Akuma, Fru Vitalis; Callaghan, Ronel

    2016-01-01

    The science education budget of many secondary schools has decreased, while shortages and environmental concerns linked to conventional Science Education Equipment and Materials (SEEMs) have emerged. Thus, in some schools, resourceful educators produce low-cost equipment from basic materials and use these so-called improvised SEEMs in practical…

  8. Information technologies and software packages for education of specialists in materials science [In Russian

    NARCIS (Netherlands)

    Krzhizhanovskaya, V.; Ryaboshuk, S.

    2009-01-01

    This paper presents methodological materials, interactive text-books and software packages developed and extensively used for education of specialists in materials science. These virtual laboratories for education and research are equipped with tutorials and software environment for modeling complex

  9. Interacting with a Suite of Educative Features: Elementary Science Teachers' Use of Educative Curriculum Materials

    Science.gov (United States)

    Arias, Anna Maria; Bismack, Amber Schultz; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

    2016-01-01

    New reform documents underscore the importance of learning both the practices and content of science. This integration of practices and content requires sophisticated teaching that does not often happen in elementary classrooms. Educative curriculum materials--materials explicitly designed to support teacher and student learning--have been posited…

  10. Quasi-appropriation of dialectical materialism: a critical reading of Marxism in Vygotskian approaches to cultural studies in science education

    Science.gov (United States)

    Rodrigues, André; Camillo, Juliano; Mattos, Cristiano

    2014-09-01

    In this review essay we examine five categories of dialectical materialism proposed by Paulo Lima Junior, Fernanda Ostermann, and Flavia Rezende in their study of the extent to which the articles published in Cultural Studies of Science Education, that use a Vygotskian approach, are committed to Marxism/dialectical materialism. By closely examining these categories ("thesis, antithesis and synthesis," "unity of analysis," "History," "revolution," "materialism") we expect to enrich the general discussion about the possible contributions of Marxism to science education. We perceive part of science education practice as orientating toward positivism, which reduces human beings—teachers, learners and researchers—to isolated individuals who construct knowledge by themselves. The very same approach aggravates the inner contradiction of the capitalist society demanding commitments from researchers to continually build innovative science education from human praxis. Nevertheless, it is necessary to situate ourselves beyond a formal commitment with dialectical materialism and hence reach the heart of this method. Besides understanding the researchers' commitments, we question the extent to which the respective research helps to radically refresh the current view on science, science education practice, and research in science education.

  11. Living in a Materials World: Materials Science Engineering Professional Development for K-12 Educators

    Energy Technology Data Exchange (ETDEWEB)

    Anne Seifert; Louis Nadelson

    2011-06-01

    Advances in materials science are fundamental to technological developments and have broad societal impacs. For example, a cellular phone is composed of a polymer case, liquid crystal displays, LEDs, silicon chips, Ni-Cd batteries, resistors, capacitors, speakers, microphones all of which have required advances in materials science to be compacted into a phone which is typically smaller than a deck of cards. Like many technological developments, cellular phones have become a ubiquitous part of society, and yet most people know little about the materials science associated with their manufacture. The probable condition of constrained knowledge of materials science was the motivation for developing and offering a 20 hour fourday course called 'Living in a Materials World.' In addition, materials science provides a connection between our every day experiences and the work of scientists and engineers. The course was offered as part of a larger K-12 teacher professional development project and was a component of a week-long summer institute designed specifically for upper elementary and middle school teachers which included 20 hour content strands, and 12 hours of plenary sessions, planning, and collaborative sharing. The focus of the institute was on enhancing teacher content knowledge in STEM, their capacity for teaching using inquiry, their comfort and positive attitudes toward teaching STEM, their knowledge of how people learn, and strategies for integrating STEM throughout the curriculum. In addition to the summer institute the participating teachers were provided with a kit of about $300 worth of materials and equipment to use to implement the content they learned in their classrooms. As part of this professional development project the participants were required to design and implement 5 lesson plans with their students this fall and report on the results, as part of the continuing education course associated with the project. 'Living in a

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

    Science.gov (United States)

    Bodzin, Alec; Peffer, Tamara; Kulo, Violet

    2012-01-01

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

  13. Exploring the role of curriculum materials to support teachers in science education reform

    Science.gov (United States)

    Schneider, Rebecca M.

    2001-07-01

    For curriculum materials to succeed in promoting large-scale science education reform, teacher learning must be supported. Materials were designed to reflect desired reforms and to be educative by including detailed lesson descriptions that addressed necessary content, pedagogy, and pedagogical content knowledge for teachers. The goal of this research was to describe how such materials contributed to classroom practices. As part of an urban systemic reform effort, four middle school teachers' initial enactment of an inquiry-based science unit on force and motion were videotaped. Enactments focused on five lesson sequences containing experiences with phenomena, investigation, technology use, or artifact development. Each sequence spanned three to five days across the 10-week unit. For each lesson sequence, intended and actual enactment were compared using ratings of (1) accuracy and completeness of science ideas presented, (2) amount student learning opportunities, similarity of learning opportunities with those intended, and quality of adaptations , and (3) amount of instructional supports offered, appropriateness of instructional supports and source of ideas for instructional supports. Ratings indicated two teachers' enactments were consistent with intentions and two teachers' enactments were not. The first two were in school contexts supportive of the reform. They purposefully used the materials to guide enactment, which tended to be consistent with standards-based reform. They provided students opportunities to use technology tools, design investigations, and discuss ideas. However, enactment ratings were less reflective of curriculum intent when challenges were greatest, such as when teachers attempted to present challenging science ideas, respond to students' ideas, structure investigations, guide small-group discussions, or make adaptations. Moreover, enactment ratings were less consistent in parts of lessons where materials did not include lesson specific

  14. Materials Science and Technology Teachers Handbook

    Energy Technology Data Exchange (ETDEWEB)

    Wieda, Karen J.; Schweiger, Michael J.; Bliss, Mary; Pitman, Stan G.; Eschbach, Eugene A.

    2008-09-04

    The Materials Science and Technology (MST) Handbook was developed by Pacific Northwest National Laboratory, in Richland, Washington, under support from the U.S. Department of Energy. Many individuals have been involved in writing and reviewing materials for this project since it began at Richland High School in 1986, including contributions from educators at the Northwest Regional Education Laboratory, Central Washington University, the University of Washington, teachers from Northwest Schools, and science and education personnel at Pacific Northwest National Laboratory. Support for its development was also provided by the U.S. Department of Education. This introductory course combines the academic disciplines of chemistry, physics, and engineering to create a materials science and technology curriculum. The course covers the fundamentals of ceramics, glass, metals, polymers and composites. Designed to appeal to a broad range of students, the course combines hands-on activities, demonstrations and long term student project descriptions. The basic philosophy of the course is for students to observe, experiment, record, question, seek additional information, and, through creative and insightful thinking, solve problems related to materials science and technology. The MST Teacher Handbook contains a course description, philosophy, student learning objectives, and instructional approach and processes. Science and technology teachers can collaborate to build the course from their own interests, strengths, and experience while incorporating existing school and community resources. The course is intended to meet local educational requirements for technology, vocational and science education.

  15. Materials science education: ion beam modification and analysis of materials

    Science.gov (United States)

    Zimmerman, Robert; Muntele, Claudiu; Ila, Daryush

    2012-08-01

    The Center for Irradiation of Materials (CIM) at Alabama A&M University (http://cim.aamu.edu) was established in 1990 to serve the University in its research, education and services to the need of the local community and industry. CIM irradiation capabilities are oriented around two tandem-type ion accelerators with seven beam lines providing high-resolution Rutherford backscattering spectrometry, MeV focus ion beam, high-energy ion implantation and irradiation damage studies, particle-induced X-ray emission, particle-induced gamma emission and ion-induced nuclear reaction analysis in addition to fully automated ion channeling. One of the two tandem ion accelerators is designed to produce high-flux ion beam for MeV ion implantation and ion irradiation damage studies. The facility is well equipped with a variety of surface analysis systems, such as SEM, ESCA, as well as scanning micro-Raman analysis, UV-VIS Spectrometry, luminescence spectroscopy, thermal conductivity, electrical conductivity, IV/CV systems, mechanical test systems, AFM, FTIR, voltammetry analysis as well as low-energy implanters, ion beam-assisted deposition and MBE systems. In this presentation, we will demonstrate how the facility is used in material science education, as well as providing services to university, government and industry researches.

  16. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Author Affiliations. Wang Juan1 Li Yajiang1 Wu Huiqiang1 Ren Jiangwei1. Key Lab of Liquid Structure and Heredity of Materials, Ministry of Education, School of Materials Science and Engineering, Shandong University, Jinan 250061, P.R. China ...

  17. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Author Affiliations. Xiuqiang Li1 Dong Zhang1 Peiying Zhu1 Chao Yang1. Key Laboratory of Advanced Civil Engineering Materials, Ministry of Education, College of Materials Science and Engineering, Tongji University, 4800 CaoAn Road, Shanghai 200092, China ...

  18. 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.

  19. Computational Materials Science | Materials Science | NREL

    Science.gov (United States)

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

  20. 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)

  1. 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].

  2. 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.

  3. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Key Lab for Green Processing and Functionalization of New Textile Materials, Ministry of Education, Wuhan Textile University, Wuhan 430073, P.R. China; State Key Laboratory of Material Processing and Die and Mould Technology, Huazhong University of Science and Technology, Wuhan 430074, P.R. China; Zhuxi ...

  4. Data Driven Professional Development Design for Out-of-School Time Educators Using Planetary Science and Engineering Educational Materials

    Science.gov (United States)

    Clark, J.; Bloom, N.

    2017-12-01

    Data driven design practices should be the basis for any effective educational product, particularly those used to support STEM learning and literacy. Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) is a five-year NASA-funded (NNX16AC53A) interdisciplinary and cross-institutional partnership to develop and disseminate STEM out-of-school time (OST) curricular and professional development units that integrate planetary science, technology, and engineering. The Center for Science Teaching and Learning at Northern Arizona University, the U.S. Geological Survey Astrogeology Science Center, and the Museum of Science Boston are partners in developing, piloting, and researching the impact of three out of school time units. Two units are for middle grades youth and one is for upper elementary aged youth. The presentation will highlight the data driven development process of the educational products used to provide support for educators teaching these curriculum units. This includes how data from the project needs assessment, curriculum pilot testing, and professional support product field tests are used in the design of products for out of school time educators. Based on data analysis, the project is developing and testing four tiers of professional support for OST educators. Tier 1 meets the immediate needs of OST educators to teach curriculum and include how-to videos and other direct support materials. Tier 2 provides additional content and pedagogical knowledge and includes short content videos designed to specifically address the content of the curriculum. Tier 3 elaborates on best practices in education and gives guidance on methods, for example, to develop cultural relevancy for underrepresented students. Tier 4 helps make connections to other NASA or educational products that support STEM learning in out of school settings. Examples of the tiers of support will be provided.

  5. Reconstructing the history of science education through its materiality

    Directory of Open Access Journals (Sweden)

    Francesca Davida Pizzigoni

    2016-04-01

    Full Text Available “Things of Science” is a project promoted in 2014 by the Polytechnic of Turin in partnership with several other scientific territorial institutions that intended to survey and study the educational scientific historical heritage of schools in Turin. It aims to derive from material traces some testimonies of teaching science in different historical periods. Through the project, over 47.000 historical teaching aids have been made available representing a significant basis for numerous studies and insights as well as a safeguard action towards this important source for scientific research in terms of the materiality of the school and in particular of science in school. Ricostruire la storia della didattica scientifica attraverso la sua materialità“Cose di Scienza” è un progetto promosso nel 2014 dal Politecnico di Torino in partenariato con diverse altre realtà scientifiche territoriali che ha inteso censire e studiare il patrimonio didattico scientifico storico presente nelle scuole torinesi, al fine di ricavare dalle tracce materiali alcune testimonianze di didattica della scienza nei diversi periodi storici. Attraverso il progetto sono stati reperiti oltre 47.000 supporti didattici storici che costituiscono da un lato una significativa base per numerosi studi e approfondimenti, e dall’altro una azione di salvaguardia verso questa importante fonte per la ricerca scientifica costituita dalla materialità della scuola e in particolare della scienza a scuola.

  6. The materiality of materials and artefacts used in science classrooms

    DEFF Research Database (Denmark)

    Cowie, Bronwen; Otrel-Cass, Kathrin; Moreland, Judy

    Material objects and artefacts receive limited attention in science education (Roehl, 2012) though they shape emerging interactions. This is surprising given science has material and a social dimensions (Pickering, 1995) whereby new knowledge develops as a consensus explanation of natural phenomena...... that is mediated significantly through materials and instruments used. Here we outline the ways teachers deployed material objects and artefacts by identifying their materiality to provide scenarios and resources (Roth, 2005) for interactions. Theoretical framework We use Ingold's (2011) distinction between...... materials as natural objects in this world and artefacts as manmade objects. We are aware that in a classroom material objects and artefacts shape, and are shaped by classroom practice through the way they selectively present scientific explanations. However, materials and artefacts have no intrinsic...

  7. 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

  8. Education in the nuclear sciences at Japanese universities

    International Nuclear Information System (INIS)

    Takashima, Y.

    1990-01-01

    Though there are 430 government and private universities in Japan, only a limited number of them have the department associated with nuclear science education. And the education is one-sided to government universities because mainly of financial problem. Nuclear engineering departments are installed at only 7 big universities. In addition, there are 3 institutes associated with a nuclear reactor. In these facilities, education on reactor physics, radiation measurement, electromagnetics and material sciences are conducted. For education on safety handling of radioactive materials, 10 radioisotope centers and 7 radiochemistry laboratories attached to big government universities act an important role. Almost all of the financial support for the above nuclear education come from the Ministry of Education, Science and Culture. However, some other funds are introduced by the private connection of professors

  9. Meeting Classroom Needs: Designing Space Physics Educational Outreach for Science Education Standards

    Science.gov (United States)

    Urquhart, M. L.; Hairston, M.

    2008-12-01

    As with all NASA missions, the Coupled Ion Neutral Dynamics Investigation (CINDI) is required to have an education and public outreach program (E/PO). Through our partnership between the University of Texas at Dallas William B. Hanson Center for Space Sciences and Department of Science/Mathematics Education, the decision was made early on to design our educational outreach around the needs of teachers. In the era of high-stakes testing and No Child Left Behind, materials that do not meet the content and process standards teachers must teach cannot be expected to be integrated into classroom instruction. Science standards, both state and National, were the fundamental drivers behind the designs of our curricular materials, professional development opportunities for teachers, our target grade levels, and even our popular informal educational resource, the "Cindi in Space" comic book. The National Science Education Standards include much more than content standards, and our E/PO program was designed with this knowledge in mind as well. In our presentation we will describe how we came to our approach for CINDI E/PO, and how we have been successful in our efforts to have CINDI materials and key concepts make the transition into middle school classrooms. We will also present on our newest materials and high school physics students and professional development for their teachers.

  10. Materials Science | NREL

    Science.gov (United States)

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

  11. Primary science education: Views from three Australian States

    Science.gov (United States)

    Jeans, Bruce; Farnsworth, Ian

    1992-12-01

    This paper reports an empirical study of science education in Australian primary schools. The data show that, while funding is seen as a major determinant of what is taught and how it is taught, teacher-confidence and teacher-knowledge are also important variables. Teachers are most confident with topics drawn from the biological sciences, particularly things to do with plants. With this exception there is no shared body of science education knowledge that could be used to develop a curriculum for science education. There was evidence that most teachers see a need for a hands-on approach to primary science education involving the use of concrete materials. A substantial proportion of teachers agree that some of the problems would be alleviated by having a set course together with simple, prepared kits containing sample learning experiences. Any such materials must make provision for individual teachers to capitalise on critical teaching incidents as they arise and must not undermine the professional pride that teachers have in their work.

  12. The material co-construction of hard science fiction and physics

    Science.gov (United States)

    Hasse, Cathrine

    2015-12-01

    This article explores the relationship between hard science fiction and physics and a gendered culture of science. Empirical studies indicate that science fiction references might spur some students' interest in physics and help develop this interest throughout school, into a university education and even further later inspire the practice of doing science. There are many kinds of fiction within the science fiction genre. In the presented empirical exploration physics students seem particularly fond of what is called `hard science fiction': a particular type of science fiction dealing with technological developments (Hartwell and Cramer in The hard SF renaissance, Orb/TOR, New York, 2002). Especially hard science fiction as a motivating fantasy may, however, also come with a gender bias. The locally materialized techno-fantasies spurring dreams of the terraforming of planets like Mars and travels in time and space may not be shared by all physics students. Especially female students express a need for other concerns in science. The entanglement of physics with hard science fiction may thus help develop some students' interest in learning school physics and help create an interest for studying physics at university level. But research indicates that especially female students are not captured by the hard techno-fantasies to the same extent as some of their male colleagues. Other visions (e.g. inspired by soft science fiction) are not materialized as a resource in the local educational culture. It calls for an argument of how teaching science is also teaching cultural values, ethics and concerns, which may be gendered. Teaching materials, like the use of hard science fiction in education, may not just be (yet another) gender bias in science education but also carrier of particular visions for scientific endeavours.

  13. 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.

  14. Quasi-Appropriation of Dialectical Materialism: A Critical Reading of Marxism in Vygotskian Approaches to Cultural Studies in Science Education

    Science.gov (United States)

    Rodrigues, André; Camillo, Juliano; Mattos, Cristiano

    2014-01-01

    In this review essay we examine five categories of dialectical materialism proposed by Paulo Lima Junior, Fernanda Ostermann, and Flavia Rezende in their study of the extent to which the articles published in "Cultural Studies of Science Education," that use a Vygotskian approach, are committed to Marxism/dialectical materialism. By…

  15. 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....

  16. 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.

  17. 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.

  18. 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

  19. Science teacher learning for MBL-supported student-centered science education in the context of secondary education in Tanzania

    NARCIS (Netherlands)

    Voogt, Joke; Tilya, F.; van den Akker, Jan

    2009-01-01

    Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which educative curriculum materials were used to

  20. Microgravity Materials Science Conference 2000. Volume 1

    Science.gov (United States)

    Ramachandran, Narayanan (Editor); Bennett, Nancy (Editor); McCauley, Dannah (Editor); Murphy, Karen (Editor); Poindexter, Samantha (Editor)

    2001-01-01

    close to 350 people. Posters were available for viewing during the conference and a dedicated poster session was held on the second day. Nanotechnology radiation shielding materials, Space Station science opportunities, biomaterials research, and outreach and educational aspects of the program were featured in the plenary talks. This volume, the first to be released on CD-ROM for materials science, is comprised of the research reports submitted by the Principal Investigators at the conference.

  1. Microgravity Materials Science Conference 2000. Volume 3

    Science.gov (United States)

    Ramachandran, Narayanan; Bennett, Nancy; McCauley, Dannah; Murphy, Karen; Poindexter, Samantha

    2001-01-01

    to 350 people, Posters were available for viewing during the conference and a dedicated poster session was held on the second day. Nanotechnology, radiation shielding materials, Space Station science opportunities, biomaterials research, and outreach and educational aspects of the program were featured in the plenary talks. This volume, the first to be released on CD-ROM for materials science, is comprised of the research reports submitted by the Principal Investigators at the conference.

  2. Microgravity Materials Science Conference 2000. Volume 2

    Science.gov (United States)

    Ramachandran, Narayanan (Editor); Bennett, Nancy (Editor); McCauley, Dannah (Editor); Murphy, Karen (Editor); Poindexter, Samantha (Editor)

    2001-01-01

    was close to 350 people, Posters were available for viewing during the conference and a dedicated poster session was held on the second day. Nanotechnology, radiation shielding materials, Space Station science opportunities, biomaterials research, and outreach and educational aspects of the program were featured in the plenary talks. This volume, the first to be released on CD-ROM for materials science, is comprised of the research reports submitted by the Principal Investigators at the conference.

  3. Mineral Surface Reactivity in teaching of Science Materials

    Science.gov (United States)

    Del Hoyo Martínez, Carmen

    2013-04-01

    In the last fifty years, science materials issues has required the study of air pollution, water and soil to prevent and remedy the adverse effects of waste originating from anthropogenic activity and the development of new energies and new materials. The teaching of this discipline has been marked by lectures on general lines, materials, disciplines, who explained biased objects of reality, but often forgot the task of reconstruction and integration of such visions. Moving from that model, otherwise quite static, to a dynamic relational model, would in our view, a real revolution in education. This means taking a systematic approach to complex both in interpreting reality and in favor when learning. Children relationships are as important or more than single objects, and it is to discover fundamental organizational principles of phenomena we seek to interpret or in other words, find the pattern that connects. Thus, we must work on relationships and also take into account the relation between the observer and the observed. Educate about relationships means that studies should always be considered within a framework of probabilities, not absolute certainties. This model of systemic thinking, dealing with complexity, is a possibility to bring coherence to our educational work, because the complexity is not taught, complexity is live, so that complex thinking is extended (and fed) in a form educate complex. It is the task of teaching to help people move from level to level of decision reviews. This means that systems thinking should be extended in a local action, action that engages the individual and the environment. Science Materials has emerged as a discipline of free choice for pupils attending chemical engineering which has been assigned 6.0 credits. The chemical engineer's professional profile within the current framework is defined as a professional knowledge as a specialization technical / functional, working in a learning organization and the formation of

  4. Education and Outreach Programs Offered by the Center for High Pressure Research and the Consortium for Materials Properties Research in Earth Sciences

    Science.gov (United States)

    Richard, G. A.

    2003-12-01

    Major research facilities and organizations provide an effective venue for developing partnerships with educational organizations in order to offer a wide variety of educational programs, because they constitute a base where the culture of scientific investigation can flourish. The Consortium for Materials Properties Research in Earth Sciences (COMPRES) conducts education and outreach programs through the Earth Science Educational Resource Center (ESERC), in partnership with other groups that offer research and education programs. ESERC initiated its development of education programs in 1994 under the administration of the Center for High Pressure Research (CHiPR), which was funded as a National Science Foundation Science and Technology Center from 1991 to 2002. Programs developed during ESERC's association with CHiPR and COMPRES have targeted a wide range of audiences, including pre-K, K-12 students and teachers, undergraduates, and graduate students. Since 1995, ESERC has offered inquiry-based programs to Project WISE (Women in Science and Engineering) students at a high school and undergraduate level. Activities have included projects that investigated earthquakes, high pressure mineral physics, and local geology. Through a practicum known as Project Java, undergraduate computer science students have developed interactive instructional tools for several of these activities. For K-12 teachers, a course on Long Island geology is offered each fall, which includes an examination of the role that processes in the Earth's interior have played in the geologic history of the region. ESERC has worked with Stony Brook's Department of Geosciences faculty to offer courses on natural hazards, computer modeling, and field geology to undergraduate students, and on computer programming for graduate students. Each summer, a four-week residential college-level environmental geology course is offered to rising tenth graders from the Brentwood, New York schools in partnership with

  5. 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.

  6. The paradox of un/making science people: practicing ethico-political hesitations in science education

    Science.gov (United States)

    Wallace, Maria F. G.

    2018-03-01

    Over the years neoliberal ideology and discourse have become intricately connected to making science people. Science educators work within a complicated paradox where they are obligated to meet neoliberal demands that reinscribe dominant, hegemonic assumptions for producing a scientific workforce. Whether it is the discourse of school science, processes of being a scientist, or definitions of science particular subjects are made intelligible as others are made unintelligible. This paper resides within the messy entanglements of feminist poststructural and new materialist perspectives to provoke spaces where science educators might enact ethicopolitical hesitations. By turning to and living in theory, the un/making of certain kinds of science people reveals material effects and affects. Practicing ethicopolitical hesitations prompt science educators to consider beginning their work from ontological assumptions that begin with abundance rather than lack.

  7. Thin-Film Material Science and Processing | Materials Science | NREL

    Science.gov (United States)

    Thin-Film Material Science and Processing Thin-Film Material Science and Processing Photo of a , a prime example of this research is thin-film photovoltaics (PV). Thin films are important because cadmium telluride thin film, showing from top to bottom: glass, transparent conducting oxide (thin layer

  8. 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.

  9. 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.

  10. Games and Simulations for Climate, Weather and Earth Science Education

    Science.gov (United States)

    Russell, R. M.; Clark, S.

    2015-12-01

    We will demonstrate several interactive, computer-based simulations, games, and other interactive multimedia. These resources were developed for weather, climate, atmospheric science, and related Earth system science education. The materials were created by the UCAR Center for Science Education. These materials have been disseminated via our web site (SciEd.ucar.edu), webinars, online courses, teacher workshops, and large touchscreen displays in weather and Sun-Earth connections exhibits in NCAR's Mesa Lab facility in Boulder, Colorado. Our group has also assembled a web-based list of similar resources, especially simulations and games, from other sources that touch upon weather, climate, and atmospheric science topics. We'll briefly demonstrate this directory.

  11. 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.

  12. Science in the General Educational Development (GED) curriculum: Analyzing the science portion of GED programs and exploring adult students' attitudes toward science

    Science.gov (United States)

    Hariharan, Joya Reena

    The General Educational Development (GED) tests enable people to earn a high school equivalency diploma and help them to qualify for more jobs and opportunities. Apart from this main goal, GED courses aim at enabling adults to improve the condition of their lives and to cope with a changing society. In today's world, science and technology play an exceedingly important role in helping people better their lives and in promoting the national goals of informed citizenship. Despite the current efforts in the field of secondary science education directed towards scientific literacy and the concept of "Science for all Americans", the literature does not reflect any corresponding efforts in the field of adult education. Science education research appears to have neglected a population that could possibly benefit from it. The purpose of this study is to explore: the science component of GED programs, significant features of the science portion of GED curricula and GED science materials, and adult learners' attitudes toward various aspects of science. Data collection methods included interviews with GED students and instructors, content analysis of relevant materials, and classroom observations. Data indicate that the students in general feel that the science they learn should be relevant to their lives and have direct applications in everyday life. Student understanding of science and interest in it appears to be contingent to their perceiving it as relevant to their lives and to society. Findings indicate that the instructional approaches used in GED programs influence students' perceptions about the relevance of science. Students in sites that use strategies such as group discussions and field trips appear to be more aware of science in the world around them and more enthusiastic about increasing this awareness. However, the dominant strategy in most GED programs is individual reading. The educational strategies used in GED programs generally focus on developing reading

  13. Astronomy education through interactive materials

    Science.gov (United States)

    Voelzke, Marcos Rincon; Antunes de Macêdo, Josué

    2015-08-01

    This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Sciences, using the mixed methodology, combined with the three pedagogical moments. Among other aspects, the viability of the use of resources was noticed, involving digital technologies and interactive materials on teaching of astronomy, which may contribute to the broadening of methodological options for future teachers and meet their training needs.

