Parent Involvement and Science Achievement: A Cross-Classified Multilevel Latent Growth Curve Analysis

Science.gov (United States)

Johnson, Ursula Y.; Hull, Darrell M.

2014-01-01

The authors examined science achievement growth at Grades 3, 5, and 8 and parent school involvement at the same time points using the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999. Data were analyzed using cross-classified multilevel latent growth curve modeling with time invariant and varying covariates. School-based…

Private sector involvement in science and innovation policy-making in Hungary

OpenAIRE

Annamária Inzelt

2008-01-01

The overall thrust of this paper is that policy learning is enhanced by the participation of private business. It is assumed that business involvement would suggest abundant opportunities for policy learning and transfer. The empirical part of this paper investigates private sector involvement in science, technology and innovation (STI) policy-making in a transition economy (Hungary). Private sector involvement in Hungarian STI policy-making is investigated in terms of the stages and types of...

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

NASA's Science Mission Directorate (SMD) Science Education and Public Outreach (E/PO) Forums are charged with engaging, extending, supporting, and coordinating 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. A number of resources and opportunities for involvement are available for scientists involved in - or interested in being involved in - education or outreach. The Forums provide opportunities for earth and space scientists to stay informed, communicate, collaborate, leverage existing programs and partnerships, and become more skilled education practitioners. Interested scientists can receive newsletters, participate in monthly calls, interact through an online community workspace, and attend E/PO strategic meetings. The Forums also provide professional development opportunities on a myriad of topics, from common pre-conceptions in science, to program evaluation, to delivering effective workshops. Thematic approaches, such as Earth Science Week (http://www.earthsciweek.org), and the Year of the Solar System (http://solarsystem.nasa.gov/yss) are coordinated by the Forums; through these efforts resources are presented topically, in a manner that can be easily ported into diverse learning environments. Information about the needs of audiences with which scientists interact - higher education, K-12 education, informal education, and public - are provided by SMD's Audience-Based Working Groups. Their findings and recommendations are made available to inform the activities and products of E/PO providers so they are able to better serve these audiences. Also available is a 'one-stop shop' of SMD E/PO products and resources that can be

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

Outreach in Planetary Science: myriad ways of getting involved

Science.gov (United States)

Lopes, R. M. C.

2017-12-01

Scientists and engineers sometimes think that to do outreach and education activities well, they have to be exceptional at public speaking, writing, or interacting with children or laypeople. However, during my career in planetary science, I've been involved in and close to a myriad of ways of getting involved in E/PO and found that there is a path to involvement for every personality. Another common misconception is that doing E/PO will hurt one's career as a scientist or engineer. While many of us do not have a great deal of time to spend on E/PO, there are efficient ways of making an impact. This talk will discuss ways that I've found work for me and for colleagues and tips on finding your own niche in these activities.

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

Facilitating interest and out-of-school engagement in science in secondary school girls: Increasing the effectiveness of the teaching for transformative experience in science model through parental involvement

Science.gov (United States)

Heddy, Benjamin Charles

This study investigated the impact of adding a parental involvement intervention to the Teaching for Transformative Experience in Science (TTES) model in science courses (biology and chemistry) in an all-girl middle and high school (N = 89). Specifically, the goal was to increase out-of-school engagement, interest, parental involvement, and achievement. Analysis showed that TTES with the addition of a parent intervention (TTES+PI) facilitated more out-of-school engagement and parent involvement than a comparison. Furthermore, a high initial level of situational and individual interest was maintained in the TTES+PI condition; whereas both forms of interest decreased in the comparison. A content analysis of transformative experience journal entries suggested that when parents showed value for science concepts, students' experiential value increased. The results provide evidence that the addition of a parent intervention may increase the effectiveness of TTES and maintain girl's interest in science, which has theoretical and practical implications.

Case study of science teaching in an elementary school: Characteristics of an exemplary science teacher

Science.gov (United States)

Kao, Huey-Lien

Improving the quality of science teaching is one of the greatest concerns in recent science education reform efforts. Many science educators suggest that case studies of exemplary science teachers may provide guidance for these reform efforts. For this reason, the characteristics of exemplary science teaching practices have been identified in recent years. However, the literature lacks research exploring exemplary teacher beliefs about the nature of science and science pedagogy, the relationships between their beliefs and practices, or how outstanding teachers overcome difficulties in order to facilitate their students' science learning. In this study, Sam-Yu, an identified exemplary science teacher who teaches in an elementary school in Pintung, Taiwan, was the subject. An interpretative research design (Erickson, 1986) based on principles of naturalistic inquiry (Lincoln & Guba, 1985) was used. Both qualitative and quantitative methods were employed in this case study. The qualitative method involved conducting interviews with the teacher and students, observing classroom activities and analyzing the structure of the learning materials. The quantitative methods involved using the Learning Climate Inventory (LCI) (Lin, 1997) instrument to assess the learning environment of the exemplary science classroom. This study found that Sam-Yu had a blend of views on the nature of science and a varied knowledge about science pedagogy. Personal preferences, past experiences, and the national science curriculum all played important roles in the development and refinement of Sam-Yu's beliefs about science and pedagogy. Regarding his teaching practices, Sam-Yu provided the best learning experiences, as evidenced in both classroom observations and the survey results, for his students by using a variety of strategies. In addition, his classroom behaviors were highly associated with his beliefs about science and pedagogy. However, due to school-based and socio-cultural constraints