  14. Materials science

    International Nuclear Information System (INIS)

    Anon.

    1977-01-01

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

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

    Science.gov (United States)

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

    2014-12-01

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

  16. Electronic Materials Science

    Science.gov (United States)

    Irene, Eugene A.

    2005-02-01

    A thorough introduction to fundamental principles and applications From its beginnings in metallurgy and ceramics, materials science now encompasses such high- tech fields as microelectronics, polymers, biomaterials, and nanotechnology. Electronic Materials Science presents the fundamentals of the subject in a detailed fashion for a multidisciplinary audience. Offering a higher-level treatment than an undergraduate textbook provides, this text benefits students and practitioners not only in electronics and optical materials science, but also in additional cutting-edge fields like polymers and biomaterials. Readers with a basic understanding of physical chemistry or physics will appreciate the text's sophisticated presentation of today's materials science. Instructive derivations of important formulae, usually omitted in an introductory text, are included here. This feature offers a useful glimpse into the foundations of how the discipline understands such topics as defects, phase equilibria, and mechanical properties. Additionally, concepts such as reciprocal space, electron energy band theory, and thermodynamics enter the discussion earlier and in a more robust fashion than in other texts. Electronic Materials Science also features: An orientation towards industry and academia drawn from the author's experience in both arenas Information on applications in semiconductors, optoelectronics, photocells, and nanoelectronics Problem sets and important references throughout Flexibility for various pedagogical needs Treating the subject with more depth than any other introductory text, Electronic Materials Science prepares graduate and upper-level undergraduate students for advanced topics in the discipline and gives scientists in associated disciplines a clear review of the field and its leading technologies.

  17. Materials Science Programs

    International Nuclear Information System (INIS)

    1990-03-01

    The Division of Materials Sciences is located within the Department of Energy in the Office of Basic Energy Sciences. The Office of Basic Energy Sciences reports to the Director of the Office of Energy Research. The Director of this office is appointed by the President with Senate consent. The Director advises the Secretary on the physical research program; monitors the Department's R ampersand D programs; advises the Secretary on management of the laboratories under the jurisdiction of the Department, excluding those that constitute part of the nuclear weapon complex; and advises the Secretary on basic and applied research activities of the Department. The research covers a spectrum of scientific and engineering areas of interest to the Department of Energy and is conducted generally by personnel trained in the disciplines of Solid State Physics, Metallurgy, Ceramics, Chemistry, Polymers and Materials Science. The Materials Sciences Division supports basic research on materials properties and phenomena important to all energy systems. The aim is to provide the necessary base of materials knowledge required to advance the nation's energy programs. This report contains a listing of research underway in FY 1989 together with a convenient index to the Division's programs

  18. Diversity and equity in science education research, policy, and practice

    CERN Document Server

    Lee, Okhee

    2010-01-01

    Provides a comprehensive, state-of-the-field analysis of current trends in the research, policy, and practice of science education. It offers valuable insights into why gaps in science achievement among racial, ethnic, cultural, linguistic, and socioeconomic groups persist, and points toward practical means of narrowing or eliminating these gaps. Lee and Buxton examine instructional practices, science-curriculum materials, assessment, teacher education, school organization, and home-school connections.

  19. An international interdisciplinary graduate school in laser and material science

    Science.gov (United States)

    Fargin, Evelyne; Sarger, Laurent; Kaluza, Malte; Nolte, Stefan; Richardson, Martin; Richardson, Kathleen

    2009-06-01

    The main objective is to establish the first transatlantic Graduate School, proposing a truly international education, training and research platform in the field of Photonics and Material sciences. The wide scope of Photonics encompasses many application fields that will be mostly covered by various curricula involving Laser Optics and Material Sciences and Interactions. This cooperation will build a very efficient scientific international community able to address the 21 century challenges in Photonics and applications. Indeed, the highest level of education, namely Master and PhD , will address the so called "Skill shortage" that impact on our economy. The truly interdisciplinary theme of this graduate school is also a guarantee for the insertion of the graduate into the workforce.

  20. Material Science

    Energy Technology Data Exchange (ETDEWEB)

    Won, Dong Yeon; Kim, Heung

    1987-08-15

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

  1. Material Science

    International Nuclear Information System (INIS)

    Won, Dong Yeon; Kim, Heung

    1987-08-01

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

  2. The astronomy education through interactive materials

    Science.gov (United States)

    de Macedo, Josué Antunes; Voelzke, Marcos Rincon

    2014-11-01

    This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Sciences, using three pedagogical moments. Among other aspects, the viability of the use of resources was noticed, involving digital technologies and interactive materials on teaching of astronomy, which may contribute to the broadening of methodological options for future teachers and meet their training needs

  3. Deconstructing the Constructed Experience: Reforming Science Materials to Develop Creativity

    Science.gov (United States)

    Goodale, Timothy A.; Hughes, Claire E.

    2018-01-01

    For over 50 years, science educators have been calling for increased opportunities for students to engage with science in creative manners, but teachers are still reliant on packaged materials that promote single and 'correct' responses with cookbook approaches. This article suggests five strategies that teachers can use to enhance constructed…

  4. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    College of Materials Science and Engineering, Guilin University of Electronic Technology, Guilin 541004, China; Guangxi Key Laboratory of Information Materials, Guilin University of Electronic Technology, Guilin 541004, China; Department of Materials Science and Engineering, Luoyang Institute of Science and ...

  5. Science for education: a new model of translational research applied to education

    Directory of Open Access Journals (Sweden)

    Roberto Lent

    2017-07-01

    Full Text Available A great advance in the last transition of centuries has been the consolidation of the concept of translational research, applied with success in Health and Engineering in practically all countries of medium/high GDP. Intriguingly, this has not occurred with Education. It is yet not perceived that Science can already understand how people learn, which are the mechanisms that accelerate learning and teaching, and how this would impact on the economy and the social progress of nations. It is also not perceived that innovations can be validated with populational studies to rationalize and scale novel teaching initiatives, nor which socioemotional competences should future citizens possess to work in companies more and more automatized and informatized. Perhaps because of this omission, the progress of Brazilian educational indicators has been so modest. In Health, public policies not only invest in material improvements (sanitation, hospital attendance, nutritional coverture, etc, but also on Science and Innovation capable of creating new options in the international scenario (therapies for degenerative diseases, vaccines for infectious diseases, etc. Differently, on Education investment has focused exclusively on material improvements (more schools, better salaries for teachers, etc, necessary but insufficient to accelerate growth of our indicators at faster and more competitive rates. This scenario opens to us a window of opportunity to create a new Science policy aiming at Education. To give concreteness to this possibility, the proposal on discussion is that the new initiatives of support and funding by public and private agencies should have Science for Education as its structurant axis.

  6. Nuclear science and technology education and training in Indonesia

    International Nuclear Information System (INIS)

    Karsono

    2007-01-01

    Deployment of nuclear technology requires adequate nuclear infrastructure which includes governmental infrastructure, science and technology infrastructure, education and training infrastructure, and industrial infrastructure. Governmental infrastructure in nuclear, i.e. BATAN (the National Nuclear Energy Agency) and BAPETEN (the Nuclear Energy Control Agency), need adequate number of qualified manpower with general and specific knowledge of nuclear. Science and technology infrastructure is mainly contained in the R and D institutes, education and training centers, scientific academies and professional associations, and national industry. The effectiveness of this infrastructure mainly depends on the quality of the manpower, in addition to the funding and available facilities. Development of human resource needed for research, development, and utilization of nuclear technology in the country needs special attention. Since the national industry is still in its infant stage, the strategy for HRD (human resource development) in the nuclear field addresses the needs of the following: BATAN for its research and development, promotion, and training; BAPETEN for its regulatory functions and training; users of nuclear technology in industry, medicine, agriculture, research, and other areas; radiation safety officers in organizations or institutions licensed to use radioactive materials; the education sector, especially lecturers and teachers, in tertiary and secondary education. Nuclear science and technology is a multidisciplinary and a highly specialized subject. It includes areas such as nuclear and reactor physics, thermal hydraulics, chemistry, material science, radiation protection, nuclear safety, health science, and radioactive waste management. Therefore, a broad nuclear education is absolutely essential to master the wide areas of science and technology used in the nuclear domain. The universities and other institutions of higher education are the only

  7. Materials Science

    Science.gov (United States)

    2003-01-01

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

  8. 2002 Microgravity Materials Science Conference

    Science.gov (United States)

    Gillies, Donald (Editor); Ramachandran, Narayanan (Editor); Murphy, Karen (Editor); McCauley, Dannah (Editor); Bennett, Nancy (Editor)

    2003-01-01

    The 2002 Microgravity Materials Science Conference was held June 25-26, 2002, at the Von Braun Center, Huntsville, Alabama. Organized by the Microgravity Materials Science Discipline Working Group, sponsored by the Physical Sciences Research Division, NASA Headquarters, and hosted by NASA Marshall Space Flight Center and member institutions under the Cooperative Research in Biology and Materials Science (CORBAMS) agreement, the conference provided a forum to review the current research and activities in materials science, discuss the envisioned long-term goals, highlight new crosscutting research areas of particular interest to the Physical Sciences Research Division, and inform the materials science community of research opportunities in reduced gravity. An abstracts book was published and distributed at the conference to the approximately 240 people attending, who represented industry, academia, and other NASA Centers. This CD-ROM proceedings is comprised of the research reports submitted by the Principal Investigators in the Microgravity Materials Science program.

  9. 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

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

    Science.gov (United States)

    Ali, M.; Supriyatman; Saehana, S.

    2018-03-01

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

  11. Materials science symposium 'materials science using accelerators'

    International Nuclear Information System (INIS)

    Ishii, Tetsuro; Asai, Masato; Chimi, Yasuhiro

    2005-07-01

    The facility of the JAERI-Tokai tandem accelerator and its booster has been contributing to advancing heavy-ion sciences in the fields of nuclear physics, nuclear chemistry, atomic and solid-state physics and materials science, taking advantage of its prominent performance of heavy-ion acceleration. This facility was recently upgraded by changing the acceleration tubes and installing an ECR ion-source at the terminal. The radioactive nuclear beam facility (Tokai Radioactive Ion Accelerator Complex, TRIAC) was also installed by the JAERI-KEK joint project. On this occasion, this meeting was held in order to provide a new step for the advancement of heavy-ion science, and to exchange information on recent activities and future plans using the tandem facility as well as on promising new experimental techniques. This meeting was held at Tokai site of JAERI on January 6th and 7th in 2005, having 24 oral presentations, and was successfully carried out with as many as 90 participants and lively discussions among scientists from all the fields of heavy-ion science, including solid-sate physics, nuclear physics and chemistry, and accelerator physics. This summary is the proceedings of this meeting. We would like to thank all the staffs of the accelerators section, participants and office workers in the Department of Materials Science for their support. The 24 of the presented papers are indexed individually. (J.P.N.)

  12. Communicating Ocean Sciences College Courses: Science Faculty and Educators Working and Learning Together

    Science.gov (United States)

    Halversen, C.; Simms, E.; McDonnell, J. D.; Strang, C.

    2011-12-01

    scientists with experience using exemplary, research-based instructional materials that incorporate current learning theories and teaching strategies; 5) promote mutually beneficial collaborations between scientists and educators co-teaching the course; and 6) provide underrepresented K-12 students and visitors to informal science institutions with ocean sciences instruction and the opportunity to interact with the next generation of scientists. Evaluation findings over five years show that the course can be an effective mechanism to introduce scientists to education research and improve post-secondary science instruction. Students improved in their understanding of how people learn and how to effectively communicate. Science faculty reported that the course provided them with a heightened awareness and practical knowledge of learning theory and education research, and as a result, they felt they became more effective educators and communicators. This has implications for their work with future and fellow scientists, and the general public.

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

    Science.gov (United States)

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

    2010-05-01

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

  14. The pedagogy of argumentation in science education: science teachers' instructional practices

    Science.gov (United States)

    Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel

    2017-07-01

    Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons.

  15. Materials Science Laboratory

    Science.gov (United States)

    Jackson, Dionne

    2005-01-01

    The NASA Materials Science Laboratory (MSL) provides science and engineering services to NASA and Contractor customers at KSC, including those working for the Space Shuttle. International Space Station. and Launch Services Programs. These services include: (1) Independent/unbiased failure analysis (2) Support to Accident/Mishap Investigation Boards (3) Materials testing and evaluation (4) Materials and Processes (M&P) engineering consultation (5) Metrology (6) Chemical analysis (including ID of unknown materials) (7) Mechanical design and fabrication We provide unique solutions to unusual and urgent problems associated with aerospace flight hardware, ground support equipment and related facilities.

  16. Specifying a curriculum for biopolitical critical literacy in science teacher education: exploring roles for science fiction

    Science.gov (United States)

    Gough, Noel

    2017-12-01

    In this essay I suggest some ways in which science teacher educators in Western neoliberal economies might facilitate learners' development of a critical literacy concerning the social and cultural changes signified by the concept of biopolitics. I consider how such a biopolitically inflected critical literacy might find expression in a science teacher education curriculum and suggest a number of ways of materializing such a curriculum in specific literatures, media, procedures, and assessment tasks, with particular reference to the contributions of science fiction in popular media.

  17. Marxism in Vygotskian approaches to cultural studies of science education

    Science.gov (United States)

    Lima Junior, Paulo; Ostermann, Fernanda; Rezende, Flavia

    2014-09-01

    In this paper we initially address the main categories of Marxism, illustrating how Vygotsky has appropriated them as mediational meta-theoretical tools for building concepts for his psychological approach. In order to investigate the influence of Marxism in cultural studies of science education, we make an account of how current research, sustained by Vygotsky's original and successor theories, has been appropriating meta-theoretical categories of dialectical materialism. Once we identified Cultural Studies of Science Education as a journal that would probably concentrate papers that follow these perspectives, we decided to take it as the context of this study. In the process of selecting the corpus to be reviewed from the editions published from 2006 to 2011, we have found that 16 % of the articles that matched keywords denoting frameworks related to the Vygotskian tradition developed and appropriated the categories of dialectical materialism. The quality and originality of contemporary development of CHAT denote that this framework has been playing a very important role in recent expansion of Vygotskian approaches to research in science education. Among the papers that we considered to develop and appropriate Vygotskian frameworks, incompletion in the appropriation of meta-theoretical categories of dialectical materialism and the misusage of dialectics intertwined with dialogism were highlighted. Our findings suggest that overcoming these limitations can enhance political analysis of sociocultural phenomena in the context of science education. It also represents a strengthening of the role of dialectical materialism in expanding sociocultural perspectives toward a better articulation between individual and institutional-centered analyses.

  18. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 27; Issue 5 ... The electrical performances of thin film material can be improved largely by dopants. ... Department of Materials Science and Engineering, Jinan University, Jinan 250022, PR China; The State Key Laboratory of Material Composite and Advanced ...

  19. Materialism, Stress and Health Behaviors among Future Educators

    Science.gov (United States)

    Brouskeli, Vasiliki; Loumakou, Maria

    2014-01-01

    In this study we investigated materialism among future educators and its relationship with stress and a number of health behaviors. Participants were 228 students (Mean = 20.64 years of age, S.D = 2.571) of the Department of Education Sciences in Early Childhood of the University of Thrace, Greece. The instrument consisted of a short form of the…

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 2; Issue 12. Transistors – From Point Contact to Single Electron. D N Bose. General Article Volume 2 Issue 12 ... Author Affiliations. D N Bose1. Semiconductor Division Materials Science Centre, Indian Institute of Technology, Kharagpur 721 302, India ...

  1. Special issue on "Frontiers in Materials Science: Condensed matters"

    Science.gov (United States)

    Hoang, Nam-Nhat; Yamamoto, Tomoyuki; Pham, Duc-Thang

    2018-03-01

    This special issue includes the editor-invited and selected papers from 3rd International Symposium on Frontiers in Materials Science (FMS2016), held in Hanoi, Vietnam, from the 28th to 30th of September 2016, which coincided with the 65th anniversary of the Faculty of Physics, Hanoi University of Education. The FMS2016 is a continuation of a series of meetings starting from 2010. A first event was a bilateral Vietnamese-German meeting in Hanoi, Vietnam, in 2010, and the second one was held in Frankfurt, Germany, in 2011. The idea at that time was to initiate interactions between scientists from both countries and to further develop the field of materials science in Southeast Asia. After these successful bilateral meetings, a next step was taken by advancing the format of the symposium into an international event. In 2013, the 1st International Symposium on Frontiers in Materials Science (FMS2013) was successfully organized in Hanoi, which followed 2nd symposium, FMS2015, in Tokyo, in 2015. The FMS2016 continues this idea of providing an international forum for physicists, material scientists and chemists for discussing their latest results and the recent developments in the important field of materials science.

  2. 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.

  3. NASA Microgravity Materials Science Conference

    Science.gov (United States)

    Gillies, D. C. (Compiler); McCauley, D. E. (Compiler)

    1999-01-01

    The Microgravity Materials Science Conference was held July 14-16, 1998 at the Von Braun Center in Huntsville, AL. It was organized by the Microgravity Materials Science Discipline Working Group, sponsored by the Microgravity Research Division at NASA Headquarters, and hosted by the NASA Marshall Space Flight Center and the Alliance for Microgravity Materials Science and Applications. It was the third NASA conference of this type in the microgravity materials science discipline. The microgravity science program sponsored approximately 125 investigations and 100 principal investigators in FY98, almost all of whom made oral or poster presentations at this conference. The conference's purpose was to inform the materials science community of research opportunities in reduced gravity in preparation for a NASA Research Announcement scheduled for release in late 1998 by the Microgravity Research Division at NASA Headquarters. The conference was aimed at materials science researchers from academia, industry, and government. A tour of the Marshall Space Flight Center microgravity research facilities was held on July 16, 1998. This volume is comprised of the research reports submitted by the principal investigators after the conference.

  4. “Learning-talks in science museums: how a visually impaired person interprets the educational material at the museum of microbiology”

    Directory of Open Access Journals (Sweden)

    Alessandra Fernandes Bizerra

    2012-03-01

    Full Text Available The processes of science communication and science education became especially important in the last quarter of the last century. Science museums, as non-formal spaces have an important role in amplifying and refining these processes. Being spaces open to the general public will be expected to develop programs that include all of its citizens. The Museum of Microbiology of the Butantan Institute has developed a series of activities and educational materials focusing on microorganisms that were designed to facilitate a closer integration of the visually impaired public with the scientific culture. In the present study, we sought to understand how visually deficient visitors interpreted the materials presented, determine the level of understanding that the use of these materials provided and study the significance attributed to them. Visually impaired visitors were interviewed during their interactions with the materials with the aid of an audio guide, and the talks generated were analyzed within interpretative categories. The most frequent category was “Strategic talk (Use” (11.8%, in which the visually deficient visitors gave their opinions concerning the uses of the Micro-Touch Program. Two other categories, “Affective talk (Pleasure” (10.2% and “Perceptual talk (Identification” (8.6% were also established. A combination of tactile and auditory tools was fundamental to solve problems and to the creation of visual representations that are important to constructing and understanding scientific concepts and to facilitate the organization of theoretical thought. We suggest here the necessity of elaborating activities contents that favors the establishment of conceptual talks and considering the previously acquired knowledge of visually impaired visitors during the design of displays, providing higher frequency of other learning talks

  5. 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.

  6. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 29; Issue 5 ... Polyester urethane; scaffold; tensile strength; swelling; degradation; cell culture. ... Materials Science Centre, Indian Institute of Technology, Kharagpur 721 302, India; School of Medical Science and Technology, Indian Institute of Technology, Kharagpur ...

  7. Materials science

    International Nuclear Information System (INIS)

    2002-01-01

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

  8. Questioning the Fidelity of the "Next Generation Science Standards" for Astronomy and Space Sciences Education

    Science.gov (United States)

    Slater, Stephanie J.; Slater, Timothy F.

    2015-01-01

    Although the Next Generation Science Standards (NGSS) are not federally mandated national standards or performance expectations for K-12 schools in the United States, they stand poised to become a de facto national science and education policy, as state governments, publishers of curriculum materials, and assessment providers across the country…

  9. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. SARAVANA KUMAR JAGANATHAN. Articles written in Bulletin of Materials Science. Volume 41 Issue 1 February 2018 pp 18. Advanced nanofibrous textile-based dressing material for treating chronic wounds · ISABEL HERRMANN EKO SUPRIYANTO SARAVANA KUMAR ...

  10. New Curricular Material for Science Classes: How Do Students Evaluate It?

    Science.gov (United States)

    Freire, Sofia; Faria, Claudia; Galvao, Cecilia; Reis, Pedro

    2013-01-01

    Living in an unpredictable and ever changing society demands from its' citizens the development of complex competencies that challenges school, education and curriculum. PARSEL, a pan-European Project related to science education, emerges as a contribution to curricular development as it proposes a set of teaching-learning materials (modules) in…

  11. Interfacial and Surface Science | Materials Science | NREL

    Science.gov (United States)

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

  12. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. ISABEL HERRMANN. Articles written in Bulletin of Materials Science. Volume 41 Issue 1 February 2018 pp 18. Advanced nanofibrous textile-based dressing material for treating chronic wounds · ISABEL HERRMANN EKO SUPRIYANTO SARAVANA KUMAR JAGANATHAN A ...

  13. Computer Networking Strategies for Building Collaboration among Science Educators.

    Science.gov (United States)

    Aust, Ronald

    The development and dissemination of science materials can be associated with technical delivery systems such as the Unified Network for Informatics in Teacher Education (UNITE). The UNITE project was designed to investigate ways for using computer networking to improve communications and collaboration among university schools of education and…

  14. 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.

  15. Materials Science and Engineering |

    Science.gov (United States)

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

  16. 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

  17. Materials sciences programs, Fiscal year 1997

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-10-01

    The Division of Materials Sciences is responsible for basic research and research facilities in materials science topics important to the mission of the Department of Energy. The programmatic divisions under the Office of Basic Energy Sciences are Chemical Sciences, Engineering and Geosciences, and Energy Biosciences. Materials Science is an enabling technology. The performance parameters, economics, environmental acceptability and safety of all energy generation, conversion, transmission and conservation technologies are limited by the properties and behavior of materials. The Materials Sciences programs develop scientific understanding of the synergistic relationship among synthesis, processing, structure, properties, behavior, performance and other characteristics of materials. Emphasis is placed on the development of the capability to discover technologically, economically, and environmentally desirable new materials and processes, and the instruments and national user facilities necessary for achieving such progress. Materials Sciences subfields include: physical metallurgy, ceramics, polymers, solid state and condensed matter physics, materials chemistry, surface science and related disciplines where the emphasis is on the science of materials. This report includes program descriptions for 517 research programs including 255 at 14 DOE National Laboratories, 262 research grants (233 of which are at universities), and 29 Small Business Innovation Research Grants. Five cross-cutting indices located at the rear of this book identify all 517 programs according to principal investigator(s), materials, techniques, phenomena, and environment.

  18. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Ming Kang1 2 Xiaoming Liao1 Guangfu Yin1 Xun Sun3 Xing Yin4 Lu Xie4 Jun Liu2. College of Materials Science and Engineering, Sichuan University, Chengdu 610064, China; College of Material Science and Engineering, Southwest University of Science and Technology, Mianyang 621010, China; Department of ...

  19. Education in the nuclear sciences in Japanese universities

    International Nuclear Information System (INIS)

    Takashima, Y.

    1993-01-01

    Although there are 430 governmental and private universities in Japan, only a limited number of them have departments associated with nuclear science education. Moreover, mainly because of financial pressures, this association is often limited to government universities. Nuclear engineering departments are incorporated with only seven of larger universities, and there are three institutes with nuclear reactors. In these facilities, education in reactor physics, radiation measurements, electromagnetic and material sciences, are conducted. In terms of radiation safety and radiological health physics, ten radioisotope centers and seven radiochemistry laboratories in universities play an important role. (author) 8 figs.; 5 tabs

  20. Bayesian optimization for materials science

    CERN Document Server

    Packwood, Daniel

    2017-01-01

    This book provides a short and concise introduction to Bayesian optimization specifically for experimental and computational materials scientists. After explaining the basic idea behind Bayesian optimization and some applications to materials science in Chapter 1, the mathematical theory of Bayesian optimization is outlined in Chapter 2. Finally, Chapter 3 discusses an application of Bayesian optimization to a complicated structure optimization problem in computational surface science. Bayesian optimization is a promising global optimization technique that originates in the field of machine learning and is starting to gain attention in materials science. For the purpose of materials design, Bayesian optimization can be used to predict new materials with novel properties without extensive screening of candidate materials. For the purpose of computational materials science, Bayesian optimization can be incorporated into first-principles calculations to perform efficient, global structure optimizations. While re...

  1. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. BALDEV RAJ. Articles written in Bulletin of Materials Science. Volume 26 Issue 4 June 2003 pp 449-460 Instrumentation. Thermogravimetry-evolved gas analysis–mass spectrometry system for materials research · M Kamruddin P K Ajikumar S Dash A K Tyagi Baldev Raj.

  2. National Educators' Workshop: Update 95. Standard Experiments in Engineering Materials Science and Technology

    Science.gov (United States)

    Gardner, James E. (Compiler); Jacobs, James A.; Karnitz, Michael A.

    1996-01-01

    This document contains a collection of experiments presented and demonstrated at the National Educators' Workshop: Update 95. The experiments related to the nature and properties of engineering materials and provided information to assist in teaching about materials in the education community.

  3. 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...

  4. Materials Sciences Division long range plan

    International Nuclear Information System (INIS)

    1984-12-01

    The intent of this document is to provide a framework for programmatic guidance into the future for Materials Sciences. The Materials Sciences program is the basic research program for materials in the Department of Energy. It includes a wide variety of activities associated with the sciences related to materials. It also includes the support for developing, constructing, and operating major facilities which are used extensively but not exclusively by the materials sciences

  5. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. DANUTA OLSZEWSKA. Articles written in Bulletin of Materials Science. Volume 41 Issue 1 February 2018 pp 16. Influence of the conditions of a solid-state synthesis anode material Li 4 Ti 5 O 12 on its electrochemical properties of lithium cells · DANUTA OLSZEWSKA ANNA ...

  6. 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.

  7. The Integration of Environmental Education in Science Materials by Using "MOTORIC" Learning Model

    Science.gov (United States)

    Sukarjita, I. Wayan; Ardi, Muhammad; Rachman, Abdul; Supu, Amiruddin; Dirawan, Gufran Darma

    2015-01-01

    The research of the integration of Environmental Education in science subject matter by application of "MOTORIC" Learning models has carried out on Junior High School Kupang Nusa Tenggara Timur Indonesia. "MOTORIC" learning model is an Environmental Education (EE) learning model that collaborate three learning approach i.e.…

  8. Evaluation of Student Outcomes in Materials Science and Technology

    Science.gov (United States)

    Piippo, Steven

    1996-01-01

    This paper specifies 14 benchmarks and exit standards for the introduction of Materials Science and Technology in a secondary school education. Included is the standard that students should be able to name an example of each category of technological materials including metals, glass/ceramics, polymers (plastics) and composites. Students should know that each type of solid material has specific properties that can be measured. Students will learn that all solid materials have either a long range crystalline structure or a short range amorphous structure (i.e., glassy). They should learn the choice of materials for a particular application depends on the properties of the material, and the properties of the material depends on its crystal structure and microstructure. The microstructure may be modified by the methods by which the material is processed; students should explain this by the example of sintering a ceramic body to reduce its porosity and increase its densification and strength. Students will receive exposure to the world of work, post secondary educational opportunities, and in general a learning that will lead to a technologically literate intelligent citizen.

  9. The Validity of the earth and space science learning materials with orientation on multiple intelligences and character education

    Science.gov (United States)

    Liliawati, W.; Utama, J. A.; Ramalis, T. R.; Rochman, A. A.

    2018-03-01

    Validation of the Earth and Space Science learning the material in the chapter of the Earth's Protector based on experts (media & content expert and practitioners) and junior high school students' responses are presented. The data came from the development phase of the 4D method (Define, Design, Develop, Dissemination) which consist of two steps: expert appraisal and developmental testing. The instrument employed is rubric of suitability among the book contents with multiple intelligences activities, character education, a standard of book assessment, a questionnaires and close procedure. The appropriateness of the book contents with multiple intelligences, character education and standard of book assessment is in a good category. Meanwhile, students who used the book in their learning process gave a highly positive response; the book was easy to be understood. In general, the result of cloze procedure indicates high readability of the book. As our conclusion is the book chapter of the Earth's Protector can be used as a learning material accommodating students’ multiple intelligences and character internalization.

  10. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. S Roy. Articles written in Bulletin of Materials Science. Volume 25 Issue 6 November 2002 pp 513-515. Improved zinc oxide film for gas sensor applications · S Roy S Basu · More Details Abstract Fulltext PDF. Zinc oxide (ZnO) is a versatile material for different commercial ...

  11. 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…

  12. FWP executive summaries: Basic energy sciences materials sciences programs

    Energy Technology Data Exchange (ETDEWEB)

    Samara, G.A.

    1996-02-01

    This report provides an Executive Summary of the various elements of the Materials Sciences Program which is funded by the Division of Materials Sciences, Office of Basic Energy Sciences, U.S. Department of Energy at Sandia National Laboratories, New Mexico.

  13. Corporate science education: Westinghouse and the value of science in mid-twentieth century America.

    Science.gov (United States)

    Terzian, Sevan G; Shapiro, Leigh

    2015-02-01

    This study examines a largely neglected aspect of the history of science popularization in the United States: corporate depictions of the value of science to society. It delineates the Westinghouse Electric Corporation's portrayals of science to its shareholders, employees and consumers, and schoolchildren and educators during World War Two and the postwar era. Annual reports to shareholders, in-house news publications, publicity records, advertising campaigns, and educational pamphlets distributed to schools reveal the company's distinct, but complementary, messages for different stakeholders about the importance of science to American society. Collectively, Westinghouse encouraged these audiences to rely on scientists' expert leadership for their nation's security and material comforts. In an era of military mobilization, the company was able to claim that industry-led scientific research would fortify the nation and create unbounded prosperity. © The Author(s) 2013.

  14. Materials sciences programs, fiscal year 1994

    International Nuclear Information System (INIS)

    1995-04-01

    The Division of Materials Sciences is located within the DOE in the Office of Basic Energy Sciences. The Division of Materials Sciences is responsible for basic research and research facilities in strategic materials science topics of critical importance to the mission of the Department and its Strategic Plan. Materials Science is an enabling technology. The performance parameters, economics, environmental acceptability and safety of all energy generation, conversion, transmission and conservation technologies are limited by the properties and behavior of materials. The Materials Sciences programs develop scientific understanding of the synergistic relationship amongst the synthesis, processing, structure, properties, behavior, performance and other characteristics of materials. Emphasis is placed on the development of the capability to discover technologically, economically, and environmentally desirable new materials and processes, and the instruments and national user facilities necessary for achieving such progress. Materials Sciences sub-fields include physical metallurgy, ceramics, polymers, solid state and condensed matter physics, materials chemistry, surface science and related disciplines where the emphasis is on the science of materials. This report includes program descriptions for 458 research programs including 216 at 14 DOE National Laboratories, 242 research grants (233 for universities), and 9 Small Business Innovation Research (SBIR) Grants. The report is divided into eight sections. Section A contains all Laboratory projects, Section B has all contract research projects, Section C has projects funded under the SBIR Program, Section D describes the Center of Excellence for the Synthesis and Processing of Advanced Materials and E has information on major user facilities. F contains descriptions of other user facilities; G, a summary of funding levels; and H, indices characterizing research projects

  15. Materials sciences programs: Fiscal year 1994

    Science.gov (United States)

    1995-04-01

    The Division of Materials Sciences is located within the DOE in the Office of Basic Energy Sciences. The Division of Materials Sciences is responsible for basic research and research facilities in strategic materials science topics of critical importance to the mission of the Department and its Strategic Plan. Materials Science is an enabling technology. The performance parameters, economics, environmental acceptability and safety of all energy generation, conversion, transmission and conservation technologies are limited by the properties and behavior of materials. The Materials Sciences programs develop scientific understanding of the synergistic relationship amongst the synthesis, processing, structure, properties, behavior, performance and other characteristics of materials. Emphasis is placed on the development of the capability to discover technologically, economically, and environmentally desirable new materials and processes, and the instruments and national user facilities necessary for achieving such progress. Materials Sciences sub-fields include physical metallurgy, ceramics, polymers, solid state and condensed matter physics, materials chemistry, surface science and related disciplines where the emphasis is on the science of materials. This report includes program descriptions for 458 research programs including 216 at 14 DOE National Laboratories, 242 research grants (233 for universities), and 9 Small Business Innovation Research (SBIR) Grants. The report is divided into eight sections. Section A contains all Laboratory projects, Section B has all contract research projects, Section C has projects funded under the SBIR Program, Section D describes the Center of Excellence for the Synthesis and Processing of Advanced Materials and E has information on major user facilities. F contains descriptions of other user facilities; G, a summary of funding levels; and H, indices characterizing research projects.

  16. Materials sciences programs, fiscal year 1994

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1995-04-01

    The Division of Materials Sciences is located within the DOE in the Office of Basic Energy Sciences. The Division of Materials Sciences is responsible for basic research and research facilities in strategic materials science topics of critical importance to the mission of the Department and its Strategic Plan. Materials Science is an enabling technology. The performance parameters, economics, environmental acceptability and safety of all energy generation, conversion, transmission and conservation technologies are limited by the properties and behavior of materials. The Materials Sciences programs develop scientific understanding of the synergistic relationship amongst the synthesis, processing, structure, properties, behavior, performance and other characteristics of materials. Emphasis is placed on the development of the capability to discover technologically, economically, and environmentally desirable new materials and processes, and the instruments and national user facilities necessary for achieving such progress. Materials Sciences sub-fields include physical metallurgy, ceramics, polymers, solid state and condensed matter physics, materials chemistry, surface science and related disciplines where the emphasis is on the science of materials. This report includes program descriptions for 458 research programs including 216 at 14 DOE National Laboratories, 242 research grants (233 for universities), and 9 Small Business Innovation Research (SBIR) Grants. The report is divided into eight sections. Section A contains all Laboratory projects, Section B has all contract research projects, Section C has projects funded under the SBIR Program, Section D describes the Center of Excellence for the Synthesis and Processing of Advanced Materials and E has information on major user facilities. F contains descriptions of other user facilities; G, a summary of funding levels; and H, indices characterizing research projects.

  17. 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…

  18. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Screen printing; ferroelectricity; piezoelectricity; nonlinear property. .... Luoyang Institute of Science and Technology, Luoyang 471023, China; Functional Materials Research Laboratory, Tongji University, Shanghai 200092, China; Department of Physics and Materials Science, City University of Hong Kong, Kowloon Tong, ...

  19. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. U S Sajeev. Articles written in Bulletin of Materials Science. Volume 27 Issue 2 April 2004 pp 155-161 Magnetic Materials. Magnetic field induced assembling of nanoparticles in ferrofluidic liquid thin films based on NiFe1-Fe2O4 · V S Abraham S Swapna Nair S Rajesh U S ...

  20. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. S R Dhage. Articles written in Bulletin of Materials Science. Volume 27 Issue 1 February 2004 pp 43-45 Dielectric Materials. Nonlinear – characteristics study of doped SnO2 · S R Dhage V Ravi S K Date · More Details Abstract Fulltext PDF. When tin oxide is doped with ...

  1. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. D S Prasad. Articles written in Bulletin of Materials Science. Volume 25 Issue 2 April 2002 pp 79-83 Materials Synthesis. Preparation of high purity tellurium by zone refining · N R Munirathnam D S Prasad Ch Sudheer A J Singh T L Prakash · More Details Abstract Fulltext PDF.

  2. 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.

  3. 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…

  4. Berkeley Lab - Materials Sciences Division

    Science.gov (United States)

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

  5. DECS tries out instructional materials on AIDS prevention education.

    Science.gov (United States)

    1994-01-01

    A national try-out of the newly developed print and non-print instructional materials on AIDS Education is being conducted by the Department of Education, Culture and Sports (DECS) this school year 1993-to 1994. To determine the effectiveness of these materials, various public and private schools in Region IV (Southern Tagalog), VII (Central Visayas) XI (Southern Mindanao) and National Capital Region (Metro, Manila) were chosen as try-out institutions. The AIDS education materials will be tried out in different subjects in some grade and year levels such as civics and culture (grade one); science and health (grades three and six); home economics and livelihood education (grade five); physical education, health and music (second year) and Pilipino Language (third year). The materials for the elementary level consist of posters, cut-out pictures, voice tapes, jingles, talking books and slides, while the secondary school level utilizes modules. For the tertiary level, a Resource Book on AIDS Prevention Education is used by the Teacher Training Institutions and the Non-Formal Education employs the Facilitator's Guide for Levels I-III. These materials will be tried out in both urban and rural schools, with control school and experimental school at each level. full text

  6. Lab Manual & Resources for Materials Science, Engineering and Technology on CD-Rom

    Science.gov (United States)

    Jacobs, James A.; McKenney, Alfred E.

    2001-01-01

    The National Educators' Workshop (NEW:Update) series of workshops has been in existence since 1986. These annual workshops focus on technical updates and laboratory experiments for materials science, engineering and technology, involving new and traditional content in the field. Scores of educators and industrial and national laboratory personnel have contributed many useful experiments and demonstrations which were then published as NASA Conference Proceedings. This "out poring of riches" creates an ever-expanding shelf of valuable teaching tools for college, university, community college and advanced high school instruction. Now, more than 400 experiments and demonstrations, representing the first thirteen years of NEW:Updates have been selected and published on a CD-ROM, through the collaboration of this national network of materials educators, engineers, and scientists. The CD-ROM examined in this document utilizes the popular Adobe Acrobat Reader format and operates on most popular computer platforms. This presentation provides an overview of the second edition of Experiments in Materials Science, Engineering and Technology (EMSET2) CD-ROM, ISBN 0-13-030534-0.

  7. Materials Sciences Division 1990 annual report

    International Nuclear Information System (INIS)

    1990-01-01

    This report is the Materials Sciences Division's annual report. It contains abstracts describing materials research at the National Center for Electron Microscopy, and for research groups in metallurgy, solid-state physics, materials chemistry, electrochemical energy storage, electronic materials, surface science and catalysis, ceramic science, high tc superconductivity, polymers, composites, and high performance metals

  8. The potential impact of microgravity science and technology on education

    Science.gov (United States)

    Wargo, M. J.

    1992-01-01

    The development of educational support materials by NASA's Microgravity Science and Applications Division is discussed in the light of two programs. Descriptions of the inception and application possibilities are given for the Microgravity-Science Teacher's Guide and the program of Undergraduate Research Opportunities in Microgravity Science and Technology. The guide is intended to introduce students to the principles and research efforts related to microgravity, and the undergraduate program is intended to reinforce interest in the space program. The use of computers and electronic communications is shown to be an important catalyst for the educational efforts. It is suggested that student and teacher access to these programs be enhanced so that they can have a broader impact on the educational development of space-related knowledge.

  9. 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.

  10. Materials Sciences Division 1990 annual report

    Energy Technology Data Exchange (ETDEWEB)

    1990-12-31

    This report is the Materials Sciences Division`s annual report. It contains abstracts describing materials research at the National Center for Electron Microscopy, and for research groups in metallurgy, solid-state physics, materials chemistry, electrochemical energy storage, electronic materials, surface science and catalysis, ceramic science, high tc superconductivity, polymers, composites, and high performance metals.

  11. Materials Sciences Division 1990 annual report

    Energy Technology Data Exchange (ETDEWEB)

    1990-01-01

    This report is the Materials Sciences Division's annual report. It contains abstracts describing materials research at the National Center for Electron Microscopy, and for research groups in metallurgy, solid-state physics, materials chemistry, electrochemical energy storage, electronic materials, surface science and catalysis, ceramic science, high tc superconductivity, polymers, composites, and high performance metals.

  12. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. G P Nayaka. Articles written in Bulletin of Materials Science. Volume 37 Issue 3 May 2014 pp 705-711. Structural, electrical and electrochemical behaviours of LiNi0.4M0.1Mn1.5O4 ( = Al, Bi) as cathode material for Li-ion batteries · G P Nayaka J Manjanna K C Anjaneya P ...

  13. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. K C Anjaneya. Articles written in Bulletin of Materials Science. Volume 37 Issue 3 May 2014 pp 705-711. Structural, electrical and electrochemical behaviours of LiNi0.4M0.1Mn1.5O4 ( = Al, Bi) as cathode material for Li-ion batteries · G P Nayaka J Manjanna K C Anjaneya P ...

  14. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. A K Bajpai. Articles written in Bulletin of Materials Science. Volume 28 Issue 6 October 2005 pp 529-534 Review—Polymers. Morphological, thermal and annealed microhardness characterization of gelatin based interpenetrating networks of polyacrylonitrile: A hard biopolymer.

  15. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    AGH-University of Science and Technology, Faculty of Materials Science and Ceramics, Department of Biomaterials, Al. Mickiewicza 30, 30-059 Krakow, Poland; The Pennsylvania State University, Department of Physics and Center for 2-Dimensional and Layered Materials, 104 Davey Laboratory, University Park, PA ...

  16. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    School of Mechanical and Automotive Engineering, Anhui Polytechnic University, Wuhu, Anhui 241000, P.R. China; Anhui Provincial Laboratory of High Performance Nonferrous Metals Material, Wuhu, Anhui 241000, P.R. China; Department of Materials Science and Engineering, University of Science and Technology of ...

  17. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. REGINA C SO. Articles written in Bulletin of Materials Science. Volume 40 Issue 6 October 2017 pp 1179-1187. Preparation, characterization of chitosan/bamboo charcoal/poly(methacrylate) composite beads · DOROTHY CAMINOS-PERUELO WEI-CHIEH WANG ...

  18. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. S Prasannakumar. Articles written in Bulletin of Materials Science. Volume 24 Issue 5 October 2001 pp 535-538 Polymers. Interpenetrating polymer networks based on polyol modified castor oil polyurethane and poly(2-hydroxyethylmethacrylate): Synthesis, chemical, ...

  19. Needs Assessment Study in Science Education: Sample of Turkey

    OpenAIRE

    Z. Ozdilek; M. Ozkan

    2008-01-01

    A needs assessment process was conducted to determine the difficulties and requirements of a science unit as an example how needs assessment process can be used in science education in Turkey. A 40-item teacher questionnaire containing four dimensions related to a chemistry unit named “Travel to the Inner Structure of Matter” as presented in the current curriculum materials was administered. The questionnaire was completed by 130 elementary school science teachers in order to get their views ...

  20. National Educators' Workshop: Update 1991. Standard Experiments in Engineering Materials Science and Technology

    International Nuclear Information System (INIS)

    Gardner, J.E.; Jacobs, J.A.; Stiegler, J.O.

    1992-06-01

    Given here is a collection of experiments presented and demonstrated at the National Educators' Workshop: Update 91, held at the Oak Ridge National Laboratory on November 12-14, 1991. The experiments related to the nature and properties of engineering materials and provided information to assist in teaching about materials in the education community

  1. National Educators' Workshop: Update 1991. Standard Experiments in Engineering Materials Science and Technology

    Science.gov (United States)

    Gardner, James E. (Compiler); Jacobs, James A. (Compiler); Stiegler, James O. (Compiler)

    1992-01-01

    Given here is a collection of experiments presented and demonstrated at the National Educators' Workshop: Update 91, held at the Oak Ridge National Laboratory on November 12-14, 1991. The experiments related to the nature and properties of engineering materials and provided information to assist in teaching about materials in the education community.

  2. Space Sciences Education and Outreach Project of Moscow State University

    Science.gov (United States)

    Krasotkin, S.

    2006-11-01

    sergekras@mail.ru The space sciences education and outreach project was initiated at Moscow State University in order to incorporate modern space research into the curriculum popularize the basics of space physics, and enhance public interest in space exploration. On 20 January 2005 the first Russian University Satellite “Universitetskiy-Tatyana” was launched into circular polar orbit (inclination 83 deg., altitude 940-980 km). The onboard scientific complex “Tatyana“, as well as the mission control and information receiving centre, was designed and developed at Moscow State University. The scientific programme of the mission includes measurements of space radiation in different energy channels and Earth UV luminosity and lightning. The current education programme consists of basic multimedia lectures “Life of the Earth in the Solar Atmosphere” and computerized practice exercises “Space Practice” (based on the quasi-real-time data obtained from “Universitetskiy-Tatyana” satellite and other Internet resources). A multimedia lectures LIFE OF EARTH IN THE SOLAR ATMOSPHERE containing the basic information and demonstrations of heliophysics (including Sun structure and solar activity, heliosphere and geophysics, solar-terrestrial connections and solar influence on the Earth’s life) was created for upper high-school and junior university students. For the upper-university students there a dozen special computerized hands-on exercises were created based on the experimental quasi-real-time data obtained from our satellites. Students specializing in space physics from a few Russian universities are involved in scientific work. Educational materials focus on upper high school, middle university and special level for space physics students. Moscow State University is now extending its space science education programme by creating multimedia lectures on remote sensing, space factors and materials study, satellite design and development, etc. The space

  3. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. SURESH KUMAR. Articles written in Bulletin of Materials Science. Volume 35 Issue 5 October 2012 pp 787-794. Electrical transport and EPR investigations: A comparative study for d.c. conduction mechanism in monovalent and multivalent ions doped polyaniline.

  4. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Neelotpal Sen Sarma. Articles written in Bulletin of Materials Science. Volume 37 Issue 7 December 2014 pp 1613-1624. Enhancement of proton conductivity of sulfonated polystyrene membrane prepared by plasma polymerization process · Bhabesh Kumar Nath Aziz Khan ...

  5. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Nitai Debnath. Articles written in Bulletin of Materials Science. Volume 37 Issue 2 April 2014 pp 199-206. Ciprofloxacin conjugated zinc oxide nanoparticle: A camouflage towards multidrug resistant bacteria · Prasun Patra Shouvik Mitra Nitai Debnath Panchanan Pramanik ...

  6. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Arunkumar Lagashetty. Articles written in Bulletin of Materials Science. Volume 27 Issue 6 December 2004 pp 491-495 Nanomaterials. Adsorption study of Pb ions on nanosized SnO2, synthesized by self-propagating combustion reaction · Arunkumar Lagashetty A ...

  7. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. MURAT UYGUN. Articles written in Bulletin of Materials Science. Volume 39 Issue 2 April 2016 pp 353-359. Hydrophobic nano-carrier for lysozyme adsorption · CANAN ALTUNBAS FULDEN ZEYNEP URAL MURAT UYGUN NESIBE AVCIBASI UGUR AVCIBASI DENIZ AKTAS ...

  8. The impact of socio-political environment on the perception of science - a comparative study of German and Israeli approaches to science education

    Science.gov (United States)

    Schneider, S.; Rabinowitz, D.

    2017-12-01

    At the interface of environmental anthropology, social science, education research, and Earth Sciences, this presentation will look at Earth science education in school and out-of-school settings in Germany and Israel. We will focus on divergent cultural concepts of nature and science within the four-columned societal system in Israel: the secular Israeli community, which is oriented on western standards and concepts, the orthodox community with a stronger focus on merging scientific and religious approaches to understanding the Earth system, the Arabian community in Israel, which is strongly influenced by the Arabian science tradition as well as by confined monetary resources, and the ultra-orthodox community where science education seems to be totally abandoned in favor of Thora-studies. These environments, alongside a more homogeneous Germany educational system, resample an experimental setting with differences in a manageable number of parameters. We will analyze educational material used by the different communities in terms of the presented functions and services of the Earth sciences as well as in respect to the image of Earth sciences constructed by educational material of the observed communities. The aim of this project is to look for evidence that allows to attribute significant differences in education concepts to formal socio-political settings in the observed communities. The term Socio-political environment as used in this project proposal describes the context that is predetermined by cultural, political, and religious traditions. It described the pre-conditions in which communication takes place. Within this presentation, we will discuss the concept of socio-political environments. One of our hypothesis is, that the intensity of differences in Earth science community will be associated with differences in the socio-political environment. Influences of cultural, political, and religious boundary conditions will provide an insight into alterations

  9. 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.

  10. 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…

  11. AFRA Network for Education in Nuclear Science and Technology

    International Nuclear Information System (INIS)

    Hashim, N.; Wanjala, F.

    2017-01-01

    AFRA-NEST was Conceived at the AFRA Ministerial Conference held in Aswan in 2007. The main objective of AFRA-NEST is to facilitate operation and networking in higher education, training and related research in Nuclear Science (NS&T) in the African Region through: • Sharing of information and materials of nuclear education and training. The strategies for implementing the objectives are: the use ICT for web-based education and training,; recognition of Regional Designated Centres (RDCs) for professional nuclear education in nuclear science and technology, and organization of harmonized and accredited programs at tertiary levels for teaching and research in the various nuclear disciplines. The main function of the AFRA-NEST is to; foster sustainable human resource development and nuclear knowledge management; host the Cyber Learning Platform for Nuclear Education and Training for the AFRA region and to integrate all available higher education capabilities in Africa

  12. 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

  13. Using the Geoscience Literacy Frameworks and Educational Technologies to Promote Science Literacy in Non-science Major Undergraduates

    Science.gov (United States)

    Carley, S.; Tuddenham, P.; Bishop, K. O.

    2008-12-01

    In recent years several geoscience communities have been developing ocean, climate, atmosphere and earth science literacy frameworks as enhancements to the National Science Education Standards content standards. Like the older content standards these new geoscience literacy frameworks have focused on K-12 education although they are also intended for informal education and general public audiences. These geoscience literacy frameworks potentially provide a more integrated and less abstract approach to science literacy that may be more suitable for non-science major students that are not pursuing careers in science research or education. They provide a natural link to contemporary environmental issues - e.g., climate change, resource depletion, species and habitat loss, natural hazards, pollution, development of renewable energy, material recycling. The College of Exploration is an education research non-profit that has provided process and technical support for the development of most of these geoscience literacy frameworks. It has a unique perspective on their development. In the last ten years it has also gained considerable national and international expertise in facilitating web-based workshops that support in-depth conversations among educators and working scientists/researchers on important science topics. These workshops have been of enormous value to educators working in K-12, 4-year institutions and community colleges. How can these geoscience literacy frameworks promote more collaborative inquiry-based learning that enhances the appreciation of scientific thinking by non-majors? How can web- and mobile-based education technologies transform the undergraduate non-major survey course into a place where learners begin their passion for science literacy rather than end it? How do we assess science literacy in students and citizens?

  14. 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, ...

  15. 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,…

  16. Analyzing the Watershed Dynamics project as an example of successful science and education partnerships

    Science.gov (United States)

    Buzby, C. K.; Jona, K.

    2009-12-01

    The Watershed Dynamics project is a partnership between Northwestern University, the Consortium of Universities for the Advancement of Hydrologic Science (CUAHSI), and the GLOBE Program (Global Learning and Observations to Benefit the Environment). The goal of the project is to develop inquiry-based educational materials that use authentic scientific data and analysis techniques to teach students about the watershed. The relationship between Northwestern, CUAHSI, and GLOBE allows each partner to contribute to the development of the project in the area of their expertise. Science researchers from CUAHSI share science content knowledge and data access through the development of their Hydrologic Information System (HIS). Curriculum developers at Northwestern write inquiry-based curriculum using GIS technology to access and analyze live data. The GLOBE Program is a worldwide hands-on, primary and secondary school-based science education program that provides teacher training opportunities to a network of teachers around the world. This partnership allows each partner to bring their area of expertise to the project and make the best use of one another's resources. The Watershed Dynamics project can serve as a model for future partnerships between the science and education communities. The Office of Science, Technology, Engineering, and Math Education Partnerships (OSEP) at Northwestern is a service organization that supports Northwestern researchers in developing proposals and implementing research projects that incorporate K-12 educational components, particularly in the fields of science, technology, engineering and mathematics (STEM). OSEP assists faculty with the development of sound plans for education and outreach that reflect current research on learning and educational reform and provides expertise in STEM education materials development, learning technologies, and professional development for K-12 teachers and facilitators in informal education institutions

  17. CosmoQuest: Training Educators and Engaging Classrooms in Citizen Science through a Virtual Research Facility

    Science.gov (United States)

    Buxner, Sanlyn; Bracey, Georgia; Summer, Theresa; Cobb, Whitney; Gay, Pamela L.; Finkelstein, Keely D.; Gurton, Suzanne; Felix-Strishock, Lisa; Kruse, Brian; Lebofsky, Larry A.; Jones, Andrea J.; Tweed, Ann; Graff, Paige; Runco, Susan; Noel-Storr, Jacob; CosmoQuest Team

    2016-10-01

    CosmoQuest is a Citizen Science Virtual Research Facility that engages scientists, educators, students, and the public in analyzing NASA images. Often, these types of citizen science activities target enthusiastic members of the public, and additionally engage students in K-12 and college classrooms. To support educational engagement, we are developing a pipeline in which formal and informal educators and facilitators use the virtual research facility to engage students in real image analysis that is framed to provide meaningful science learning. This work also contributes to the larger project to produce publishable results. Community scientists are being solicited to propose CosmoQuest Science Projects take advantage of the virtual research facility capabilities. Each CosmoQuest Science Project will result in formal education materials, aligned with Next Generation Science Standards including the 3-dimensions of science learning; core ideas, crosscutting concepts, and science and engineering practices. Participating scientists will contribute to companion educational materials with support from the CosmoQuest staff of data specialists and education specialists. Educators will be trained through in person and virtual workshops, and classrooms will have the opportunity to not only work with NASA data, but interface with NASA scientists. Through this project, we are bringing together subject matter experts, classrooms, and informal science organizations to share the excitement of NASA SMD science with future citizen scientists. CosmoQuest is funded through individual donations, through NASA Cooperative Agreement NNX16AC68A, and through additional grants and contracts that are listed on our website, cosmoquest.org.

  18. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Sandeep Arya. Articles written in Bulletin of Materials Science. Volume 36 Issue 4 August 2013 pp 535-539. Synthesis of copper telluride nanowires using template-based electrodeposition method as chemical sensor · Sandeep Arya Saleem Khan Suresh Kumar Rajnikant ...

  19. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 31; Issue 3. Formation of InN nanoparticle and nanorod structures by nitrogen plasma annealing method ... Department of Physics, Indian Institute of Technology Delhi, New Delhi 110 016, India; Material Science Division, Indira Gandhi Centre for Atomic Research, ...

  20. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Dinesh Kumar. Articles written in Bulletin of Materials Science. Volume 25 Issue 6 November 2002 pp 549-551. Semiconductor applications of plasma immersion ion implantation technology · Mukesh Kumar Rajkumar Dinesh Kumar P J George · More Details Abstract Fulltext ...

  1. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. T Mirza. Articles written in Bulletin of Materials Science. Volume 23 Issue 5 October 2000 pp 377-382 Glass Ceramics. Preparation and characterization of magnesium–aluminium–silicate glass ceramics · Madhumita Goswami T Mirza A Sarkar Shobha Manikandan Sangeeta ...

  2. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 31; Issue 1. Pressure induced graft-co-polymerization of acrylonitrile onto Saccharum cilliare fibre and ... Author Affiliations. A S Singha1 Anjali Shama1 Vijay Kumar Thakur1. Material Science Laboratory, National Institute of Technology, Hamirpur 177 005, India ...

  3. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. AGNIESZKA SOBCZAK-KUPIEC. Articles written in Bulletin of Materials Science. Volume 36 Issue 4 August 2013 pp 755-764. Effect of calcination conditions of pork bone sludge on behaviour of hydroxyapatite in simulated body fluid · Agnieszka Sobczak-Kupiec Zbigniew ...

  4. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Thotapalli P Sastry. Articles written in Bulletin of Materials Science. Volume 34 Issue 1 February 2011 pp 177-181. Preparation and characterization of a novel bone graft composite containing bone ash and egg shell powder · Gunasekaran Krithiga Thotapalli P Sastry.

  5. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. B V Radhakrishna Bhat. Articles written in Bulletin of Materials Science. Volume 23 Issue 2 April 2000 pp 109-117 Composites. Optimization of processing parameters for making alumina–partially stabilized zirconia laminated composites · S Deb B V Radhakrishna Bhat.

  6. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. SUDHANSHU CHOUDHARY. Articles written in Bulletin of Materials Science. Volume 35 Issue 5 October 2012 pp 713-718. Theoretical study on effect of radial and axial deformation on electron transport properties in a semiconducting Si–C nanotube · Sudhanshu Choudhary ...

  7. National Educators' Workshop: Update 1988. Standard Experiments in Engineering Materials Science and Technology

    Science.gov (United States)

    Gardner, James E. (Compiler); Jacobs, James A. (Compiler)

    1990-01-01

    Presented here is a collection of experiments presented and demonstrated at the National Educators' Workshop: Update 88, held May 10 to 12, 1988 at the National Institute of Standards and Technology (NIST), Gaithersberg, Maryland. The experiments related to the nature and properties of engineering materials and provided information to assist in teaching about materials in the education community.

  8. National Educators' Workshop: Update 1989 Standard Experiments in Engineering Materials Science and Technology

    Science.gov (United States)

    Gardner, James E. (Compiler); Jacobs, James A. (Compiler)

    1990-01-01

    Presented here is a collection of experiments presented and demonstrated at the National Educators' Workshop: Update 89, held October 17 to 19, 1989 at the National Aeronautics and Space Administration, Hampton, Virginia. The experiments related to the nature and properties of engineering materials and provided information to assist in teaching about materials in the education community.

  9. National Educators' Workshop: Update 1993. Standard Experiments in Engineering Materials Science and Technology

    Science.gov (United States)

    Gardner, James E. (Compiler); Jacobs, James A. (Compiler)

    1994-01-01

    This document contains a collection of experiments presented and demonstrated at the National Educators' Workshop: Update 93 held at the NASA Langley Research Center in Hampton, Virginia, on November 3-5, 1993. The experiments related to the nature and properties of engineering materials and provided information to assist in teaching about materials in the education community.

  10. Reinventing Material Science - Continuum Magazine | NREL

    Science.gov (United States)

    by Sandia National Laboratories Reinventing Material Science It's not often that scientists set out pursuing in the field of material science. The vision of the center is to revolutionize the discovery of new material science. "In the old days, if you wanted somebody to calculate the properties of a

  11. 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.

  12. Physical foundations of materials science

    CERN Document Server

    Gottstein, Günter

    2004-01-01

    In this vivid and comprehensible introduction to materials science, the author expands the modern concepts of metal physics to formulate basic theory applicable to other engineering materials, such as ceramics and polymers. Written for engineering students and working engineers with little previous knowledge of solid-state physics, this textbook enables the reader to study more specialized and fundamental literature of materials science. Dozens of illustrative photographs, many of them Transmission Electron Microscopy images, plus line drawings, aid developing a firm appreciation of this complex topic. Hard-to-grasp terms such as "textures" are lucidly explained - not only the phenomenon itself, but also its consequences for the material properties. This excellent book makes materials science more transparent.

  13. VirtualGalathea3: Education Based on Galathea 3 Science!

    DEFF Research Database (Denmark)

    Hasager, Charlotte Bay

    in close collaboration between skilled teachers and the scientists while the scientists were at the same time analysing results. It gives certain challenges, yet the advantage is that the brand new educational material is state-ofthe- art in regard to the specific science topics, several on climate change...... issues. The presentation will describe the working process and well as present selected results from the expedition focussing on climate. The web-based educational material contains large amounts of daily updated satellite images on sea surface temperature, clouds, winds among several other topics, thus...

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

    NARCIS (Netherlands)

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

    2012-01-01

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

  15. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Shweta Agrawal. Articles written in Bulletin of Materials Science. Volume 32 Issue 6 December 2009 pp 569-573 Thin Films and Nanomatter. Swift heavy ion irradiation effect on Cu-doped CdS nanocrystals embedded in PMMA · Shweta Agrawal Subodh Srivastava Sumit ...

  16. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Manoj Komath. Articles written in Bulletin of Materials Science. Volume 23 Issue 2 April 2000 pp 135-140 Biomaterials. On the development of an apatitic calcium phosphate bone cement · Manoj Komath H K Varma R Sivakumar · More Details Abstract Fulltext PDF.

  17. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Md HABIB. Articles written in Bulletin of Materials Science. Volume 41 Issue 2 April 2018 pp 56. Tuning the BODIPY core for its potential use in DSSC: a quantum chemical approach · NARENDRA NATH GHOSH Md HABIB ANUP PRAMANIK PRANAB SARKAR SOUGATA PAL.

  18. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. TRAN NGOC TUYEN. Articles written in Bulletin of Materials Science. Volume 41 Issue 1 February 2018 pp 6. Lead ions removal from aqueous solution using modified carbon nanotubes · NGUYEN DUC VU QUYEN TRAN NGOC TUYEN DINH QUANG KHIEU HO VAN MINH ...

  19. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. R Murugesan. Articles written in Bulletin of Materials Science. Volume 25 Issue 7 December 2002 pp 613-618 Polymers. Metal oxalate complexes as novel inorganic dopants: Studies on their effect on conducting polyaniline · R Murugesan E Subramanian · More Details ...

  20. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. S Gopalakrishnan. Articles written in Bulletin of Materials Science. Volume 27 Issue 3 June 2004 pp 235-241 Polymers. Synthesis, mechanical, thermal and chemical properties of polyurethanes based on cardanol · C V Mythili A Malar Retna S Gopalakrishnan · More Details ...

  1. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. E Subramanian. Articles written in Bulletin of Materials Science. Volume 25 Issue 7 December 2002 pp 613-618 Polymers. Metal oxalate complexes as novel inorganic dopants: Studies on their effect on conducting polyaniline · R Murugesan E Subramanian · More Details ...

  2. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. RITWIK SARKAR. Articles written in Bulletin of Materials Science. Volume 33 Issue 3 June 2010 pp 293-298 Alloys and Steels. Utilization of steel melting electric arc furnace slag for development of vitreous ceramic tiles · Ritwik Sarkar Nar Singh Swapan Kumar Das.

  3. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. K Chandra. Articles written in Bulletin of Materials Science. Volume 30 Issue 4 August 2007 pp 309-314 Biomaterials. Characteristics of porous zirconia coated with hydroxyapatite as human bones · V V Narulkar S Prakash K Chandra · More Details Abstract Fulltext PDF.

  4. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. P P PRADYUMNAN. Articles written in Bulletin of Materials Science. Volume 40 Issue 5 September 2017 pp 1007-1011. Structural and magnetic studies on copper succinate dihydrate single crystals · M P BINITHA P P PRADYUMNAN · More Details Abstract Fulltext PDF.

  5. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Zhanshuang Li. Articles written in Bulletin of Materials Science. Volume 31 Issue 2 April 2008 pp 193-195 Nanomaterials. Mesoscale organization of CuO nanoslices: Formation of sphere · Jun Wang Shunxiao Zhang Zhanshuang Li Jia You Piaoping Yang Xiaoyan Jing Milin ...

  6. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Shunxiao Zhang. Articles written in Bulletin of Materials Science. Volume 31 Issue 2 April 2008 pp 193-195 Nanomaterials. Mesoscale organization of CuO nanoslices: Formation of sphere · Jun Wang Shunxiao Zhang Zhanshuang Li Jia You Piaoping Yang Xiaoyan Jing Milin ...

  7. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. SABRI BAYLAV. Articles written in Bulletin of Materials Science. Volume 41 Issue 2 April 2018 pp 49. Synthesis and characterization of metal ion-imprinted polymers · YASEMIN ISIKVER SABRI BAYLAV · More Details Abstract Fulltext PDF. In this study, ion-imprinted polymeric ...

  8. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. XIAOWEN ZHANG. Articles written in Bulletin of Materials Science. Volume 37 Issue 4 June 2014 pp 895-902. Structural evolution, electrical and optical properties of AZO films deposited by sputtering ultra-high density target · Jiwen Xu Zupei Yang Hua Wang Xiaowen Zhang.

  9. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. LIFANG ZHANG. Articles written in Bulletin of Materials Science. Volume 38 Issue 3 June 2015 pp 811-816. Fabrication and characterization of PDLLA/pyrite composite bone scaffold for osteoblast culture · Lifang Zhang Yanyan Zheng Chengdong Xiong · More Details Abstract ...

  10. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Austrian Centre of Competence for Tribology, Viktor Kaplan-Straße 2, A 2700 Wiener Neustadt, Austria; Institute of Industrial Electronics and Material Science, Vienna University of Technology, A 1040 Vienna, Austria; Institute of Material Science and Testing, Vienna University of Technology, A 1040 Vienna, Austria; Institute ...

  11. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Dong Zhang. Articles written in Bulletin of Materials Science. Volume 34 Issue 1 February 2011 pp 25-28. Aqueous colloids of graphene oxide nanosheets by exfoliation of graphite oxide without ultrasonication · Tian-You Zhang Dong Zhang · More Details Abstract Fulltext PDF.

  12. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Raji George. Articles written in Bulletin of Materials Science. Volume 30 Issue 2 April 2007 pp 183-185 Nanomaterials. Synthesis, characterization and gas sensitivity of MoO3 nanoparticles · Arnab Ganguly Raji George · More Details Abstract Fulltext PDF. Nanoparticles of ...

  13. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. V Vinmathi. Articles written in Bulletin of Materials Science. Volume 38 Issue 3 June 2015 pp 625-628. A green and facile approach for the synthesis of silver nanoparticles using aqueous extract of Ailanthus excelsa leaves, evaluation of its antibacterial and anticancer efficacy.

  14. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Uma Maheswar Rao. Articles written in Bulletin of Materials Science. Volume 24 Issue 6 December 2001 pp 587-593 Surface Studies. Investigation of surface modifications in ethylene propylene diene monomer (EPDM) rubber due to tracking under a.c. and d.c. voltages.

  15. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. MONICA KATIYAR. Articles written in Bulletin of Materials Science. Volume 36 Issue 4 August 2013 pp 653-660. Processing and performance of organic insulators as a gate layer in organic thin film transistors fabricated on polyethylene terephthalate substrate · Saumen Mandal ...

  16. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. S Muthulakshmi. Articles written in Bulletin of Materials Science. Volume 37 Issue 7 December 2014 pp 1575-1582. Effect of temperature on the AC impedance of protein and carbohydrate biopolymers · S Muthulakshmi S Iyyapushpam D Pathinettam Padiyan · More Details ...

  17. 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…

  18. 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…

  19. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Wein-Duo Yang. Articles written in Bulletin of Materials Science. Volume 36 Issue 5 October 2013 pp 779-788. Study on photocatalysis of TiO2 nanotubes prepared by methanol-thermal synthesis at low temperature · Chau Thanh Nam Wein-Duo Yang Le Minh Duc.

  20. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. R Bajpai. Articles written in Bulletin of Materials Science. Volume 25 Issue 1 February 2002 pp 21-23 Mechanical Properties. Surface modification on PMMA : PVDF polyblend: hardening under chemical environment · R Bajpai V Mishra Pragyesh Agrawal S C Datt · More Details ...

  1. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Murali Sastry. Articles written in Bulletin of Materials Science. Volume 23 Issue 3 June 2000 pp 159-163 Nanomaterials. A note on the use of ellipsometry for studying the kinetics of formation of self-assembled monolayers · Murali Sastry · More Details Abstract Fulltext PDF.

  2. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Ch Sudheer. Articles written in Bulletin of Materials Science. Volume 25 Issue 6 November 2002 pp 545-547. Tellurium purification: various techniques and limitations · D S Prasad Ch Sudheer N R Munirathnam T L Prakash · More Details Abstract Fulltext PDF. Limitations and ...

  3. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Anjum Qureshi. Articles written in Bulletin of Materials Science. Volume 29 Issue 6 November 2006 pp 605-609. Analysis of organometallics dispersed polymer composite irradiated with oxygen ions · N L Singh Anjum Qureshi A K Rakshit D K Avasthi · More Details Abstract ...

  4. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. KADARKARAI MURUGAN. Articles written in Bulletin of Materials Science. Volume 40 Issue 7 December 2017 pp 1455-1462. A sensitive optical sensor based on DNA-labelled Si@SiO 2 core–shell nanoparticle for the detection of Hg 2 + ions in environmental water samples.

  5. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. YONG J IANG. Articles written in Bulletin of Materials Science. Volume 40 Issue 6 October 2017 pp 1255-1261. Molecular dynamics study on the relaxation properties of bilayered graphene with defects · WEI ZHANG JIU-REN YIN PING ZHANG YAN-HUAI DING YONG J IANG.

  6. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. KANNAIYAN DINAKARAN. Articles written in Bulletin of Materials Science. Volume 40 Issue 7 December 2017 pp 1455-1462. A sensitive optical sensor based on DNA-labelled Si@SiO 2 core–shell nanoparticle for the detection of Hg 2 + ions in environmental water samples.

  7. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Jadu Samuel. Articles written in Bulletin of Materials Science. Volume 36 Issue 6 November 2013 pp 981-987. Green chemical incorporation of sulphate into polyoxoanions of molybdenum to nano level · Jadu Samuel S Hari Prasad M K Sreedhar · More Details Abstract Fulltext ...

  8. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. V Ganesan. Articles written in Bulletin of Materials Science. Volume 28 Issue 6 October 2005 pp 609-615 Thin Films. Structural morphology of amorphous conducting carbon film · P N Vishwakarma V Prasad S V Subramanyam V Ganesan · More Details Abstract Fulltext PDF.

  9. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Amarnath. Articles written in Bulletin of Materials Science. Volume 26 Issue 4 June 2003 pp 435-439 Biomaterials. Effect of heat treatments on the hydrogen embrittlement susceptibility of API X-65 grade line-pipe steel · G Ananta Nagu Amarnath T K G Namboodhiri.

  10. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Sejal Shah. Articles written in Bulletin of Materials Science. Volume 30 Issue 5 October 2007 pp 477-480 Polymers. Study of microhardness and electrical properties of proton irradiated polyethersulfone (PES) · Nilam Shah Dolly Singh Sejal Shah Anjum Qureshi N L Singh K P ...

  11. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. D K Kharat. Articles written in Bulletin of Materials Science. Volume 28 Issue 5 August 2005 pp 453-455 Ceramics and Glasses. Characterization and microstructure of porous lead zirconate titanate ceramics · B Praveenkumar H H Kumar D K Kharat · More Details Abstract ...

  12. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. H P Sachin. Articles written in Bulletin of Materials Science. Volume 30 Issue 1 February 2007 pp 57-63 Electrochemistry. Polynitroaniline as brightener for zinc–nickel alloy plating from non-cyanide sulphate bath · H P Sachin Ganesha Achary Y Arthoba Naik T V Venkatesha.

  13. Knowledge systems and the colonial legacies in African science education

    Science.gov (United States)

    Ziegler, John R.; Lehner, Edward

    2017-10-01

    This review surveys Femi Otulaja and Meshach Ogunniyi's, Handbook of research in science education in sub-Saharan Africa, Sense, Rotterdam, 2017, noting the significance of the theoretically rich content and how this book contributes to the field of education as well as to the humanities more broadly. The volume usefully outlines the ways in which science education and scholarship in sub-Saharan Africa continue to be impacted by the region's colonial history. Several of the chapters also enumerate proposals for teaching and learning science and strengthening academic exchange. Concerns that recur across many of the chapters include inadequate implementation of reforms; a lack of resources, such as for classroom materials and teacher training; and the continued and detrimental linguistic, financial, and ideological domination of African science education by the West. After a brief overview of the work and its central issues, this review closely examines two salient chapters that focus on scholarly communications and culturally responsive pedagogy. The scholarly communication section addresses the ways in which African science education research may in fact be too closely mirroring Western knowledge constructions without fully integrating indigenous knowledge systems in the research process. The chapter on pedagogy makes a similar argument for integrating Western and indigenous knowledge systems into teaching approaches.

  14. 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...

  15. 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.

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 13; Issue 2. DNA's New Avatar as Nanoscale Construction Material. Yamuna Krishnan. Research News Volume 13 Issue 2 February 2008 pp 195-197. Fulltext. Click here to view fulltext PDF. Permanent link:

  17. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Rajeev Gupta. Articles written in Bulletin of Materials Science. Volume 34 Issue 3 June 2011 pp 447-454. An investigation in InGaO3(ZnO)m pellets as cause of variability in thin film transistor characteristics · Sonachand Adhikari Rajeev Gupta Ashish Garg Deepak.

  18. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. N J KARALE. Articles written in Bulletin of Materials Science. Volume 40 Issue 7 December 2017 pp 1335-1345. Chemical synthesis and characterization of nano-sized rare-earth ruthenium pyrochlore compounds Ln 2 Ru 2 O 7 (Ln = rare earth) · R A PAWAR A K NIKUMBH ...

  19. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. K Mondal. Articles written in Bulletin of Materials Science. Volume 36 Issue 1 February 2013 pp 51-58. Electrochemical passivation behaviour of nanocrystalline Fe80Si20 coating in borate buffer solution · G Gupta A P Moon K Mondal · More Details Abstract Fulltext PDF.

  20. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Jiuxing Zhang. Articles written in Bulletin of Materials Science. Volume 34 Issue 4 July 2011 pp 825-828. Magnetocaloric effect of Gd5Si2Ge2 alloys in low magnetic field · Hong Zeng Chunjiang Kuang Jiuxing Zhang Ming Yue · More Details Abstract Fulltext PDF.

  1. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. B P Singh. Articles written in Bulletin of Materials Science. Volume 23 Issue 1 February 2000 pp 11-16 Molecular Magnets. Synthesis and magnetic properties of one-dimensional metal oxalate networks as molecular-based magnets · B P Singh B Singh · More Details Abstract ...

  2. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Manoj Kumar. Articles written in Bulletin of Materials Science. Volume 26 Issue 3 April 2003 pp 335-341 Glasses. Optical absorption and fluorescent behaviour of titanium ions in silicate glasses · Manoj Kumar Aman Uniyal A P S Chauhan S P Singh · More Details Abstract ...

  3. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. N K PANDEY. Articles written in Bulletin of Materials Science. Volume 40 Issue 2 April 2017 pp 253-262. Electrical and optical properties of ZnO–WO 3 nanocomposite and its application as a solid-state humidity sensor · VANDNA SHAKYA N K PANDEY SUNEET KUMAR ...

  4. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Y Arthoba Naik. Articles written in Bulletin of Materials Science. Volume 28 Issue 5 August 2005 pp 495-501 Thin Films. A new condensation product for zinc plating from non-cyanide alkaline bath · Y Arthoba Naik T V Venkatesha · More Details Abstract Fulltext PDF.

  5. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. M Singh. Articles written in Bulletin of Materials Science. Volume 28 Issue 7 December 2005 pp .... Swift heavy ion irradiation effect on Cu-doped CdS nanocrystals embedded in PMMA · Shweta Agrawal Subodh Srivastava Sumit Kumar S S Sharma B Tripathi M Singh Y K Vijay.

  6. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. S Pal. Articles written in Bulletin of Materials Science. Volume 24 Issue 4 August 2001 pp 415-420 Biomaterials. A novel bio-inorganic bone implant containing deglued bone, chitosan and gelatin · G Saraswathy S Pal C Rose T P Sastry · More Details Abstract Fulltext PDF.

  7. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Annie John. Articles written in Bulletin of Materials Science. Volume 25 Issue 2 April 2002 pp 141-154 Biomaterials. Bone growth response with porous hydroxyapatite granules in a critical sized lapine tibial-defect model · Annie John S Abiraman H K Varma T V Kumari P R ...

  8. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. R AHMED. Articles written in Bulletin of Materials Science. Volume 40 Issue 6 October 2017 pp 1105-1110. Structural, elastic, optoelectronic and magnetic properties of CdHo 2 S 4 spinel: a first-principle study · I HATRAF O MERABIHA T SEDDIK H BALTACHE R KHENATA R ...

  9. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Rani Joseph. Articles written in Bulletin of Materials Science. Volume 26 Issue 3 April 2003 pp 343-348 Thin Films. Optimization of pH and direct imaging conditions of complexed methylene blue sensitized poly(vinyl chloride) films · M Ushamani N G Leenadeenja K Sreekumar ...

  10. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. A S Singha. Articles written in Bulletin of Materials Science. Volume 31 Issue 1 February 2008 pp 7-13 Polymers. Pressure induced graft-co-polymerization of acrylonitrile onto Saccharum cilliare fibre and evaluation of some properties of grafted fibre · A S Singha Anjali Shama ...

  11. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Ganesh Sanjeev. Articles written in Bulletin of Materials Science. Volume 33 Issue 3 June 2010 pp 191-196 Thin Films and Nanomatter. Dielectric properties of electron irradiated PbZrO3 thin films · Shetty Aparna V M Jali Ganesh Sanjeev Jayanta Parui S B Krupanidhi.

  12. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. M Hafez. Articles written in Bulletin of Materials Science. Volume 33 Issue 2 April 2010 pp 149-155 Polymers. Influence of granular strontium chloride as additives on some electrical and mechanical properties for pure polyvinyl alcohol · A B Elaydy M Hafez · More Details ...

  13. 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

  14. 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.

  15. Crystal growth and computational materials science

    International Nuclear Information System (INIS)

    Jayakumar, S.; Ravindran, P.; Arun Kumar, R.; Sudarshan, C.

    2012-01-01

    The proceedings of the international conference on advanced materials discusses the advances being made in the area of single crystals, their preparation and device development from these crystals and details of the progress that is taking place in the computational field relating to materials science. Computational materials science makes use of advanced simulation tools and computer interfaces to develop a virtual platform which can provide a model for real-time experiments. This book includes selected papers in topics of crystal growth and computational materials science. We are confident that the new concepts and results presented will stimulate and enhance progress of research on crystal growth and computational materials science. Papers relevant to INIS are indexed separately

  16. Bulletin of Materials Science | News

    Indian Academy of Sciences (India)

    Shanghai Institute of Ceramics, Chinese Academy of Sciences, Shanghai 200050, China; School of Materials Science and Engineering, Shanghai Institute of Technology, Shanghai 200235, China; Department of Physics, Shanghai University, Shanghai 200444, China; State Key Laboratory of Crystal Material, Shandong ...

  17. Phase change materials science and applications

    CERN Document Server

    Raoux, Simone

    2009-01-01

    ""Phase Change Materials: Science and Applications"" provides a unique introduction of this rapidly developing field. This clearly written volume describes the material science of these fascinating materials from a theoretical and experimental perspective.

  18. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. S S Samal. Articles written in Bulletin of Materials Science. Volume 30 Issue 4 August 2007 pp 379-386 Polymers. Carbon nanotube reinforced polymer composites—A state of the art · S Bal S S Samal · More Details Abstract Fulltext PDF. Because of their high mechanical ...

  19. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Le Minh Duc. Articles written in Bulletin of Materials Science. Volume 36 Issue 5 October 2013 pp 779-788. Study on photocatalysis of TiO2 nanotubes prepared by methanol-thermal synthesis at low temperature · Chau Thanh Nam Wein-Duo Yang Le Minh Duc · More Details ...

  20. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. K Veera Brahmam. Articles written in Bulletin of Materials Science. Volume 28 Issue 5 August 2005 pp 411-414 Single Crystals. Crystal growth and reflectivity studies of Zn1–MnTe crystals · K Veera Brahmam D Raja Reddy B K Reddy · More Details Abstract Fulltext PDF.

  1. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Zhang Lei. Articles written in Bulletin of Materials Science. Volume 34 Issue 1 February 2011 pp 161-167. Characterization on strength and toughness of welded joint for Q550 steel · Jiang Qinglei Li Yajiang Wang Juan Zhang Lei · More Details Abstract Fulltext PDF. Q550 high ...

  2. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Amit Sinha. Articles written in Bulletin of Materials Science. Volume 24 Issue 6 December 2001 pp 653-657 Bioceramics. Development of calcium phosphate based bioceramics · Amit Sinha A Ingle K R Munim S N Vaidya B P Sharma A N Bhisey · More Details Abstract Fulltext ...

  3. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. HUA WANG. Articles written in Bulletin of Materials Science. Volume 36 Issue 3 June 2013 pp 389-393. Effects of Bi doping on dielectric and ferroelectric properties of PLBZT ferroelectric thin films synthesized by sol–gel processing · Hua Wang Li Liu Ji-Wen Xu Chang-Lai Yuan ...

  4. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. H N Sheikh. Articles written in Bulletin of Materials Science. Volume 34 Issue 4 July 2011 pp 843-851. Synthesis and characterization of composites of mixed oxides of iron and neodymium in polymer matrix of aniline–formaldehyde · Sajdha H N Sheikh B L Kalsotra N Kumar S ...

  5. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. K Rajendra Babu. Articles written in Bulletin of Materials Science. Volume 24 Issue 2 April 2001 pp 249-252 Crystal Growth. Thermal behaviour of strontium tartrate single crystals grown in gel · M H Rahimkutty K Rajendra Babu K Sreedharan Pillai M R Sudarsana Kumar C M K ...

  6. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. B Swarna Latha. Articles written in Bulletin of Materials Science. Volume 37 Issue 4 June 2014 pp 883-888. Structural, spectroscopic and electrochemical study of V substituted LiTi2(PO4)3 solid electrolyte for lithium-ion batteries · A Venkateswara Rao V Veeraiah A V Prasada ...

  7. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. V Bhat. Articles written in Bulletin of Materials Science. Volume 23 Issue 4 August 2000 pp 295-299 Alloys. A test for diffusional coherency strain hypothesis in the discontinuous precipitation in Mg–Al alloy · K T Kashyap C Ramachandra V Bhat B Chatterji · More Details Abstract ...

  8. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. M Mandal. Articles written in Bulletin of Materials Science. Volume 37 Issue 4 June 2014 pp 743-752. Porous copper template from partially spark plasma-sintered Cu–Zn aggregate via dezincification · M Mandal D Singh Gouthama B S Murty S Sangal K Mondal · More Details ...

  9. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. B L Kalsotra. Articles written in Bulletin of Materials Science. Volume 34 Issue 4 July 2011 pp 843-851. Synthesis and characterization of composites of mixed oxides of iron and neodymium in polymer matrix of aniline–formaldehyde · Sajdha H N Sheikh B L Kalsotra N Kumar S ...

  10. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. T Bhimasankaram. Articles written in Bulletin of Materials Science. Volume 23 Issue 6 December 2000 pp 483-489 Oxide Ceramics. Effect of HIPing on conductivity and impedance measurements of DyBi5Fe2Ti3O18 ceramics · N V Prasad G Prasad Mahendra Kumar S V ...

  11. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. S K Biswas. Articles written in Bulletin of Materials Science. Volume 33 Issue 3 June 2010 pp 251-255 Polymers. Effect of substrate roughness on growth of diamond by hot filament CVD · Awadesh K Mallik S R Binu L N Satapathy Chandrabhas Narayana Md Motin Seikh S A ...

  12. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. A K Sahu. Articles written in Bulletin of Materials Science. Volume 32 Issue 3 June 2009 pp 285-294. Nafion and modified-Nafion membranes for polymer electrolyte fuel cells: An overview · A K Sahu S Pitchumani P Sridhar A K Shukla · More Details Abstract Fulltext PDF.

  13. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Anhua Wu. Articles written in Bulletin of Materials Science. Volume 27 Issue 4 August 2004 pp 333-336 Crystal Growth. Bridgman growth and defects of Nd : Sr3Ga2Ge4O14 laser crystals · Jiaxuan Ding Anhua Wu Jiayue Xu · More Details Abstract Fulltext PDF.

  14. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. LING YANG. Articles written in Bulletin of Materials Science. Volume 36 Issue 3 June 2013 pp 389-393. Effects of Bi doping on dielectric and ferroelectric properties of PLBZT ferroelectric thin films synthesized by sol–gel processing · Hua Wang Li Liu Ji-Wen Xu Chang-Lai Yuan ...

  15. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. L C GUPTA. Articles written in Bulletin of Materials Science. Volume 40 Issue 6 October 2017 pp 1121-1125. High-pressure studies of superconductivity in BiO 0.75 F 0.25 BiS 2 · ZEBA HAQUE GOHIL S THAKUR GANESAN KALAI SELVAN SONACHALAM ARUMUGAM L C ...

  16. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. M Petrič. Articles written in Bulletin of Materials Science. Volume 34 Issue 1 February 2011 pp 113-119. Performance of waterborne acrylic surface coatings on wood impregnated with Cu-ethanolamine preservatives · M Humar M Pavlič D Žlindra M Tomažič M Petrič.

  17. Materials science and architecture

    Science.gov (United States)

    Bechthold, Martin; Weaver, James C.

    2017-12-01

    Materiality — the use of various materials in architecture — has been fundamental to the design and construction of buildings, and materials science has traditionally responded to needs formulated by design, engineering and construction professionals. Material properties and processes are shaping buildings and influencing how they perform. The advent of technologies such as digital fabrication, robotics and 3D printing have not only accelerated the development of new construction solutions, but have also led to a renewed interest in materials as a catalyst for novel architectural design. In parallel, materials science has transformed from a field that explains materials to one that designs materials from the bottom up. The conflation of these two trends is giving rise to materials-based design research in which architects, engineers and materials scientists work as partners in the conception of new materials systems and their applications. This Review surveys this development for different material classes (wood, ceramics, metals, concrete, glass, synthetic composites and polymers), with an emphasis on recent trends and innovations.

  18. 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.

  19. 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....

  20. Teaching materials science and engineering

    Indian Academy of Sciences (India)

    Abstract. This paper is written with the intention of simulating discussion on teaching materials science and engineering in the universities. The article illustrates the tasks, priorities, goals and means lying ahead in the teaching of materials science and engineering for a sustainable future.

  1. Materials Informatics: Statistical Modeling in Material Science.

    Science.gov (United States)

    Yosipof, Abraham; Shimanovich, Klimentiy; Senderowitz, Hanoch

    2016-12-01

    Material informatics is engaged with the application of informatic principles to materials science in order to assist in the discovery and development of new materials. Central to the field is the application of data mining techniques and in particular machine learning approaches, often referred to as Quantitative Structure Activity Relationship (QSAR) modeling, to derive predictive models for a variety of materials-related "activities". Such models can accelerate the development of new materials with favorable properties and provide insight into the factors governing these properties. Here we provide a comparison between medicinal chemistry/drug design and materials-related QSAR modeling and highlight the importance of developing new, materials-specific descriptors. We survey some of the most recent QSAR models developed in materials science with focus on energetic materials and on solar cells. Finally we present new examples of material-informatic analyses of solar cells libraries produced from metal oxides using combinatorial material synthesis. Different analyses lead to interesting physical insights as well as to the design of new cells with potentially improved photovoltaic parameters. © 2016 Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim.

  2. Climate change science education across schools, campuses, and centers: strategies and successes

    Science.gov (United States)

    Merrill, J.; Harcourt, P.; Rogers, M.; Buttram, J.; Petrone, C.; Veron, D. E.; Sezen-Barrie, A.; Stylinski, C.; Ozbay, G.

    2016-02-01

    With established partnerships in higher education, K-12, and informal science education communities across Delaware and Maryland, the NSF-funded MADE CLEAR project (Maryland Delaware Climate Change Education, Assessment, and Research) has instituted a suite of professional development strategies to bring climate change science into science education methods courses, K-12 classrooms, university lecture halls, and public park facilities. MADE CLEAR partners have provided consistent climate literacy topics (mechanisms, human contributions, local and global impacts, mitigation and adaptation) while meeting the unique needs of each professional community. In-person topical lectures, hands-on work with classroom materials, seed funding for development of new education kits, and on-line live and recorded sessions are some of the tools employed by the team to meet those needs and build enduring capacity for climate change science education. The scope of expertise of the MADE CLEAR team, with climate scientists, educators, learning scientists, and managers has provided not only PD tailored for each education audience, but has also created, fostered, and strengthened relationships across those audiences for long-term sustainability of the newly-built capacity. Specific examples include new climate change programs planned for implementation across Delaware State Parks that will be consistent with middle school curriculum; integration of climate change topics into science methods classes for pre-service teachers at four universities; and active K-12 and informal science education teams working to cooperatively develop lessons that apply informal science education techniques and formal education pedagogy. Evaluations by participants highlight the utility of personal connections, access to experts, mentoring and models for developing implementation plans.

  3. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. P K Parhi. Articles written in Bulletin of Materials Science. Volume 24 Issue 2 April 2001 pp 143-149. Failure analysis of multiple delaminated composite plates due to bending and impact · P K Parhi S K Bhattacharyya P K Sinha · More Details Abstract Fulltext PDF. The present ...

  4. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. A S Prakash. Articles written in Bulletin of Materials Science. Volume 29 Issue 4 August 2006 pp 339-345 Ceramics and Glasses. Solution-combustion synthesis of Bi1–LnO1.5 (Ln = Y and La–Yb) oxide ion conductors · Manjunath B Bellakki A S Prakash C Shivakumara M S ...

  5. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. K B R Varma. Articles written in Bulletin of Materials Science. Volume 30 Issue 6 December 2007 pp 567-570 Ceramics and Glasses. Microwave synthesis and sintering characteristics of CaCu3Ti4O12 · P Thomas L N Sathapathy K Dwarakanath K B R Varma · More Details ...

  6. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. K Prasad. Articles written in Bulletin of Materials Science. Volume 27 Issue 6 December 2004 pp 547-553 Glasses and Ceramics. Impedance analysis of Pb2Sb3LaTi5O18 ceramic · C K Suman K Prasad R N P Choudhary · More Details Abstract Fulltext PDF. Polycrystalline ...

  7. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. D K Avasthi. Articles written in Bulletin of Materials Science. Volume 27 Issue 3 June 2004 pp 263-267 Polymers. Electrical properties of ion irradiated polypropylene films · N L Singh Anita Sharma V Shrinet A K Rakshit D K Avasthi · More Details Abstract Fulltext PDF. The effect ...

  8. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. V Shrinet. Articles written in Bulletin of Materials Science. Volume 27 Issue 3 June 2004 pp 263-267 Polymers. Electrical properties of ion irradiated polypropylene films · N L Singh Anita Sharma V Shrinet A K Rakshit D K Avasthi · More Details Abstract Fulltext PDF. The effect of ...

  9. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. A K Rakshit. Articles written in Bulletin of Materials Science. Volume 27 Issue 3 June 2004 pp 263-267 Polymers. Electrical properties of ion irradiated polypropylene films · N L Singh Anita Sharma V Shrinet A K Rakshit D K Avasthi · More Details Abstract Fulltext PDF. The effect ...

  10. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. P M Raole. Articles written in Bulletin of Materials Science. Volume 34 Issue 1 February 2011 pp 81-88. Effect of ion beam irradiation on metal particle doped polymer composites · N L Singh Sejal Shah Anjum Qureshi A Tripathi F Singh D K Avasthi P M Raole · More Details ...

  11. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. LI-XIA YANG. Articles written in Bulletin of Materials Science. Volume 34 Issue 2 April 2011 pp 233-237. Shape control synthesis of low-dimensional calcium sulfate · Li-Xia Yang Yan-Feng Meng Ping Yin Ying-Xia Yang Ying-Ying Tang Lai-Fen Qin · More Details Abstract ...

  12. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. B N Dev. Articles written in Bulletin of Materials Science. Volume 29 Issue 2 April 2006 pp 101-105 Polymers. Proton microbeam irradiation effects on PtBA polymer · J Kamila S Roy K Bhattacharjee B Rout B N Dev R Guico J Wang A W Haberl P Ayyub P V Satyam.

  13. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. K R Rajesh. Articles written in Bulletin of Materials Science. Volume 37 Issue 1 February 2014 pp 95-99. High mobility polymer gated organic field effect transistor using zinc phthalocyanine · K R Rajesh V Kannan M R Kim Y S Chae J K Rhee · More Details Abstract Fulltext PDF.

  14. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. N L Singh. Articles written in Bulletin of Materials Science. Volume 27 Issue 3 June 2004 pp 263-267 Polymers. Electrical properties of ion irradiated polypropylene films · N L Singh Anita Sharma V Shrinet A K Rakshit D K Avasthi · More Details Abstract Fulltext PDF. The effect ...

  15. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. Hui Shen. Articles written in Bulletin of Materials Science. Volume 30 Issue 2 April 2007 pp 101-104 Single Crystals. Piezoelectric properties of Sr3Ga2Ge4O14 single crystals · Anhua Wu Jiayue Xu Juan Zhou Hui Shen · More Details Abstract Fulltext PDF. A new piezoelectric ...

  16. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. K V Shah. Articles written in Bulletin of Materials Science. Volume 26 Issue 7 December 2003 pp 715-720 Glasses and Ceramics. Preparation and studies of some thermal, mechanical and optical properties of Al2O3(1 – )NaPO3 glass system · K V Shah V Sudarsan M ...

  17. What are critical features of science curriculum materials that impact student and teacher outcomes?

    NARCIS (Netherlands)

    Roblin, Natalie Pareja; Schunn, Christian; McKenney, Susan

    2018-01-01

    Large investments are made in curriculum materials with the goal of supporting science education reform. However, relatively little evidence is available about what features of curriculum materials really matter to impact student and teacher learning. To address this need, the current study examined

  18. 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

    resources for K-12 education. While we feel that the process of EPO itself has been rewarding, it is particularly important enhance its impact by focusing on the production of high quality educational resources (illustrations, data or text) that can be (re-) used in other of educational applications. The Enduring Resources for Earth Science Education (ERESE) initiative offers such a method of archival in a digital library (NSDL) and dissemination of these materials through the use of resource matrices and rich metadata that allows discovery through web browsers.

  19. Understanding student participation and choice in science and technology education

    CERN Document Server

    Dillon, Justin; Ryder, Jim

    2015-01-01

    Drawing on data generated by the EU’s Interests and Recruitment in Science (IRIS) project, this volume examines the issue of young people’s participation in science, technology, engineering and mathematics education. With an especial focus on female participation, the chapters offer analysis deploying varied theoretical frameworks, including sociology, social psychology and gender studies. The material also includes reviews of relevant research in science education and summaries of empirical data concerning student choices in STEM disciplines in five European countries. Featuring both quantitative and qualitative analyses, the book makes a substantial contribution to the developing theoretical agenda in STEM education. It augments available empirical data and identifies strategies in policy-making that could lead to improved participation—and gender balance—in STEM disciplines. The majority of the chapter authors are IRIS project members, with additional chapters written by specially invited contribu...

  20. 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.

  1. 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...

  2. 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

  3. 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)

  4. 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.

  5. 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,…

  6. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. F Wang. Articles written in Bulletin of Materials Science. Volume 34 Issue 5 August 2011 pp 1033-1037. Synthesis of Mn-doped CeO2 nanorods and their application as humidity sensors · C H Hu C H Xia F Wang M Zhou P F Yin X Y Han · More Details Abstract Fulltext PDF.

  7. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. S K Singh. Articles written in Bulletin of Materials Science. Volume 25 Issue 6 November 2002 pp 561-563. Synthesis of SiC from rice husk in a plasma reactor · S K Singh B C Mohanty S Basu · More Details Abstract Fulltext PDF. A new route for production of SiC from rice husk ...

  8. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. T K Bhattacharya. Articles written in Bulletin of Materials Science. Volume 26 Issue 7 December 2003 pp 703-706 Cements. Solid state sintering of lime in presence of La2O3 and CeO2 · T K Bhattacharya A Ghosh H S Tripathi S K Das · More Details Abstract Fulltext PDF.

  9. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. C H Xia. Articles written in Bulletin of Materials Science. Volume 34 Issue 5 August 2011 pp 1033-1037. Synthesis of Mn-doped CeO2 nanorods and their application as humidity sensors · C H Hu C H Xia F Wang M Zhou P F Yin X Y Han · More Details Abstract Fulltext PDF.

  10. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. G Prasad. Articles written in Bulletin of Materials Science. Volume 23 Issue 5 October 2000 pp 431-437 High T c Superconductors. Studies on electrical properties of SrBi4Ti4–3Fe4O15 · N Venkat Ramulu G Prasad S V Suryanarayana T Bhima Sankaram · More Details ...

  11. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    ... India; Department of Physics, Sultan Qaboos University, Muscat, P.O. Box 36, Code 123, Oman; Department of Polymer Science andRubber Technology, Cochin University of Science and Technology, Cochin 682022, India; Department of Materials Science and Nanoengineering, Rice University, Houston, TX 77005, USA ...

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

    Science.gov (United States)

    Rao, Deepa

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

  13. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Editorial Board. Bulletin of Materials Science. Editor. Giridhar U. Kulkarni, Centre for Nano and Soft Matter Science, Bengaluru. Associate Editors. Ayan Datta, Indian Association for the Cultivation of Science, Kolkata M. Eswaramoorthy, Jawaharlal Nehru Centre for Advanced Scientific Research, Bengaluru A.K. Ganguli ...

  14. Democratizing science and technology education: Perspectives from the philosophy of education

    Science.gov (United States)

    Pierce, Clayton Todd

    This study examines conceptualizations of science and technology and their relation to ideas of democratic education in the history of philosophy of education. My genealogical analysis begins by tracing the anti-democratic emergence of ideas and values of science and technology that have evolved through ancient and modern periods within the philosophy of education and continue to shape the ways science and technology are understood and treated in educational settings. From my critical engagement with Plato's Republic and Rousseau's Emile, I argue that anti-democratic structures and values have been embedded in philosophy of education through Plato's educational theory of techne and Rousseau's pedagogical theory that involves science and technology as important educational force. Following this theme, I analyze the work of John Dewey and Herbert Marcuse and their shared project for democratizing science and technology through education. Through a critical comparison of both theorists' models, I suggest that each provides positive legacies for philosophy of education to draw upon in rethinking the intersection of science, technology, and education: a strong model for understanding public problems associated with a highly technological and scientific society and a reconstructive framework for values and sensibilities that demands a new value relationship to be developed between humans and science and technology. Finally, I situate my critique and assessment of this history in the philosophy of education within the current science and technology education reform movement in the United States. I claim that the official models of science and technological literacy and inquiry, as constructed by the National Academy of Sciences and a host of governmental policies, shape science and technology education with a decidedly neo-liberal focus and purpose. In response to this anti-democratic movement I offer an alternative position that utilizes a counter-epistemology to the

  15. MSRR Rack Materials Science Research Rack

    Science.gov (United States)

    Reagan, Shawn

    2017-01-01

    The Materials Science Research Rack (MSRR) is a research facility developed under a cooperative research agreement between NASA and the European Space Agency (ESA) for materials science investigations on the International Space Station (ISS). The MSRR is managed at the Marshall Space Flight Center (MSFC) in Huntsville, AL. The MSRR facility subsystems were manufactured by Teledyne Brown Engineering (TBE) and integrated with the ESA/EADS-Astrium developed Materials Science Laboratory (MSL) at the MSFC Space Station Integration and Test Facility (SSITF) as part of the Systems Development Operations Support (SDOS) contract. MSRR was launched on STS-128 in August 2009, and is currently installed in the U. S. Destiny Laboratory Module on the ISS. Materials science is an integral part of developing new, safer, stronger, more durable materials for use throughout everyday life. The goal of studying materials processing in space is to develop a better understanding of the chemical and physical mechanisms involved, and how they differ in the microgravity environment of space. To that end, the MSRR accommodates advanced investigations in the microgravity environment of the ISS for basic materials science research in areas such as solidification of metals and alloys. MSRR allows for the study of a variety of materials including metals, ceramics, semiconductor crystals, and glasses. Materials science research benefits from the microgravity environment of space, where the researcher can better isolate chemical and thermal properties of materials from the effects of gravity. With this knowledge, reliable predictions can be made about the conditions required on Earth to achieve improved materials. MSRR is a highly automated facility with a modular design capable of supporting multiple types of investigations. Currently the NASA-provided Rack Support Subsystem provides services (power, thermal control, vacuum access, and command and data handling) to the ESA developed Materials

  16. CREATING EDUCATIONAL MATERIAL TO HIGH SCHOOL EDUCATION WITH COMIC BOOKS: THE VACCINA´S HISTORY.

    Directory of Open Access Journals (Sweden)

    A. Corrêa

    2008-05-01

    Full Text Available The Comic book "The Vaccine’s History" is part of a project that creates educational material intended to improve high school education, and is being developed for approximately ten years at the Bioenergetics Laboratory under Prof. Leopoldo de Meis supervision. The project's objective is joining art and science language to create more interesting and playful science education diffusion material for high school students and the general public, working as an entertainment or as an auxiliary tool for teachers in their classrooms. The book’s subject is the history of immunology, from primitive man until present times, using comic book language. An extensive research was necessary in the elaboration of this present work to produce a book that is as true to facts as possible and, at the same time, develop an accessible language to general public. Collaboration of diverse scientists from the Immunology research field made possible an accurate use of academic information, translating this knowledge to students and general pub lic about many topics of discovery and production of vaccines. All products of this project were well received by school teachers all over the country (Brazil, according to data obtained with letters and comments, and the number of requested materials of  the previous works developed by this research group.

  17. FWP executive summaries, Basic Energy Sciences Materials Sciences Programs (SNL/NM)

    Energy Technology Data Exchange (ETDEWEB)

    Samara, G.A.

    1997-05-01

    The BES Materials Sciences Program has the central theme of Scientifically Tailored Materials. The major objective of this program is to combine Sandia`s expertise and capabilities in the areas of solid state sciences, advanced atomic-level diagnostics and materials synthesis and processing science to produce new classes of tailored materials as well as to enhance the properties of existing materials for US energy applications and for critical defense needs. Current core research in this program includes the physics and chemistry of ceramics synthesis and processing, the use of energetic particles for the synthesis and study of materials, tailored surfaces and interfaces for materials applications, chemical vapor deposition sciences, artificially-structured semiconductor materials science, advanced growth techniques for improved semiconductor structures, transport in unconventional solids, atomic-level science of interfacial adhesion, high-temperature superconductors, and the synthesis and processing of nano-size clusters for energy applications. In addition, the program includes the following three smaller efforts initiated in the past two years: (1) Wetting and Flow of Liquid Metals and Amorphous Ceramics at Solid Interfaces, (2) Field-Structured Anisotropic Composites, and (3) Composition-Modulated Semiconductor Structures for Photovoltaic and Optical Technologies. The latter is a joint effort with the National Renewable Energy Laboratory. Separate summaries are given of individual research areas.

  18. Bulletin of Materials Science | News

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. M K Rabinal. Articles written in Bulletin of Materials Science. Volume 35 Issue 4 August 2012 pp 529-532. An optical tweezer-based study of antimicrobial activity of silver nanoparticles · Yogesha Sarbari Bhattacharya M K Rabinal Sharath Ananthamurthy · More Details Abstract ...

  19. BioSIGHT: Interactive Visualization Modules for Science Education

    Science.gov (United States)

    Wong, Wee Ling

    1998-01-01

    Redefining science education to harness emerging integrated media technologies with innovative pedagogical goals represents a unique challenge. The Integrated Media Systems Center (IMSC) is the only engineering research center in the area of multimedia and creative technologies sponsored by the National Science Foundation. The research program at IMSC is focused on developing advanced technologies that address human-computer interfaces, database management, and high- speed network capabilities. The BioSIGHT project at IMSC is a demonstration technology project in the area of education that seeks to address how such emerging multimedia technologies can make an impact on science education. The scope of this project will help solidify NASA's commitment for the development of innovative educational resources that promotes science literacy for our students and the general population as well. These issues must be addressed as NASA marches towards the goal of enabling human space exploration that requires an understanding of life sciences in space. The IMSC BioSIGHT lab was established with the purpose of developing a novel methodology that will map a high school biology curriculum into a series of interactive visualization modules that can be easily incorporated into a space biology curriculum. Fundamental concepts in general biology must be mastered in order to allow a better understanding and application for space biology. Interactive visualization is a powerful component that can capture the students' imagination, facilitate their assimilation of complex ideas, and help them develop integrated views of biology. These modules will augment the role of the teacher and will establish the value of student-centered interactivity, both in an individual setting as well as in a collaborative learning environment. Students will be able to interact with the content material, explore new challenges, and perform virtual laboratory simulations. The BioSIGHT effort is truly cross

  20. A Comparison of Mental Health Status between Students of Two Faculties of Alzahra University: Physical Education vs. Educational Sciences and Psychology

    Directory of Open Access Journals (Sweden)

    Elham Baghban Baghestan

    2015-07-01

    Full Text Available Background and objectives : This study aimed to compare mental health status between students of two faculties of Alzahra University: physical education vs. educational sciences and psychology. Material and Methods : This cross-sectional study was conducted in physical educations and educational sciences and psychology faculties. A total number of 242 and 265 students were surveyed in these faculties respectively by GHQ-28 general health questionnaire. Data were extracted and analyzed using SPSS-17. Results : Results indicated that among 265 students, 135 participants (55.8% in physical education faculty and 170 participants in educational sciences and psychology faculty (60.3% were suspected to suffer from mental disorders. Results showed that prevalence of mental disorders in physical education faculty and faculty of educational sciences and psychology was 9.4% and 30.2% respectively (p Conclusion : The results demonstrated that students of physical education faculty significantly scored lower than students of educational sciences and psychology faculty in all four scales of mental health. They had fewer problems in terms of anxiety, depression, physical disorders and social function. Generally, they had better mental health status. ​

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

    Indian Academy of Sciences (India)

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

  2. 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…

  3. 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)

  4. 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

  5. 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

  6. Nuclear science in the 20th century. Nuclear technology applications in material science

    International Nuclear Information System (INIS)

    Pei Junchen; Xu Furong; Zheng Chunkai

    2003-01-01

    The application of nuclear technology to material science has led to a new cross subject, nuclear material science (also named nuclear solid physics) which covers material analysis, material modification and new material synthesis. This paper reviews the development of nuclear technical applications in material science and the basic physics involved

  7. What Are Critical Features of Science Curriculum Materials That Impact Student and Teacher Outcomes?

    Science.gov (United States)

    Roblin, Natalie Pareja; Schunn, Christian; McKenney, Susan

    2018-01-01

    Large investments are made in curriculum materials with the goal of supporting science education reform. However, relatively little evidence is available about what features of curriculum materials really matter to impact student and teacher learning. To address this need, the current study examined curriculum features associated with student and…

  8. 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)

  9. Meteorites for K-12 Classrooms: NASA Meteorite Educational Materials

    Science.gov (United States)

    Lindstrom, M.; Allen, J.

    1995-09-01

    The fall of a new meteorite is an event that catches the interest of the public in matters of science. The threat of a huge impact like last year's comet Shoemaker-Levy 9 gives us all reason to evaluate such potential risks. NASA's meteorite educational materials use our natural interest in rocks from space to present classroom activities on planetary science. The meteorite educational package includes a meteorite sample disk, a teachers's guide and a slide set. The sample disk is a lucite disk containing chips of six different kinds of meteorites (3 chondrites, achondrite, iron, stony-iron). EXPLORING METEORITE MYSTERIES is a teacher's guide with background information and 19 hands-on or heads-on activities for grades 4-12. It was prepared in a partnership of planetary scientists and teachers. The slide set consists of 48 slides with captions to be used with the activities. The materials will be available in Fall 1995. Teachers may obtain a loan of the whole package from NASA Teacher Resource Centers; researchers may borrow them from the JSC meteorite curator. The booklet is available separately from the same sources, and the slide set will be available from NASA CORE. EXPLORING METEORITE MYSTERIES is an interdisciplinary planetary science unit which teaches basic science concepts and techniques together with math, reading, writing and social studies The activities are done in a variety of different teaching styles which emphasize observation, experimentation and critical thinking. The activities are ideal for middle schools where teaming makes interdisciplinary units desireable, but most of the activities can be easily modified for grade levels from upper elementary through high school. Meteorites are a natural subject for interdisciplinary teaching because their study involves all fields of science and offers fascinating historical accounts and possibilities for creative expression. Topics covered in EXPLORING METEORITE MYSTERES are centered around basic

  10. 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.

  11. Developments in reactor materials science methodology

    International Nuclear Information System (INIS)

    Tsykanov, V.A.; Ivanov, V.B.

    1987-01-01

    Problems related to organization of investigations into reactor materials science are considered. Currently the efficiency and reliability of nuclear power units are largely determined by the fact, how correctly and quickly conclusions concerning the parameters of designs and materials worked out for a long time in reactor cores, are made. To increase information value of materials science investigations it is necessary to create a uniform system, providing for solving methodical, technical and organizational problems. Peculiarities of the current state of reactor material science are analysed and recommendations on constructing an optimal scheme of investigations and data flow interconnection are given

  12. 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…

  13. National Educators' Workshop. Update 92: Standard Experiments in Engineering Materials Science and Technology

    Science.gov (United States)

    Gardner, James E. (Compiler); Jacobs, James A. (Compiler); Craig, Douglas F. (Compiler)

    1993-01-01

    This document contains a collection of experiments presented and demonstrated at the workshop. The experiments related to the nature and properties of engineering materials and provided information to assist in teaching about materials in the education community.

  14. 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…

  15. A new direction in mathematics for materials science

    CERN Document Server

    Ikeda, Susumu

    2015-01-01

    This book is the first volume of the SpringerBriefs in the Mathematics of Materials and provides a comprehensive guide to the interaction of mathematics with materials science. The anterior part of the book describes a selected history of materials science as well as the interaction between mathematics and materials in history. The emergence of materials science was itself a result of an interdisciplinary movement in the 1950s and 1960s. Materials science was formed by the integration of metallurgy, polymer science, ceramics, solid state physics, and related disciplines. We believe that such historical background helps readers to understand the importance of interdisciplinary interaction such as mathematics–materials science collaboration. The middle part of the book describes mathematical ideas and methods that can be applied to materials problems and introduces some examples of specific studies—for example, computational homology applied to structural analysis of glassy materials, stochastic models for ...

  16. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    This generated great interest in the development of these heteroatom structured materials through different processing routes. ... of Materials Science, Sardar Patel University, Vallabh Vidyanagar 388 120, India; Materials and Structures Laboratory, Tokyo Institute of Technology, Nagatsuta, Yokohama 226, Japan ...

  17. The structural science of functional materials.

    Science.gov (United States)

    Catlow, C Richard A

    2018-01-01

    The growing complexity of functional materials and the major challenges this poses to structural science are discussed. The diversity of structural materials science and the contributions that computation is making to the field are highlighted.

  18. Get Involved in Education and Public Outreach! The Science Mission Directorate Science E/PO Forums Are Here to Help

    Science.gov (United States)

    Shipp, S. S.; Buxner, S.; Schwerin, T. G.; Hsu, B. C.; Peticolas, L. M.; Smith, D.; Meinke, B. K.

    2013-12-01

    NASA's Science Mission Directorate (SMD) Education and Public Outreach (E/PO) Forums help to engage, extend, support, and coordinate the efforts of the community of E/PO professionals and scientists involved in Earth and space science education activities. This work is undertaken to maximize the effectiveness and efficiency of the overall national NASA science education and outreach effort made up of individual efforts run by these education professionals. This includes facilitating scientist engagement in education and outreach. The Forums have been developing toolkits and pathways to support planetary, Earth, astrophysics, and heliophysics scientists who are - or who are interested in becoming - involved in E/PO. These tools include: 1) Pathways to learn about SMD and E/PO community announcements and opportunities, share news about E/PO programs, let the E/PO community know you are interested in becoming involved, and discover education programs needing scientist input and/or support. These pathways include weekly e-news, the SMD E/PO online community workspace, monthly community calls, conferences and meetings of opportunity. 2) Portals to help you find out what education resources already exist, obtain resources to share with students of all levels - from K-12 to graduate students, - and disseminate your materials. These include E/PO samplers and toolkits (sampling of resources selected for scientists who work with students, teachers, and the public), the one-stop shop of reviewed resources from the NASA Earth and space science education portfolio NASAWavelength.org, and the online clearinghouse of Earth and space science higher education materials EarthSpace (http://www.lpi.usra.edu/earthspace). 3) Connections to education specialists who can help you design and implement meaningful E/PO programs - small to large. Education specialists can help you understand what research says about how people learn and effective practices for achieving your goals, place your

  19. 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

  20. 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.

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 10; Issue 11. Spintronics - Devices and Materials. R Srinivasan. General Article Volume 10 Issue 11 November 2005 pp 8-17. Fulltext. Click here to view fulltext PDF. Permanent link: https://www.ias.ac.in/article/fulltext/reso/010/11/0008-0017. Keywords.

  2. 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 ...

  3. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 30; Issue 4 ... Microwave materials; ceramic dielectric resonators; polytitanates; co-precipitation. ... hypotheses viz. diffusion, high surface and nucleation energy, potential barrier, non-stoichiometry etc as critical factors limiting formation of 2 : 9 as single-phase material.

  4. 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…

  5. 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.

  6. [Applications of synthetic biology in materials science].

    Science.gov (United States)

    Zhao, Tianxin; Zhong, Chao

    2017-03-25

    Materials are the basis for human being survival and social development. To keep abreast with the increasing needs from all aspects of human society, there are huge needs in the development of advanced materials as well as high-efficiency but low-cost manufacturing strategies that are both sustainable and tunable. Synthetic biology, a new engineering principle taking gene regulation and engineering design as the core, greatly promotes the development of life sciences. This discipline has also contributed to the development of material sciences and will continuously bring new ideas to future new material design. In this paper, we review recent advances in applications of synthetic biology in material sciences, with the focus on how synthetic biology could enable synthesis of new polymeric biomaterials and inorganic materials, phage display and directed evolution of proteins relevant to materials development, living functional materials, engineered bacteria-regulated artificial photosynthesis system as well as applications of gene circuits for material sciences.

  7. ELWIRA "Plants, wood, steel, concrete - a lifecycle as construction materials": University meets school - science meets high school education

    Science.gov (United States)

    Strauss-Sieberth, Alexandra; Strauss, Alfred; Kalny, Gerda; Rauch, Hans Peter; Loiskandl, Willibald

    2016-04-01

    The research project "Plants, wood, steel, concrete - a lifecycle as construction materials" (ELWIRA) is in the framework of the Sparkling Science programme performed by the University of Natural Resources and Life Sciences together with the Billroth Gymnasium in Vienna. The targets of a Sparkling Science project are twofold (a) research and scientific activities should already be transferred in the education methods of schools in order to fascinate high school students for scientific methods and to spark young people's interest in research, and (b) exciting research questions not solved and innovative findings should be addressed. The high school students work together with the scientists on their existing research questions improve the school's profile and the high school student knowledge in the investigated Sparkling Science topic and can lead to a more diverse viewing by the involvement of the high school students. In the project ELWIRA scientists collaborate with the school to quantify and evaluate the properties of classical building materials like concrete and natural materials like plants and woodlogs in terms of their life cycle through the use of different laboratory and field methods. The collaboration with the high school students is structured in workshops, laboratory work and fieldworks. For an efficient coordination/communication, learning and research progress new advanced electronic media like "Moodle classes/courses" have been used and utilized by the high school students with great interest. The Moodle classes are of high importance in the knowledge transfer in the dialogue with the high school students. The research project is structured into four main areas associated with the efficiencies of building materials: (a) the aesthetic feeling of people in terms of the appearance of materials and associated structures will be evaluated by means of jointly developed and collected questionnaires. The analysis, interpretation and evaluation are carried

  8. Density functional theory in materials science.

    Science.gov (United States)

    Neugebauer, Jörg; Hickel, Tilmann

    2013-09-01

    Materials science is a highly interdisciplinary field. It is devoted to the understanding of the relationship between (a) fundamental physical and chemical properties governing processes at the atomistic scale with (b) typically macroscopic properties required of materials in engineering applications. For many materials, this relationship is not only determined by chemical composition, but strongly governed by microstructure. The latter is a consequence of carefully selected process conditions (e.g., mechanical forming and annealing in metallurgy or epitaxial growth in semiconductor technology). A key task of computational materials science is to unravel the often hidden composition-structure-property relationships using computational techniques. The present paper does not aim to give a complete review of all aspects of materials science. Rather, we will present the key concepts underlying the computation of selected material properties and discuss the major classes of materials to which they are applied. Specifically, our focus will be on methods used to describe single or polycrystalline bulk materials of semiconductor, metal or ceramic form.

  9. 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

  10. 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.

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

    Science.gov (United States)

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

    2012-02-01

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

  12. 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.

  13. 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

  14. Materials irradiation research in neutron science

    Energy Technology Data Exchange (ETDEWEB)

    Noda, Kenji; Oyama, Yukio [Japan Atomic Energy Research Inst., Tokai, Ibaraki (Japan). Tokai Research Establishment

    1997-11-01

    Materials irradiation researches are planned in Neutron Science Research Program. A materials irradiation facility has been conceived as one of facilities in the concept of Neutron Science Research Center at JAERI. The neutron irradiation field of the facility is characterized by high flux of spallation neutrons with very wide energy range up to several hundred MeV, good accessibility to the irradiation field, good controllability of irradiation conditions, etc. Extensive use of such a materials irradiation facility is expected for fundamental materials irradiation researches and R and D of nuclear energy systems such as accelerator-driven incineration plant for long-lifetime nuclear waste. In this paper, outline concept of the materials irradiation facility, characteristics of the irradiation field, preliminary technical evaluation of target to generate spallation neutrons, and materials researches expected for Neutron Science Research program are described. (author)

  15. 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

  16. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Author Affiliations. U D Lanke1 2. Metallurgical Engineering and Materials Science Department, Indian Institute of Technology, Mumbai 400 076, India; School of Chemical and Physical Sciences, Victoria University of Wellington, P.O. Box 600, Wellington, New Zealand ...

  17. Developing intra-curricular photonics educational material for secondary schools in Europe

    Science.gov (United States)

    Prasad, Amrita; Debaes, Nathalie; Fischer, Robert; Thienpont, Hugo

    2014-07-01

    There is an imminent shortage of skilled workforce facing Europe's hi-tech industries mainly due to the declining interest of young people in science and engineering careers. To avert this trend the European Union funded the development of the `Photonics Explorer' - an intra-curricular educational kit designed to engage, excite and educate students about the fascination of working with optics hands-on, in their own classrooms! Each kit equips teachers with class sets of experimental components provided within a supporting didactic framework based on guided inquiry based learning techniques. The material has been specifically designed to integrate into the curriculum and enhance and complement the teaching and learning of science in the classroom. The kits are provided free of charge to teachers, in conjunction with teacher training courses. The main challenge of this program was the development of educational material that seamlessly integrates into the various national curricula across Europe. To achieve this, the development process included a preparatory EU wide curricula survey and a special `Review and Revise' process bringing together the expertise of over 35 teachers and pedagogic experts. This paper reports on the results of the preparatory study which identified two specific age groups at secondary schools for photonics educational material, the didactic content of the Photonics Explorer kit resulting from a pan-European collaboration of key stakeholders, EU wide dissemination and sustainability of the program.

  18. 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...

  19. Advances in the material science of concrete

    National Research Council Canada - National Science Library

    Ideker, Jason H; Radlinska, Aleksandra

    2010-01-01

    ... Committee 236, Material Science of Concrete. The session focused on material science aspects of concrete with an emphasis placed on advances in understanding the fundamental scientific topics of cement-based materials, as well as the crucial...

  20. Development and Evaluation of Science and Technology Education Program Using Interferometric SAR

    Science.gov (United States)

    Ito, Y.; Ikemitsu, H.; Nango, K.

    2016-06-01

    This paper proposes a science and technology education program to teach junior high school students to measure terrain changes by using interferometric synthetic aperture radar (SAR). The objectives of the proposed program are to evaluate and use information technology by performing SAR data processing in order to measure ground deformation, and to incorporate an understanding of Earth sciences by analyzing interferometric SAR processing results. To draft the teaching guidance plan for the developed education program, this study considers both science and technology education. The education program was used in a Japanese junior high school. An educational SAR processor developed by the authors and the customized Delft object-oriented radar interferometric software package were employed. Earthquakes as diastrophism events were chosen as practical teaching materials. The selected events indicate clear ground deformation in differential interferograms with high coherence levels. The learners were able to investigate the ground deformations and disasters caused by the events. They interactively used computers and became skilled at recognizing the knowledge and techniques of information technology, and then they evaluated the technology. Based on the results of pre- and post-questionnaire surveys and self-evaluation by the learners, it was clarified that the proposed program was applicable for junior high school education, and the learners recognized the usefulness of Earth observation technology by using interferometric SAR. The usefulness of the teaching materials in the learning activities was also shown through the practical teaching experience.

  1. 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…

  2. 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.

  3. 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.

  4. 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.

  5. Materials Sciences Programs

    International Nuclear Information System (INIS)

    1977-01-01

    A compilation and index of the ERDA materials sciences program is presented. This compilation is intended for use by administrators, managers, and scientists to help coordinate research and as an aid in selecting new programs

  6. Editorial: Defining materials science: A vision from APL Materials

    Directory of Open Access Journals (Sweden)

    Judith MacManus-Driscoll

    2014-07-01

    Full Text Available These are exciting times for materials science—a field which is growing more rapidly than any other physical science discipline. More than ever, the field is providing the vital link between science and engineering, between pure and applied. But what is the subject's definition and why is the field ballooning? I address these questions in the context of how APL Materials intends to play a role in advancing this important field. My introspective focus arises as we approach the first year anniversary of APL Materials.

  7. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Author Affiliations. G KOROTCENKOV1 V BRINZARI2 B K CHO1. School of Material Science and Engineering, Gwangju Institute of Science and Technology, Gwangju 500712, Republic of Korea; Department of Theoretical Physics, State University of Moldova, Chisinau, Republic of Moldova ...

  8. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    MOHAMMOD AMINUZZAMAN1 LIM POH YING1 WEE-SHENOG GOH1 AKIRA WATANABE2. Department of Chemical Science, Faculty of Science, Universiti Tunku Abdul Rahman (UTAR), Perak Campus, Jalan Universiti, Bandar Barat, 31900 Kampar, Malaysia; Institute of Multidisciplinary Research for Advanced Materials ...

  9. 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.

  10. Introduction Of Computational Materials Science

    International Nuclear Information System (INIS)

    Lee, Jun Geun

    2006-08-01

    This book gives, descriptions of computer simulation, computational materials science, typical three ways of computational materials science, empirical methods ; molecular dynamics such as potential energy, Newton's equation of motion, data production and analysis of results, quantum mechanical methods like wave equation, approximation, Hartree method, and density functional theory, dealing of solid such as pseudopotential method, tight-binding methods embedded atom method, Car-Parrinello method and combination simulation.

  11. 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...

  12. Science Center Public Forums: Engaging Lay-Publics in Resilience Deliberations Through Informal Science Education

    Science.gov (United States)

    Sittenfeld, D.; Choi, F.; Farooque, M.; Helmuth, B.

    2017-12-01

    Because climate hazards present a range of potential impacts and considerations for different kinds of stakeholders, community responses to increase resilience are best considered through the inclusion of diverse, informed perspectives. The Science Center Public Forums project has created multifaceted modules to engage diverse publics in substantive deliberations around four hazards: heat waves, drought, extreme precipitation, and sea level rise. Using a suite of background materials including visualization and narrative components, each of these daylong dialogues engage varied groups of lay-participants at eight US science centers in learning about hazard vulnerabilities and tradeoffs of proposed strategies for building resilience. Participants listen to and consider the priorities and perspectives of fellow residents and stakeholders, and work together to formulate detailed resilience plans reflecting both current science and informed public values. Deliverables for the project include visualizations of hazard vulnerabilities and strategies through immersive planetarium graphics and Google Earth, stakeholder perspective narratives, and detailed background materials for each project hazard. This session will: communicate the process for developing the hazard modules with input from subject matter experts, outline the process for iterative revisions based upon findings from formative focus groups, share results generated by participants of the project's first two pilot forums, and describe plans for broader implementation. These activities and outcomes could help to increase the capacity of informal science education institutions as trusted conveners for informed community dialogue by educating residents about vulnerabilities and engaging them in critical thinking about potential policy responses to critical climate hazards while sharing usable public values and priorities with civic planners.

  13. 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.

  14. National Labs Host Classroom Ready Energy Educational Materials

    Science.gov (United States)

    Howell, C. D.

    2009-12-01

    The Department of Energy (DOE) has a clear goal of joining all climate and energy agencies in the task of taking climate and energy research and development to communities across the nation and throughout the world. Only as information on climate and energy education is shared with the nation and world do research labs begin to understand the massive outreach work yet to be accomplished. The work at hand is to encourage and ensure the climate and energy literacy of our society. The national labs have defined the K-20 population as a major outreach focus, with the intent of helping them see their future through the global energy usage crisis and ensure them that they have choices and a chance to redirect their future. Students embrace climate and energy knowledge and do see an opportunity to change our energy future in a positive way. Students are so engaged that energy clubs are springing up in highschools across the nation. Because of such global clubs university campuses are being connected throughout the world (Energy Crossroads www.energycrossroads.org) etc. There is a need and an interest, but what do teachers need in order to faciliate this learning? It is simple, they need financial support for classroom resources; standards based classroom ready lessons and materials; and, training. The National Renewable Energy Laboratory (NREL), a Department of Energy Lab, provides standards based education materials to schools across the nation. With a focus on renewable energy and energy efficiency education, NREL helps educators to prompt students to analyze and then question their energy choices and evaluate their carbon footprint. Classrooms can then discover the effects of those choices on greenhouse gas emmissions and climate change. The DOE Office of Science has found a way to contribute to teachers professional development through the Department of Energy Academics Creating Teacher Scientists (DOE ACTS) Program. This program affords teachers an opportunity to

  15. Avenues for Scientist Involvement in Planetary Science Education and Public Outreach

    Science.gov (United States)

    Shipp, S. S.; Buxner, S.; Cobabe-Ammann, E. A.; Dalton, H.; Bleacher, L.; Scalice, D.

    2012-12-01

    faculty, bringing them together at science conferences to share resources and experiences and to discuss pertinent education research. An online higher education clearinghouse, (EarthSpace - http://www.lpi.usra.edu/earthspace), has been developed to provide faculty with news and funding information, the latest education research and resources for teaching undergraduates, and undergraduate course materials, including lectures, labs, and homework. The presentation will explore the Planetary Science E/PO Forum pathways and tools available to support scientists involved in - or interested in being involved in - E/PO.

  16. Qi Liu - Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science. QI LIU. Articles written in Bulletin of Materials Science. Volume 34 Issue 2 April 2011 pp 183-189. Study of structural transformations and phases formation upon calcination of Zn–Ni–Al hydrotalcite nanosheets · Zhanshuang Li Yanchao Song Jun Wang Qi Liu Piaoping Yang ...

  17. College-Mentored Polymer/Materials Science Modules for Middle and High School Students

    Science.gov (United States)

    Lorenzini, Robert G.; Lewis, Maurica S.; Montclare, Jin Kim

    2011-01-01

    Polymers are materials with vast environmental and economic ramifications, yet are generally not discussed in secondary education science curricula. We describe a program in which college mentors develop and implement hands-on, polymer-related experiments to supplement a standard, state regents-prescribed high school chemistry course, as well as a…

  18. Overview of NASA's Microgravity Materials Science Program

    Science.gov (United States)

    Downey, James Patton

    2012-01-01

    The microgravity materials program was nearly eliminated in the middle of the aughts due to budget constraints. Hardware developments were eliminated. Some investigators with experiments that could be performed using ISS partner hardware received continued funding. Partnerships were established between US investigators and ESA science teams for several investigations. ESA conducted peer reviews on the proposals of various science teams as part of an ESA AO process. Assuming he or she was part of a science team that was selected by the ESA process, a US investigator would submit a proposal to NASA for grant funding to support their part of the science team effort. In a similar manner, a US materials investigator (Dr. Rohit Trivedi) is working as a part of a CNES selected science team. As funding began to increase another seven materials investigators were selected in 2010 through an NRA mechanism to perform research related to development of Materials Science Research Rack investigations. One of these has since been converted to a Glovebox investigation.

  19. 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…

  20. Evaluating a Graduate Professional Development Program for Informal Science Educators

    Science.gov (United States)

    Lake, Jeremy Paul

    This study is an examination and evaluation of the outcomes of a series of courses that I helped build to create a graduate certificate. Specifically, I wanted to evaluate whether or not the online iteration of the Informal Science Institutions Environmental Education Graduate Certificate Program truly provided the long term professional development needed to enhance the skills of the formal and informal educators participating so that they could contribute meaningfully to the improvement of science literacy in their respective communities. My role as an internal evaluator provided an extraordinary opportunity to know the intent of the learning opportunities and why they were constructed in a particular fashion. Through the combination of my skills, personal experiences both within the certificate's predecessor and as an educator, I was uniquely qualified to explore the outcomes of this program and evaluate its effectiveness in providing a long-term professional development for participants. After conducting a literature review that emphasized a need for greater scientific literacy in communities across America, it was evident that the formal education enterprise needs the support of informal educators working on the ground in myriad different settings in ways that provide science as both content and process, learning science facts and doing real science. Through a bridging of informal science educators with formal teachers, it was thought each could learn the culture of the other, making each more fluent in accessing community resources to help make these educators more collaborative and able to bridge the classroom with the outside world. This bridge promotes ongoing, lifelong learning, which in turn can help the national goal of greater scientific literacy. This study provided insight into the thinking involved in the learners' growth as they converted theory presented in course materials into practice. Through an iterative process of reviewing the course

  1. 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

  2. 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...

  3. 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...

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

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 16; Issue 12. Chemistry of Materials - A Letter to a Young Friend. C N R Rao. Volume 16 Issue 12 December 2011 pp 1110-1119. Fulltext. Click here to view fulltext PDF. Permanent link: https://www.ias.ac.in/article/fulltext/reso/016/12/1110-1119 ...

  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. Perspectives on Materials Science in 3D

    DEFF Research Database (Denmark)

    Juul Jensen, Dorte

    2012-01-01

    Materials characterization in 3D has opened a new era in materials science, which is discussed in this paper. The original motivations and visions behind the development of one of the new 3D techniques, namely the three dimensional x-ray diffraction (3DXRD) method, are presented and the route...... to its implementation is described. The present status of materials science in 3D is illustrated by examples related to recrystallization. Finally, challenges and suggestions for the future success for 3D Materials Science relating to hardware evolution, data analysis, data exchange and modeling...

  7. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Laboratory of Materials, Processes, Environment and Quality, Cady Ayyed University, National School of Applied Sciences, 63, 46000 Safi, Morocco; LMPHE (URAC 12), Faculty of Science, Mohammed V-Agdal University, Rabat, Morocco; Institut Néel, CNRS et Université Joseph Fourier, BP 166, F-38042 Grenoble Cedex ...

  8. GeoBrain for Facilitating Earth Science Education in Higher-Education Institutes--Experience and Lessons-learned

    Science.gov (United States)

    Deng, M.; di, L.

    2007-12-01

    Data integration and analysis are the foundation for the scientific investigation in Earth science. In the past several decades, huge amounts of Earth science data have been collected mainly through remote sensing. Those data have become the treasure for Earth science research. Training students how to discover and use the huge volume of Earth science data in research become one of the most important trainings for making a student a qualified scientist. Being developed by a NASA funded project, the GeoBrain system has adopted and implemented the latest Web services and knowledge management technologies for providing innovative methods in publishing, accessing, visualizing, and analyzing geospatial data and in building/sharing geoscience knowledge. It provides a data-rich online learning and research environment enabled by wealthy data and information available at NASA Earth Observing System (EOS) Data and Information System (EOSDIS). Students, faculty members, and researchers from institutes worldwide can easily access, analyze, and model with the huge amount of NASA EOS data just like they possess such vast resources locally at their desktops. Although still in development, the GeoBrain system has been operational since 2005. A number of education materials have been developed for facilitating the use of GeoBrain as a powerful education tool for Earth science education at both undergraduate and graduate levels. Thousands of online higher-education users worldwide have used GeoBrain services. A number of faculty members in multiple universities have been funded as GeoBrain education partners to explore the use of GeoBrain in the classroom teaching and student research. By summarizing and analyzing the feedbacks from the online users and the education partners, this presentation presents the user experiences on using GeoBrain in Earth science teaching and research. The feedbacks on classroom use of GeoBrain have demonstrated that GeoBrain is very useful for

  9. 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

  10. 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…

  11. 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…

  12. 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

  13. 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…

  14. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    School of Chemical and Materials Engineering, National University of Science and Technology, H/12 Islamabad, Pakistan; Austrian Institute of Technology GmbH, Advanced Materials & Aerospace Technologies, A-2444 Seibersdorf, Austria; Centre of Electrochemical Surface Technology, A-2700 Wiener Neustadt, Austria ...

  15. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Materials Chemistry Laboratory, Department of Materials Science, Gulbarga University, Gulbarga 585 106, India; Veeco-India Nanotechnology Laboratory, Jawaharlal Nehru Centre for Advanced Scientific Research, Jakkur, Bangalore 560 064, India; R&D Centre Premier Explosives Pvt. Ltd., Hyderabad 500 015, India ...

  16. 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…

  17. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 23; Issue 6. Resistance to freezing and thawing of mortar specimens made from sulphoaluminate–belite cement ... Author Affiliations. I Janotka1 L' Krajèi1. Institute of Construction and Architecture of the Slovak Academy of Sciences, Bratislava, Slovak Republic ...

  18. 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...

  19. 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

  20. Taming Typhon: Advancing Climate Literacy by Coordinating Federal Earth System Science Education Investments Through the U.S. Climate Change Science Program

    Science.gov (United States)

    Karsten, J. L.; Niepold, F.; Wei, M.; Waple, A. M.

    2008-12-01

    consensus framework to define climate literacy; (2) a protocol and process for vetting, reviewing, and assuring scientific quality of educational materials related to climate change; (3) a Federal network of professionals who can share, access, and identify complementary educational materials; (4) a suite of evaluation tools to gauge effectiveness of interagency programs related to climate change education; (5) a clearinghouse or central repository of climate change education resources and expertise; and (6) professional development resources for educators seeking to improve their understanding of climate change and related Earth system science principles.

  1. 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

  2. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 33; Issue 1. Dispersion and reinforcing mechanism of carbon nanotubes in epoxy nanocomposites. Smrutisikha Bal ... Author Affiliations. Smrutisikha Bal1. Department of Metallurgical and Materials Engineering, National Institute of Technology, Rourkela 769 008, India ...

  3. Materials Data Science: Current Status and Future Outlook

    Science.gov (United States)

    Kalidindi, Surya R.; De Graef, Marc

    2015-07-01

    The field of materials science and engineering is on the cusp of a digital data revolution. After reviewing the nature of data science and Big Data, we discuss the features of materials data that distinguish them from data in other fields. We introduce the concept of process-structure-property (PSP) linkages and illustrate how the determination of PSPs is one of the main objectives of materials data science. Then we review a selection of materials databases, as well as important aspects of materials data management, such as storage hardware, archiving strategies, and data access strategies. We introduce the emerging field of materials data analytics, which focuses on data-driven approaches to extract and curate materials knowledge from available data sets. The critical need for materials e-collaboration platforms is highlighted, and we conclude the article with a number of suggestions regarding the near-term future of the materials data science field.

  4. 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.

  5. NASA SMD Science Education and Public Outreach Forums: A Five-Year Retrospective

    Science.gov (United States)

    Smith, Denise A.; Peticolas, Laura; Schwerin, Theresa; Shipp, Stephanie

    2014-06-01

    NASA’s Science Mission Directorate (SMD) created four competitively awarded Science Education and Public Outreach Forums (Astrophysics, Heliophysics, Planetary Science, Earth Science) in 2009. The objective is to enhance the overall coherence of SMD education and public outreach (E/PO), leading to more effective, efficient, and sustainable use of SMD science discoveries and learning experiences. We summarize progress and next steps towards achieving this goal with examples drawn from Astrophysics and cross-Forum efforts. Over the past five years, the Forums have enabled leaders of individual SMD mission and grant-funded E/PO programs to work together to place individual science discoveries and learning resources into context for audiences, conveying the big picture of scientific discovery based on audience needs. Forum-organized collaborations and partnerships extend the impact of individual programs to new audiences and provide resources and opportunities for educators to engage their audiences in NASA science. Similarly, Forum resources support scientists and faculty in utilizing SMD E/PO resources. Through Forum activities, mission E/PO teams and grantees have worked together to define common goals and provide unified professional development for educators (NASA’s Multiwavelength Universe); build partnerships with libraries to engage underserved/underrepresented audiences (NASA Science4Girls and Their Families); strengthen use of best practices; provide thematic, audience-based entry points to SMD learning experiences; support scientists in participating in E/PO; and, convey the impact of the SMD E/PO program. The Forums have created a single online digital library (NASA Wavelength, http://nasawavelength.org) that hosts all peer-reviewed SMD-funded education materials and worked with the SMD E/PO community to compile E/PO program metrics (http://nasamissionepometrics.org/). External evaluation shows the Forums are meeting their objectives. Specific examples

  6. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    The crystallization, magnetic, mechanical and corrosion behaviour were studied for the prepared materials as a function of quenching rate from liquid to the solid state. Higher ... National Metallurgical Laboratory, Jamshedpur 831 007, India; Materials Science Centre, Indian Institute of Technology, Kharagpur 721 302, India ...

  7. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Author Affiliations. Sanjay Panwar1 D B Goel2 O P Pandey1. School of Physics and Materials Science, Thapar Institute of Engineering & Technology, Patiala 147 004, India; Department of Metallurgical and Materials Engineering, Indian Institute of Technology Roorkee, Roorkee 247 667, India ...

  8. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 33; Issue 4 ... Permittivity; polarization effects; strontium tartrate; thermal properties; dielectric properties. ... It is explained that crystallographic change due to polymorphic phase transition may be occurring in the material, besides the change due to loss of water ...

  9. 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....

  10. Symposium 3 - Science Education “Leopoldo de Meis”: The Critical Importance of Science Education for Society

    Directory of Open Access Journals (Sweden)

    Bruce Albert

    2015-08-01

    Full Text Available Symposium 3 - Science Education “Leopoldo de Meis” Chair: Wagner Seixas da Silva, Universidade Federal do Rio de JaneiroAbstract:Three ambitious goals for science education:1. Enable all children to acquire the problem-solving, thinking, and communication skills of scientists – so that they can be productive and competitive in the new world economy.2. Generate a “scientific temper” for each nation, with scientifically trained people in many professions, ensuring the rationality and the tolerance essential for a democratic society.3. Help each nation generate new scientific knowledge and technology by casting the widest possible net for talent.My preferred strategy for the United States:1. Science education should have a much larger role in all school systems, but only if this science education is of a different kind than is experienced in most schools today.2. Making such a change will require a redefinition of what we mean by the term  “science education”.3. To create continually improving education systems, we will need much more collaborative, effective, and use-inspired education research - research that is focused on real school needs and that integrates the best school teachers into the work.4. Our best teachers need to have a much larger voice in helping to steer our national and state policies, as well as in our local school systems!

  11. 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…

  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. 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.

  14. Materials science challenges in paintings

    Science.gov (United States)

    Walter, Philippe; de Viguerie, Laurence

    2018-02-01

    Through the paintings of the old masters, we showcase how materials science today provides us with a vision of the processes involved in the creation of a work of art: the choice of materials, the painter's skill in handling these materials, and the perception of the finished work.

  15. Materials science challenges in paintings.

    Science.gov (United States)

    Walter, Philippe; de Viguerie, Laurence

    2018-01-23

    Through the paintings of the old masters, we showcase how materials science today provides us with a vision of the processes involved in the creation of a work of art: the choice of materials, the painter's skill in handling these materials, and the perception of the finished work.

  16. 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.

  17. 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

  18. 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…

  19. Bulletin of Materials Science | News

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 40; Issue 1 ... I D S – V b g branches in accordance with the SERS results and humidity responses. ... Ni˘gde University, Graduate School Natural and Applied Sciences, Ni˘gde 51240, ...

  20. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 31; Issue 6 .... modified with 4–12% 3,3′-bis(maleimidophenyl) phenylphosphine oxide and cured ... Study of effect of composition, irradiation and quenching on ionic ... Application of magnetron sputtering for producing bioactive ceramic coatings on implant materials.

  1. Materials science and engineering

    Energy Technology Data Exchange (ETDEWEB)

    Lesuer, D.R.

    1997-02-01

    During FY-96, work within the Materials Science and Engineering Thrust Area was focused on material modeling. Our motivation for this work is to develop the capability to study the structural response of materials as well as material processing. These capabilities have been applied to a broad range of problems, in support of many programs at Lawrence Livermore National Laboratory. These studies are described in (1) Strength and Fracture Toughness of Material Interfaces; (2) Damage Evolution in Fiber Composite Materials; (3) Flashlamp Envelope Optical Properties and Failure Analysis; (4) Synthesis and Processing of Nanocrystalline Hydroxyapatite; and (5) Room Temperature Creep Compliance of Bulk Kel-E.

  2. [Re]considering queer theories and science education

    Science.gov (United States)

    Fifield, Steve; Letts, Will

    2014-06-01

    We take Mattias Lundin's Inviting queer ideas into the science classroom: studying sexual education from a queer perspective as a point of departure to explore some enduring issues related to the use of queer theories to interrogate science education and its practices. We consider the uneasy, polygamous relationship between gay and lesbian studies and queer theories; the border surveillance that characterizes so much of science [education]; the alluring call of binaries and binary thinking; the `all' within the catchcry `science for all'; and the need to better engage the fullness of science and the curriculum, in addition to noting silences around diverse sexes, sexualities, and desires. We catalogue some of the challenges that persist in this work, and offer thoughts about how to work with and against them to enact a more just and compelling science education.

  3. 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.

  4. Response to science education reforms: The case of three science education doctoral programs in the United States

    Science.gov (United States)

    Gwekwerere, Yovita Netsai

    Doctoral programs play a significant role in preparing future leaders. Science Education doctoral programs play an even more significant role preparing leaders in a field that is critical to maintaining national viability in the face of global competition. The current science education reforms have the goal of achieving science literacy for all students and for this national goal to be achieved; we need strong leadership in the field of science education. This qualitative study investigated how doctoral programs are preparing their graduates for leadership in supporting teachers to achieve the national goal of science literacy for all. A case study design was used to investigate how science education faculty interpreted the national reform goal of science literacy for all and how they reformed their doctoral courses and research programs to address this goal. Faculty, graduate students and recent graduates of three science education doctoral programs participated in the study. Data collection took place through surveys, interviews and analysis of course documents. Two faculty members, three doctoral candidates and three recent graduates were interviewed from each of the programs. Data analysis involved an interpretive approach. The National Research Council Framework for Investigating Influence of the National Standards on student learning (2002) was used to analyze interview data. Findings show that the current reforms occupy a significant part of the doctoral coursework and research in these three science education doctoral programs. The extent to which the reforms are incorporated in the courses and the way they are addressed depends on how the faculty members interpret the reforms and what they consider to be important in achieving the goal of science literacy for all. Whereas some faculty members take a simplistic critical view of the reform goals as a call to achieve excellence in science teaching; others take a more complex critical view where they question

  5. 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…

  6. Attitudes and intellectual development of further education science students

    Science.gov (United States)

    El-Farargy, Nancy Ibrahim

    studying a specialist science at university, thus illustrating the importance of how studies in science is generated at an early age. In looking at learning in terms of the Perry Scheme, students in general had neutral to developed views towards themselves, the lecturer, assessment and towards the nature of scientific knowledge. The study highlighted that, in certain cases, assessment was perceived to have a more dualistic role and in general, was not age related. In looking at the relevancy of the college science lessons, chemistry was sometimes viewed as being irrelevant and difficult for some students in terms of their goals for the Abstract future. In light of this, it was decided to carry out an applications-led style chemistry curriculum intervention that was able to highlight the importance of chemistry in the context of their lives and needs. This was done by relating the material, wherever possible to prior knowledge held by the students from their school experiences, real life working practices or from their life experiences in general. The order, presentation and sequencing of materials were changed in order to reduce the perceived load on the working memory. In this manner, the learner can focus on important essential material without absorbing irrelevant material. It was found that the lecturer and participating students gave universal support to the new materials and teaching style. Students felt that the new materials were relevant and meaningful to their studies and life and felt it was a big difference from learning chemistry at school. In general, the majority of students were looking forward to more studies at university level. In conclusion, students perceive learning science in a further education college in a positive light. There may however, be a need to rethink the role of assessment and the curriculum style being offered. The study concluded by suggesting some of the main issues needing further consideration: issues related to working memory

  7. 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...

  8. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 40; Issue 5. Electro-optical properties, decomposition pathways and the hydrostatic pressure-dependent behaviours of a double-cation hydrogen storage material of Al 3 Li 4 (BH 4 ) 13. MEHMET SIMSEK. Volume 40 Issue 5 September 2017 pp 907-915 ...

  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. 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.

  11. Urban school leadership for elementary science education: Meeting the needs of English Language Learners

    Science.gov (United States)

    Alarcon, Maricela H.

    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 in this study centered on How are elementary school principals addressing the academic needs of Latino Spanish-speaking English language learners within science education? This study employed a qualitative research design to identify the factors contributing to the exemplary performance in science, as measured by the Texas Assessment of Knowledge and Skills (TAKS), for English Language Learner students in three high poverty bilingual elementary schools based on a multiple case study. As part of the data collection process, interviews were conducted with three school principals, three science academic support teachers, and two 5th grade bilingual teachers. Additionally, observations were acquired through school principal shadowing. The findings revealed four attributes necessary for effective instructional leadership in science education. First, Positive School Culture was defined as the core that linked the other three instructional leadership attributes and thus increased their effectiveness. Second, Clear Goals and Expectations were set by making science a priority and ensuring that English language learners were transitioning from Spanish to English instruction by the fifth grade. Third, Critical Resourcing involved hiring a science academic support teacher, securing a science classroom on campus, and purchasing bilingual instructional materials. Fourth, principal led and supported Collaboration in which teachers met to discuss student performance based data in addition to curriculum and instruction. These research findings are vital because by implementing these best practices of elementary school principals, educators

  12. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 32; Issue 5 ... of CdTe nanoparticles before and after transfer from liquid phase to polystyrene ... Catalytic synthesis of ZnO nanorods on patterned silicon wafer—An optimum material for gas .... Hot-rolled, warm-rolled and heat treated alloys were examined using optical ...

  13. 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.

  14. Research on the potential use of interactive materials on astronomy education

    Science.gov (United States)

    Voelzke, Marcos Rincon; Macedo, Josue

    2016-07-01

    This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Sciences, using the mixed methodology, combined with the three pedagogical moments. Among other aspects, the viability of the use of resources was noticed, involving digital technologies and interactive materials on teaching of astronomy, which may contribute to the broadening of methodological options for future teachers and meet their training needs.

  15. Proceedings of computational methods in materials science

    International Nuclear Information System (INIS)

    Mark, J.E. Glicksman, M.E.; Marsh, S.P.

    1992-01-01

    The Symposium on which this volume is based was conceived as a timely expression of some of the fast-paced developments occurring throughout materials science and engineering. It focuses particularly on those involving modern computational methods applied to model and predict the response of materials under a diverse range of physico-chemical conditions. The current easy access of many materials scientists in industry, government laboratories, and academe to high-performance computers has opened many new vistas for predicting the behavior of complex materials under realistic conditions. Some have even argued that modern computational methods in materials science and engineering are literally redefining the bounds of our knowledge from which we predict structure-property relationships, perhaps forever changing the historically descriptive character of the science and much of the engineering

  16. College and University Earth System Science Education for the 21st Century (ESSE 21)

    Science.gov (United States)

    Johnson, D. R.; Ruzek, M.; Schweizer, D.

    2002-12-01

    The NASA/USRA Cooperative University-based Program in Earth System Science Education (ESSE), initiated over a decade ago through NASA support, has led in the creation of a nationwide collaborative effort to bring Earth system science into the undergraduate classroom. Forty-five ESSE institutions now offer over 120 Earth system courses each year, reaching thousands of students annually with interdisciplinary content. Through the course offerings by faculty from different disciplines and the organizational infrastructure of colleges and universities emphasizing cross disciplinary curricula, programs, degrees and departments, the ESSE Program has led in systemic change in the offering of a holistic view of Earth system science in the classroom. Building on this successful experience and collaborative infrastructure within and among colleges, universities and NASA partners, an expanded program called ESSE 21 is being supported by NASA to extend the legacy established during the last decade. Through its expanded focus including partnerships with under represented colleges and universities, the Program seeks to further develop broadly based educational resources, including shared courses, electronic learning materials and degree programs that will extend Earth system science concepts in both undergraduate and graduate classrooms and laboratories. These resources emphasizing fundamentals of Earth system science advance the nation's broader agenda for improving science, technology, engineering and mathematics competency. Overall the thrust within the classrooms of colleges and universities is critical to extending and solidifying courses of study in Earth system and global change science. ESSE 21 solicits proposals from undergraduate institutions to create or adopt undergraduate and graduate level Earth system science content in courses, curricula and degree programs. The goal for all is to effect systemic change through developing Earth system science learning materials

  17. Development of engineering and materials science in Pronuclear: retrospective and perspectives for the 80's

    International Nuclear Information System (INIS)

    Haydt, H.M.

    1982-01-01

    The evolution of a great number of persons that completed engineering and materials science course, up to 1981, is showed. The Pronuclear, an organ that finances the personel education with emphasis in nuclear engineering, is described. (E.G.) [pt

  18. 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.

  19. 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…

  20. General and special engineering materials science. Vol. 1

    International Nuclear Information System (INIS)

    Ondracek, G.; Voehringer, O.

    1983-04-01

    The present report about general and special engineering materials science is the result of lectures given by the authors in two terms in 1982 at Instituto Balseiro, San Carlos de Bariloche, the graduated college of the Universidad de Cuyo and Comision Nacional de Energia Atomica, Republica Argentina. These lectures were organised in the frame of the project ''nuclear engineering'' (ARG/78/020) of the United Nations Development Program (UNDP) by the International Atomic Energy Agency (IAEA). Some chapters of the report are written in English, others in Spanish. The report is subdivided into three volumes: Volume I treats general engineering materials science in 4 capital chapters on the structure of materials, the properties of materials, materials technology and materials testing and investigation supplemented by a selected detailed chapter about elasticity plasticity and rupture mechanics. Volume II concerns special engineering materials science with respect to nuclear materials under normal reactor operation conditions including reactor clad and structural materials, nuclear fuels and fuel elements and nuclear waste as a materials viewpoint. Volume III - also concerning special engineering materials science - considers nuclear materials with respect to off-normal (''accident'') reactor operation conditions including nuclear materials in loss-of-coolant accidents and nuclear materials in core melt accidents. (orig.) [de

  1. 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...

  2. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Articles written in Bulletin of Materials Science. Volume 27 Issue 5 October 2004 pp 417-420 Nuclear Related Materials. Irradiation of large area Mylar membrane and characterization of ... Effect of ion beam irradiation on metal particle doped polymer composites · N L Singh Sejal Shah Anjum Qureshi A Tripathi F Singh D K ...

  3. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 35; Issue 4. CuO/TiO2 nanocrystals grown on graphene as visible-light responsive photocatalytic hybrid materials. Yuan Fang Rijing Wang Guohua Jiang He Jin Yin Wang Xinke Sun Sheng Wang Tao Wang. Volume 35 Issue 4 August 2012 pp 495-499 ...

  4. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 24; Issue 6. Tailoring magnetic and dielectric properties of rubber ferrite composites containing mixed ferrites. M R Anantharaman K A Malini S Sindhu E M Mohammed S K Date S D Kulkarni P A Joy Philip Kurian. Magnetic Materials Volume 24 Issue 6 December 2001 ...

  5. On the way to a philosophy of science education

    Science.gov (United States)

    Schulz, Roland M.

    This Thesis argues the case that a philosophy of science education is required for improving science education as a research field as well as curriculum and teacher pedagogy. It seeks to re-think science education as an educational endeavor by examining why past reform efforts have been only partially successful, including why the fundamental goal of achieving scientific literacy after several "reform waves" has proven to be so elusive. The identity of such a philosophy is first defined in relation to the fields of philosophy, philosophy of science, and philosophy of education. Considering science education as a research discipline it is emphasized a new field should be broached with the express purpose of developing a discipline-specific "philosophy of science education" (largely neglected since Dewey). A conceptual shift towards the philosophy of education. is needed, thereto, on developing and demarcating true educational theories which could in addition serve to reinforce science education's growing sense of academic autonomy and independence from socio-economic demands. Two educational metatheories are contrasted, those of Kieran Egan and the Northern European Bildung tradition, to illustrate the task of such a philosophy. Egan's cultural-linguistic metatheory is presented for two primary purposes: it is offered as a possible solution to the deadlock of the science literacy conceptions within the discipline; regarding practice, examples are provided how it can better guide the instructional practice of teachers, specifically how it reinforces the work of other researchers in the History and Philosophy of Science (HPS) reform movement who value narrative in learning science. Considering curriculum and instruction, a philosophy of science education is conceptualized as a "second order" reflective capacity of the teacher. This notion is aligned with Shulman's idea of Pedagogical Content Knowledge. It is argued that for educators the nature of science learning

  6. Science education policy for emergency, conflict, and post-conflict: An analysis of trends and implications for the science education program in Uganda

    Science.gov (United States)

    Udongo, Betty Pacutho

    This study analyzes the impact of armed conflicts on the development of education policy and particularly science education program in Uganda. Since independence from the British colonial rule, Uganda has experienced a series of armed conflicts, with the most devastating being the 21 years of conflict in Northern Uganda. The research study was guided by the following questions: (1) What is the level of government funding towards improving science education program in Uganda? (2) Have recent initiatives, such as free Primary and Secondary education, compulsory science, and 75% sponsorship for science-based courses, had a measurable impact on the proportion of students from the conflict-affected regions who enter tertiary institutions to pursue science and technology programs? (3) To what extent do the Ugandan Education Policy and, in particular, the Science Education Policy effectively address the educational needs of students affected by armed conflicts? The study employed a mixed method design where both quantitative and qualitative data were collected and analyzed. Quantitative data were obtained from a comprehensive search of policy documents and content analysis of literature on education policy, science education programs, and impact of conflicts on educational delivery. Qualitative data were obtained from surveys and interviews distributed to policy makers, central government and the local government officials, teachers, and students from the war-ravaged Northern Uganda. Analysis of policy documents and respondents' views revealed that Uganda does not have a science education policy, and the present education policy does not fully address the educational needs of students studying in conflict-affected regions. It was further observed that fewer students from the conflict-affected regions qualify for government scholarship to study science courses in higher institutions of learning. The study recommended the following policy interventions: (a) affirmative

  7. 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.

  8. 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…

  9. The Blueprint for Change: A National Strategy to Enhance Access to Earth and Space Science Education Resources

    Science.gov (United States)

    Geary, E. E.; Barstow, D.

    2001-12-01

    Enhancing access to high quality science education resources for teachers, students, and the general public is a high priority for the earth and space science education communities. However, to significantly increase access to these resources and promote their effective use will require a coordinated effort between content developers, publishers, professional developers, policy makers, and users in both formal and informal education settings. Federal agencies, academic institutions, professional societies, informal science centers, the Digital Library for Earth System Education, and other National SMETE Digital Library Projects are anticipated to play key roles in this effort. As a first step to developing a coordinated, national strategy for developing and delivering high quality earth and space science education resources to students, teachers, and the general public, 65 science educators, scientists, teachers, administrators, policy makers, and business leaders met this June in Snowmass, Colorado to create "Earth and Space Science Education 2010: A Blueprint for Change". The Blueprint is a strategy document that will be used to guide Earth and space science education reform efforts in grades K-12 during the next decade. The Blueprint contains specific goals, recommendations, and strategies for coordinating action in the areas of: Teacher Preparation and Professional Development, Curriculum and Materials, Equity and Diversity, Assessment and Evaluation, Public Policy and Systemic Reform, Public and Informal Education, Partnerships and Collaborations, and Technology. If you develop, disseminate, or use exemplary earth and space science education resources, we invite you to review the Blueprint for Change, share it with your colleagues and local science educators, and join as we work to revolutionize earth and space science education in grades K-12.

  10. 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.

  11. A biotic game design project for integrated life science and engineering education.

    Science.gov (United States)

    Cira, Nate J; Chung, Alice M; Denisin, Aleksandra K; Rensi, Stefano; Sanchez, Gabriel N; Quake, Stephen R; Riedel-Kruse, Ingmar H

    2015-03-01

    Engaging, hands-on design experiences are key for formal and informal Science, Technology, Engineering, and Mathematics (STEM) education. Robotic and video game design challenges have been particularly effective in stimulating student interest, but equivalent experiences for the life sciences are not as developed. Here we present the concept of a "biotic game design project" to motivate student learning at the interface of life sciences and device engineering (as part of a cornerstone bioengineering devices course). We provide all course material and also present efforts in adapting the project's complexity to serve other time frames, age groups, learning focuses, and budgets. Students self-reported that they found the biotic game project fun and motivating, resulting in increased effort. Hence this type of design project could generate excitement and educational impact similar to robotics and video games.

  12. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 39; Issue 1. Preparation of new thermoluminescent material ( 100 − x )B 2 O 3 –xLi 2 O: Cu 2 + for sensing and detection of radiation. Zeid A Alothman Tansir Ahamad Mu Naushad Saad M Alshehri. Volume 39 Issue 1 February 2016 pp 331-336 ...

  13. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 23; Issue 3. Optimization of growth of InGaAs/InP quantum wells using photoluminescence and secondary ion mass spectrometry. S Bhunia P Banerji T K Chaudhuri A R Haldar D N Bose Y Aparna M B Chettri B R Chakraborty. Semiconducting Materials Volume 23 ...

  14. 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

  15. 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

  16. Integrated Lecture and Laboratory Chemistry Components of Science Education Program for Early and Middle Childhood Education Majors

    Science.gov (United States)

    Lunsford, S. K.

    2004-05-01

    Two new chemistry courses were developed for early childhood and middle childhood education majors. The results of a pre- and posttest in the courses indicate success in developing student content knowledge and ability to problem solve. In addition these courses are designed to develop preservice teachers' understanding of the National Science Education Standards and foster support for implementing these standards in their classrooms. These courses provide materials, resources, and guidance in implementing the standards in their future teaching careers.

  17. FWP executive summaries: basic energy sciences materials sciences and engineering program (SNL/NM).

    Energy Technology Data Exchange (ETDEWEB)

    Samara, George A.; Simmons, Jerry A.

    2006-07-01

    This report presents an Executive Summary of the various elements of the Materials Sciences and Engineering Program which is funded by the Division of Materials Sciences and Engineering, Office of Basic Energy Sciences, U.S. Department of Energy at Sandia National Laboratories, New Mexico. A general programmatic overview is also presented.

  18. Project ALERT: Forging New Partnerships to Improve Earth System Science Education for Pre-Service and In-Service Teachers

    Science.gov (United States)

    Metzger, E. P.; Ambos, E. L.; Ng, E. W.; Skiles, J.; Simila, G.; Garfield, N.

    2002-05-01

    Project ALERT (Augmented Learning Environment and Renewable Teaching) was founded in 1998, with funding from NASA and the California State University (CSU), to improve earth system science education for pre-service teachers. Project ALERT has formed linkages between ten campuses of the CSU, which prepares about 60 percent of California's teachers, and two NASA centers, Ames Research Center and the Jet Propulsion Laboratory. ALERT has also fostered alliances between earth science and science education faculty. The combined expertise of Project ALERT's diverse partners has led to a wide array of activities and products, including: 1) incorporation in university classrooms of NASA-developed imagery, data, and educational resources; 2) creation and/or enhancement of several courses that bring earth systems science to pre-service teachers; 3) fellowships for CSU faculty to participate in collaborative research and education projects at the NASA Centers; 4) development of teaching modules on such varied topics as volcanoes, landslides, and paleoclimate; and 5) a central web site that highlights resources for teaching introductory Earth system science. An outgrowth of Project ALERT is the increased interest on the part of CSU earth scientists in education issues. This has catalyzed their participation in other projects, including NASA's Project NOVA, Earth System Science Education Alliance, and Sun-Earth Connection Education Forum, the Digital Library for Earth System Science Education, and the California Science Project. Project ALERT has also expanded to provide professional development opportunities for in-service teachers, as exemplified by its support of the Bay Area Earth Science Institute (BAESI) at San Jose State University. Each year, BAESI offers 10-15 full-day workshops that supply teachers and teachers-to-be with a blend of science concepts and classroom activities, free instructional materials, and the opportunity to earn inexpensive university credit. These

  19. Perceptions of Crop Science Instructional Materials.

    Science.gov (United States)

    Elkins, D. M.

    1994-01-01

    A number of crop science instructors have indicated that there is a shortage of quality, current crop/plant science teaching materials, particularly textbooks. A survey instrument was developed to solicit information from teachers about the use and adequacy of textbooks, laboratory manuals, and videotapes in crop/plant science instruction. (LZ)

  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. 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.

  2. 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…

  3. 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,…

  4. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 34; Issue 6 ... by microwave route and nature of anatase–rutile phase transition in nano TiO2 .... properties of AgPb10SbTe12 prepared by high pressure method .... the crystal field strength around Mn(V) such that a blue colour results for materials with small values of .

  5. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 23; Issue 4. Phase analysis and dielectric properties of ceramics in PbO–MgO–ZnO–Nb2O5 system: A comparative study of materials obtained by ceramic and molten salt synthesis routes. M Thirumal A K Ganguli. Ceramics Volume 23 Issue 4 August 2000 pp 255-261 ...

  6. 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...

  7. 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.

  8. Crustal movement and plate motion as observed by GPS baseline ranging - trial to make teaching materials for middle- and high-school earth science education by teachers

    Science.gov (United States)

    Matsumoto, T.

    2009-12-01

    Japanese government established the system for renewing educational personnel certificates in 2007 and mandated the adoption of it in April 2009 (cf. “2007 White Paper on Education, Culture, Sports, Science and Technology”, available at http://www.mext.go.jp/english/). The new system shows that the valid period for each regular certificate after the renewal system adoption (April 1, 2009) is until the end of the fiscal year after ten years from satisfying the qualifications required for the certificate. Only persons who have attended over 30 hours and passed the examination in the certificate renewal courses before the expiration of the valid period can renew their certificate which is valid for next ten years. The purpose of this system is for teachers to acquire the latest knowledge and skills. Certificate renewal courses authorized by Ministry of Education, Culture, Sports, Science and Technology of Japan are offered by universities. Attendees will choose based on their specialty and awareness of issues from the various courses with education curriculums and. To renew their certificates, they should include (1) items regarding the latest trends and issues in education (12 hours) and (2) items regarding their speciality and other educational enhancement (three 6-hours course: total 18 hours). In 2008, before the adoption, provisional certificate renewal courses were offered for trial by more than 100 universities. The author offered a 6-hour course titled by “Development of teaching materials for school pupils to make understand the dynamic motion of the earth - utilising the results of the GPS ranging”. This course was targeted mainly for science teachers of middle- and high-schools. The goal of this course was for the attendees to understand the role of GPS ranging for the direct observation of the crustal movement and plate motion, and to produce the teaching materials possibly used in the classrooms. The offering of this course is aiming finally at

  9. National Educators' Workshop: Update 2002 - Standard Experiments in Engineering, Materials Science, and Technology

    Science.gov (United States)

    Prior, Edwin J. (Compiler); Jacobs, James A. (Compiler); Chung, W. Richard (Compiler)

    2003-01-01

    This document contains a collection of experiments presented and demonstrated at the National Educators' Workshop: Update 2002 held in San Jose, California, October 13-16,2002. This publication provides experiments and demonstrations that can serve as a valuable guide to faculty who are interested in useful activities for their students. The material was the result of years of research aimed at better methods of teaching technical subjects. The experiments developed by faculty, scientists, and engineers throughout the United States and abroad add to the collection from past workshops. They include a blend of experiments on new materials and traditional materials.

  10. Bulletin of Materials Science | News

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 33; Issue 2 ... films deposited by rf magnetron sputtering using a high quality ceramic target ... Critical shear stress produced by interaction of edge dislocation with nanoscale inhomogeneity ... production cost limiting zircon usage as a raw material at an industrial scale.

  11. 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.

  12. 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....

  13. Biological materials: a materials science approach.

    Science.gov (United States)

    Meyers, Marc A; Chen, Po-Yu; Lopez, Maria I; Seki, Yasuaki; Lin, Albert Y M

    2011-07-01

    The approach used by Materials Science and Engineering is revealing new aspects in the structure and properties of biological materials. The integration of advanced characterization, mechanical testing, and modeling methods can rationalize heretofore unexplained aspects of these structures. As an illustration of the power of this methodology, we apply it to biomineralized shells, avian beaks and feathers, and fish scales. We also present a few selected bioinspired applications: Velcro, an Al2O3-PMMA composite inspired by the abalone shell, and synthetic attachment devices inspired by gecko. Copyright © 2010 Elsevier Ltd. All rights reserved.

  14. SPORTS SCIENCES AND MULTICULTURALISM - EDUCATIONAL AND PROFESSIONAL IMPACT

    Directory of Open Access Journals (Sweden)

    Danica Pirsl

    2012-09-01

    Full Text Available The aim of the paper is to familiarize the sports sciences educators to the pedagogic concept and professional benefits and awareness of multicultural education if implemented in sports sciences curricula, especially in the efforts to obtain international transparency through sports science literature writing and publishing. Data Sources were textbook chapters and articles searched through the archives of Diversity Digest and Academic Medicine for the years 2000 to 2005 with the key words multiculturalism, diversity, cultural competence, education, and learning. Synthesized data were used to present a rational argument for the inclusion of a critical pedagogy into the field of sports science education. The infrastructure in the professional field of sports sciences, review of the literature on critical multicultural theory and pedagogy and the potential cognitive and intellectual implications of diversity and multicultural education were analyzed. Conclusions/Recommendations focus on possible various and creative strategies for implementing a multicultural agenda in sports sciences curricula and on the analysis of the associated benefits and outcomes of such educational strategies.

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

    Science.gov (United States)

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

    2010-08-01

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

  16. 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)

  17. Bulletin of Materials Science | News

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 26; Issue 5. Issue front cover thumbnail. Volume 26, Issue 5. August 2003, pages 461-568. pp 461-464 Sensor Materials. Preparation, characterization and dielectric behaviour of some yttrium doped strontium stannates · P K Bajpai Kuldeep Ratre Mukul Pastor T P ...

  18. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Biogenic ZnO nanoparticles synthesized using L. aculeata leaf extract and their antifungal activity against plant fungal pathogens. S Narendhran Rajeshwari ... Rajeshwari Sivaraj1. Department of Biotechnology, School of Life Sciences, Karpagam Academy of Higher Education, Eachanari Post, Coimbatore 641 021, India ...

  19. The Particulate Nature of Matter in Science Education and in Science.

    Science.gov (United States)

    Vos, Wobbe de; Verdonk, Adri H.

    1996-01-01

    Discusses ideas about the particulate nature of matter and assesses the extent to which these represent a compromise between scientific and educational considerations. Analyzes relations between the particulate nature of matter in science and science education in an attempt to understand children's inclination to attribute all kinds of macroscopic…

  20. 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.

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

    Science.gov (United States)

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

    2013-01-01

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

  2. [Regulatory science: modern trends in science and education for pharmaceutical products].

    Science.gov (United States)

    Beregovykh, V V; Piatigorskaia, N V; Aladysheva, Zh I

    2012-01-01

    This article reviews modern trends in development of new instruments, standards and approaches to drugs safety, efficacy and quality assessment in USA and EU that can be called by unique term--"regulatory science" which is a new concept for Russian Federation. New education programs (curricula) developed by USA and EU universities within last 3 years are reviewed. These programs were designed in order to build workforce capable to utilize science approach for drug regulation. The principal mechanisms for financing research in regulatory science used by Food and Drug Administration are analyzed. There are no such science and relevant researches in Russian Federation despite the high demand as well as needs for the system for higher education and life-long learning education of specialists for regulatory affairs (or compliance).

  3. Canadian Geoscience Education Network (CGEN): Fostering Excellence in Earth Science Education and Outreach

    Science.gov (United States)

    Haidl, F. M.; Vodden, C.; Bates, J. L.; Morgan, A. V.

    2009-05-01

    CGEN, the outreach arm of the Canadian Federation of Earth Sciences, is a network of more than 270 individuals from all over Canada who work to promote geoscience education and public awareness of science. CGEN's priorities are threefold: to improve the quality of Earth science education delivered in our primary and secondary schools; to raise public awareness about the Earth sciences and their impact on everyday life; and to encourage student interest in the Earth sciences as a career option. These priorities are supported by CGEN's six core programs: 1) The national EdGEO program (www.edgeo.org), initiated in the 1970s, supports Earth science workshops for teachers. These workshops, organized by teams of local educators and geoscientists, provide teachers with "enhanced knowledge, classroom resources and increased confidence" to more effectively teach Earth science. In 2008, a record 521 teachers attended 14 EdGEO workshops. 2) EarthNet (www.earthnet-geonet.ca) is a virtual resource centre that provides support for teachers and for geoscientists involved in education and outreach. In 2008, EarthNet received a $11,500 grant from Encana Corporation to develop energy-related content. 3) The new Careers in Earth Science website (www.earthsciencescanada.com/careers), launched in October 2008, enhances CGEN's capacity to encourage students to pursue a career in the Earth sciences. This project exemplifies the value of collaboration with other organizations. Seven groups provided financial support for the project and many other organizations and individuals contributed in-kind support. 4) Geoscape Canada and Waterscape Canada, programs led by the Geological Survey of Canada, communicate practical Earth science information to teachers, students, and other members of communities across Canada through a series of electronic and hard-copy posters and other resources. Many of the resources created from 1998 to 2007 are available online (www.geoscape.nrcan.gc.ca). A northern

  4. A biotic game design project for integrated life science and engineering education.

    Directory of Open Access Journals (Sweden)

    Nate J Cira

    2015-03-01

    Full Text Available Engaging, hands-on design experiences are key for formal and informal Science, Technology, Engineering, and Mathematics (STEM education. Robotic and video game design challenges have been particularly effective in stimulating student interest, but equivalent experiences for the life sciences are not as developed. Here we present the concept of a "biotic game design project" to motivate student learning at the interface of life sciences and device engineering (as part of a cornerstone bioengineering devices course. We provide all course material and also present efforts in adapting the project's complexity to serve other time frames, age groups, learning focuses, and budgets. Students self-reported that they found the biotic game project fun and motivating, resulting in increased effort. Hence this type of design project could generate excitement and educational impact similar to robotics and video games.

  5. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    , Romania; 'Alexandru Ioan Cuza' University, Research Center on Advanced Materials and Technologies, Sciences Department, 11 Carol I Blvd., 700506 Iasi, Romania; Photonics Laboratory, Angers University, 2, Bd. Lavoisier, 49045 Angers, ...

  6. Materials Science and the Problem of Garbage

    Science.gov (United States)

    McPherson, Heather

    2016-01-01

    Materials science--the science of stuff--has made our lives better by making it possible for manufacturers to supply us with products. Students have misconceptions about materials use. Many may think using bottled water, for example, is harmless because they recycle the plastic empties, but they fail to consider the resources and energy used to…

  7. Women and girls in science education: Female teachers' and students' perspectives on gender and science

    Science.gov (United States)

    Crotty, Ann

    Science is a part of all students' education, PreK-12. Preparing students for a more scientifically and technologically complex world requires the best possible education including the deliberate inclusion and full contributions of all students, especially an underrepresented group: females in science. In the United States, as elsewhere in the world, the participation of girls and women in science education and professional careers in science is limited, particularly in the physical sciences (National Academy of Sciences [NAS], 2006). The goal of this research study is to gain a better understanding of the perspectives and perceptions of girls and women, both science educators and students, related to gender and participation in science at the time of an important course: high school chemistry. There is a rich body of research literature in science education that addresses gender studies post---high school, but less research that recognizes the affective voices of practicing female science teachers and students at the high school level (Bianchini, Cavazos, & Helms, 2000; Brown & Gilligan, 1992; Gilligan, 1982). Similarly, little is known with regard to how female students and teachers navigate their educational, personal, and professional experiences in science, or how they overcome impediments that pose limits on their participation in science, particularly the physical sciences. This exploratory study focuses on capturing voices (Brown & Gilligan, 1992; Gilligan, 1982) of high school chemistry students and teachers from selected urban and suburban learning communities in public schools in the Capital Region of New York State. Through surveys, interviews, and focus groups, this qualitative study explores the intersection of the students' and teachers' experiences with regard to the following questions: (1) How do female chemistry teachers view the role gender has played in their professional and personal lives as they have pursued education, degree status, and

  8. Scientists: Get Involved in Planetary Science Education and Public Outreach! Here’s How!

    Science.gov (United States)

    Buxner, Sanlyn; Dalton, H.; Shipp, S.; CoBabe-Ammann, E.; Scalice, D.; Bleacher, L.; Wessen, A.

    2013-10-01

    The Planetary Science Education and Public Outreach (E/PO) Forum is a team of educators, scientists, and outreach professionals funded by NASA’s Science Mission Directorate (SMD) that supports SMD scientists currently involved in E/PO - or interested in becoming involved in E/PO efforts - to find ways to do so through a variety of avenues. There are many current and future opportunities and resources for scientists to become engaged in E/PO. The Forum provides tools for responding to NASA SMD E/PO funding opportunities (webinars and online proposal guides), a one-page Tips and Tricks guide for scientists to engage in education and public outreach, and a sampler of activities organized by thematic topic and NASA’s Big Questions in planetary science. Scientists can also locate resources for interacting with diverse audiences through a number of online clearinghouses, including: NASA Wavelength, a digital collection of peer-reviewed Earth and space science resources for educators of all levels (http://nasawavelength.org); the Year of the Solar System website (http://solarsystem.nasa.gov/yss), a presentation of thematic resources that includes background information, missions, the latest in planetary science news, and educational products, for use in the classroom and out, for teaching about the solar system organized by topic - volcanism, ice, astrobiology, etc.; and EarthSpace (http://www.lpi.usra.edu/earthspace), a community website where faculty can find and share resources and information about teaching Earth and space sciences in the undergraduate classroom, including class materials, news, funding opportunities, and the latest education research. Also recently developed, the NASA SMD Scientist Speaker’s Bureau (http://www.lpi.usra.edu/education/speaker) offers an online portal to connect scientists interested in getting involved in E/PO projects - giving public talks, classroom visits, and virtual connections - with audiences. Learn more about the

  9. Avenues for Scientist Involvement in Earth and Space Science Education and Public Outreach (Invited)

    Science.gov (United States)

    Peticolas, L. M.; Gross, N. A.; Hsu, B. C.; Shipp, S. S.; Buxner, S.; Schwerin, T. G.; Smith, D.; Meinke, B. K.

    2013-12-01

    used in conjunction with E/PO activities, NASA Wavelength (http://nasawavelength.org). Further supporting higher-education efforts, the Forums coordinate a network of science faculty, bringing them together at science conferences to share resources and experiences and to discuss pertinent education research. An online higher education clearinghouse, EarthSpace (http://www.lpi.usra.edu/earthspace), has been developed to provide faculty with news and funding information, the latest education research and resources for teaching undergraduates, and undergraduate course materials, including lectures, labs, and homework. This presentation will explore the Science E/PO Forums' pathways and tools available to support scientists involved in - or interested in being involved in - E/PO.

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

    Science.gov (United States)

    Williams, Richard L.; Yore, Larry D.

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

  11. Postparadigmatic Materialisms: A "New Movement of Thought" for Outdoor Environmental Education Research?

    Science.gov (United States)

    Gough, Noel

    2016-01-01

    Since at least the beginning of this century, the literatures of research methodology in the social sciences have increasingly focused on what are now being called "new empiricisms" and "new materialisms." My purpose in this essay is to appraise the potential of these approaches for outdoor environmental education research. I…

  12. 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…

  13. 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.

  14. Materials Sciences programs, Fiscal Year 1983

    International Nuclear Information System (INIS)

    1983-09-01

    The Materials Sciences Division constitutes one portion of a wide range of research supported by the DOE Office of Basic Energy Sciences. This report contains a listing of research underway in FY 1983 together with a convenient index to the program

  15. Hiroshima. History and topicality of the atomic threat. Baseline material and information for education

    International Nuclear Information System (INIS)

    Verfuss, K.; Wunderer, H.

    1995-01-01

    Hiroshima is an important topic for education, not only in history and social sciences classes, but just as well for courses in German, ethics, religion, and in the natural sciences. The material has been compiled to serve as an information source both for specific subjects and for interdisciplinary approaches, and has been arranged in compliance with the didactic principles of multiperspective approach and controversial aspects. (orig.) [de

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

    Science.gov (United States)

    Satria, E.

    2018-03-01

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

  17. Materials and Chemical Sciences Division annual report, 1987

    International Nuclear Information System (INIS)

    1988-07-01

    Research programs from Lawrence Berkeley Laboratory in materials science, chemical science, nuclear science, fossil energy, energy storage, health and environmental sciences, program development funds, and work for others is briefly described

  18. Radiological Protection and Quality Assurance in Health Sciences: Tele-Education for continued Postgraduate Training

    International Nuclear Information System (INIS)

    Alcaraz, M.; Chico, P.; Armero, D.; Saura Iniesta, A. M.; Vicente, V.

    2003-01-01

    The establishment of an inter departmental project, financed by the Spanish Ministry of Education, has made possible the development to specific didactic materials on Radiological Protection and Quality Assurance in Medical Radiodiagnostic Practices. These have been published as a manual and practical notebook. This material constitutes the grounding work for the first continuous tele-education training course via Internet that Spanish professionals exposed to ionising radiation are following. Interactive multimedia training and tele-education may become one of the alternatives that allow health science professionals to receive continuous training, provided that adequate content and aims had been established during undergraduate training. (Author) 18 refs

  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. Educational teaching materials for nuclear science: A proposal

    International Nuclear Information System (INIS)

    Puse, Judeza S.; Awata, Takaaki; Atobe, Kozo; Xu, Qiu; Okada, Moritami

    2005-01-01

    It has been made clear and possible that problems met in teaching nuclear topics can be remedied with much care and attention to the application of the experimental photographs converted into a classroom science teaching device; a proposal which was conducted at Kyoto University Research Reactor Institute. Under Methodology, materials that comprised the experimentation process were provided with simplicity and clarity. Introductions on how to carry out the experiments were logically arranged so as to ensure systematic execution and organization of experimental processes. The inclusion of the experimental set ups were also manifested and of the experimental results (developed photos) presented in a manner suitably good for learners. Determination of the sequential models of the study was reflected, highlighted and specifically simplified as appropriate as possible. Further results and discussions were not shown but can be proposed and suggested that as to further application of the device, peak area spectral measurement and nuclide identification of irradiated samples can be made possible using DSA-1000 Digital Spectrum Analyzer System for countries equipped with ''high touch'' apparatus and facility as spiral basis for concept development. Production and dissemination of photographs can be realized for schools far beyond to cope and afford to buy these expensive laboratory and experimental facility to perform the same task. (author)

  1. Materials and Chemical Sciences Division annual report, 1987

    Energy Technology Data Exchange (ETDEWEB)

    1988-07-01

    Research programs from Lawrence Berkeley Laboratory in materials science, chemical science, nuclear science, fossil energy, energy storage, health and environmental sciences, program development funds, and work for others is briefly described. (CBS)

  2. 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 ...

  3. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Haiyang Dai1 Changyong Zhan2 Hui Jiang2 Ningkang Huang2. Department of Technology and Physics, Zhengzhou University of Light Industry, Zhengzhou 450002, P. R. China; Key Laboratory of Radiation and Technology of Education Ministry of China, Institute of Nuclear Science and Technology, Sichuan University, ...

  4. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 39; Issue 7 ... pulse electrodeposition with ultrasound agitation from nickelWatts-type bath. ... The results showed that wear resistance increased with increase in duty cycle and frequency.

  5. 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...

  6. Materials science with SR using x-ray imaging

    International Nuclear Information System (INIS)

    Kuriyama, Masao

    1990-01-01

    Some examples of applications of synchrotron radiation to materials science demonstrate the importance of microstructure information within structural as well as functional materials in order to control their properties and quality as designed for industrial purposes. To collect such information, x-ray imaging in quasi real time is required in either the microradiographic mode or the diffraction (in transmission) mode. New measurement technologies based on imaging are applied to polycrystalline materials, single crystal materials and multilayered device materials to illustrate what kind of synchrotron radiation facility is most desirable for materials science and engineering. (author)

  7. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Author Affiliations. Xiaoming Liao1 Hongyang Zhu1 Guangfu Yin1 Zhongbing Huang1 Yadong Yao1 Xianchun Chen1. College of Materials Science and Engineering, Sichuan University, Chengdu 610064, P.R. of China ...

  8. 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.

  9. 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 ...

  10. 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.

  11. Multicultural education, pragmatism, and the goals of science teaching

    Science.gov (United States)

    El-Hani, Charbel Niño; Mortimer, Eduardo Fleury

    2007-07-01

    In this paper, we offer an intermediate position in the multiculturalism/universalism debate, drawing upon Cobern and Loving's epistemological pluralism, pragmatist philosophies, Southerland's defense of instructional multicultural science education, and the conceptual profile model. An important element in this position is the proposal that understanding is the proper goal of science education. Our commitment to this proposal is explained in terms of a defense of an ethics of coexistence for dealing with cultural differences, according to which social argumentative processes—including those in science education—should be marked by dialogue and confrontation of arguments in the search of possible solutions, and an effort to (co-)live with differences if a negotiated solution is not reached. To understand the discourses at stake is, in our view, a key requirement for the coexistence of arguments and discourses, and the science classroom is the privileged space for promoting an understanding of the scientific discourse in particular. We argue for "inclusion" of students' culturally grounded ideas in science education, but in a sense that avoids curricular multicultural science education, and, thus, any attempt to broaden the definition of "science" so that ideas from other ways of knowing might be simply treated as science contents. Science teachers should always take in due account the diversity of students' worldviews, giving them room in argumentative processes in science classrooms, but should never lose from sight the necessity of stimulating students to understand scientific ideas. This view is grounded on a distinction between the goals of science education and the nature of science instruction, and demands a discussion about how learning is to take place in culturally sensitive science education, and about communicative approaches that might be more productive in science classrooms organized as we propose here. We employ the conceptual profile model to

  12. CosmoQuest: Better Citizen Science Through Education

    Science.gov (United States)

    Gay, P. L.; Lehan, C.; Bracey, G.; Yamani, A.; Francis, M.; Durrell, P.; Spivey, C.; Noel-Storr, J.; Buxner, S.; Cobb, W.; hide

    2016-01-01

    In the modern era, NASA SMD missions and facilities are producing data at a rate too great for the science community to maximally utilize. While software can help, what is really needed is additional eyes, hands, and minds - help we can find in the form of citizen scientist volunteers. The CosmoQuest virtual research facility has demonstrated through published research results that classroom students and the public can, with proper training and support from Subject Matter Experts (SMEs), fill roles more traditionally filled by university students. The research question behind CosmoQuest's creation was simple: if students and the public are provided a properly scaffolded experience that mirrors that of researchers, will they come and perform as well as our students? and can they rise up to be research collaborators? In creating CosmoQuest, we started with a core of citizen science portals, educational materials for both students and life-long learners, and collaboration areas. These three primary focuses mirror the research, courses, and collaboration spaces that form the foundation of a university department. We then went on to add the features that make a center stand out - we added seminars in the form of Google Hangouts on Air, planetarium content through our Science on the Half Sphere program, and even the chance to vicariously attend conferences through live blogging by our team members. With this design for a virtual research facility, the answer to our foundational question has been a resounding yes; the public can aid us in doing science provided they are properly trained. To meet the needs of our population we have developed four areas of engagement: research, education, media, and community.

  13. 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...

  14. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    ... Zhejiang Sci-Tech University, Hangzhou 310018, P. R. China; Department of Textile Engineering, College of Materials and Textile, Zhejiang Sci-Tech University, Hangzhou 310018, P. R. China; Key Laboratory of Advanced Textile Materials and Manufacturing Technology (ATMT), Ministry of Education, Zhejiang Sci-Tech ...

  15. 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

  16. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Author Affiliations. Ankur Jain1 R K Jain1 Shivani Agarwal1 I P Jain1. Material Science Laboratory, Centre for Non-Conventional Energy Resources, 14, Vigyan Bhawan, University of Rajasthan, Jaipur 302 004, India ...

  17. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 34; Issue 4 ... has a dielectric anomaly of ferroelectric to paraelectric type at 198°C, and exhibits ... that the compound has negative temperature coefficient of resistance (NTCR) behaviour.

  18. Cultural, Social and Political Perspectives in Science Education

    DEFF Research Database (Denmark)

    This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches to resea......This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches...... to researching teaching and learning in science. Taking a point of departure in empirical examples from the Nordic countries the collection of work is taking a critical sideways glance at the Nordic education principles. Critical examinations target specifically those who are researching in the fields of science...... conditions and contexts in science education. The different chapters review debates and research in teacher education, school teaching and learning including when external stakeholders are involved. Even though the chapters are contextualized in Nordic settings there will be similarities and parallels...

  19. 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)

  20. 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.