Exploring the impact of an industrial volunteer/school science partnership on elementary teaching strategies and attitudes about future science study: A case study

Science.gov (United States)

White, Michael Robert

This study reports the results of research designed to explore the impact of industrial volunteer/school partnerships on elementary science teaching behaviors and students' attitudes about future science study. Since these partnerships involved teachers and students in hands-on or laboratory-type science experiences, the study will add an elementary school component to a series of other studies conducted through the Science Education Program at Temple University that have addressed how to improve the learning outcomes from these experiences. Three suburban elementary schools were randomly selected by a single school district's science supervisor to be involved in this study. Two of the buildings were designated as the experimental schools and teachers worked directly with the researcher as an industrial partner. The third school served as a control with no organized industrial partner. An additional school building in a second suburban school district was selected to serve as a comparison school and a second scientist participated as an industrial volunteer. Unlike the researcher, this scientist had no formal training in science education. Each phase of the study included instruments piloted and reviewed by experienced elementary teachers for appropriateness or by objective experts in the field of education. A student attitude survey and selected tasks from the Inventory of Piagetian Developmental Tasks were administered to all students involved in the study. Empirical data collected through videotaped analysis using the validated Modified-Revised Vickery Science Teacher Behavior Inventory led to the development of a pattern of the most frequently used behaviors during elementary science instruction. A profile of each participating teacher was developed through the use of a validated attitude survey, notes taken during classroom interactions and from information collected during ethnographic interviews. A major conclusion drawn from this study is that neither type

Issues in Informal Education: Event-Based Science Communication Involving Planetaria and the Internet

Science.gov (United States)

Adams, M.; Gallagher, D. L.; Whitt, A.; Six, N. Frank (Technical Monitor)

2002-01-01

For the past four years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of science communication through the web resources on the Internet. The program includes extended stories about NAS.4 science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases broadcasts accommodate active feedback and questions from Internet participants. We give here, examples of events, problems, and lessons learned from these activities.

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

Science.gov (United States)

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

2015-01-01

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

Involving Practicing Scientists in K-12 Science Teacher Professional Development

Science.gov (United States)

Bertram, K. B.

2011-12-01

The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments

Liberal Studies in Science--A Successful Experiment

Science.gov (United States)

Jevons, F. R.

1970-01-01

Describes the job placement success experienced by graduates of the Science Greats Course at the University of Manchester. Discusses the course content which centers on the social relations of science. Since nearly half the course involves science content, the author discusses the science background necessary for enrollees. Presents a personal…

Case Studies in Science Education, Booklet X: Vortex as Harbinger.

Science.gov (United States)

Hoke, Gordon

This booklet is the eleventh of a series of 16 booklets that together describe and present findings for a study which involved field observations and a survey of science teaching and learning in American public schools during the school year 1976-77. The study was undertaken to provide the National Science Foundation with a portrayal of current…

Science Education at Riverside Middle School A Case Study

Science.gov (United States)

Smiley, Bettie Ann Pickens

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

`You Actually Feel like You're Actually Doing Some Science': Primary Students' Perspectives of Their Involvement in the MyScience Initiative

Science.gov (United States)

Forbes, Anne; Skamp, Keith

2017-07-01

MyScience is a primary science education initiative in which being in a community of practice (CoP) is integral to the learning process. Stakeholder groups—primary teachers, primary students and scientist mentors—interact around the CoP domainof investigating scientifically and learn from each other through participation. This paper is the fifth in a series and reports 27 year 5/6 students' (from three schools) perceptions of how their views were influenced through their involvement in a MyScience CoP. Semi-structured interviews, guided by a phenomenographic framework, were the substantive data source. Primary students' perceptions about science, science learning and science teaching were analysed using attributes associated with both communities of practice and the nature of science. Findings reveal that students' perceptions of what it means to be doing science' were transformed through their participation and students were able to identify some of the contributing factors. Where appropriate, students' views were compared with the published views of their participating scientist mentors and teachers from earlier papers. Implications for science teaching and learning in primary school community of practice settings are discussed.

Involvement of scientists in the NASA Office of Space Science education and public outreach program

International Nuclear Information System (INIS)

Beck-Winchatz, Bernhard

2005-01-01

Since the mid-1990's NASA's Office of Space Science (OSS) has embarked on an astronomy and space science education and public outreach (E/PO) program. Its goals are to share the excitement of space science discoveries with the public, and to enhance the quality of science, mathematics and technology education, particularly at the precollege level. A key feature of the OSS program is the direct involvement of space scientists. The majority of the funding for E/PO is allocated to flight missions, which spend 1%-2% of their total budget on E/PO, and to individual research grants. This paper presents an overview of the program's goals, objectives, philosophy, and infrastructure

Teaching Earth Sciences as an interdisciplinary subject: Novel module design involving research literature

Science.gov (United States)

Tong, Vincent C. H.

2010-05-01

The study of Earth Sciences requires an interdisciplinary approach as it involves understanding scientific knowledge originating from a wide spectrum of research areas. Not only does it include subjects ranging from, for instance, hydrogeology to deep crustal seismology and from climate science to oceanography, but it also has many direct applications in closely related disciplines such as environmental engineering and natural resources management. While research crossing traditional disciplinary boundaries in geosciences is becoming increasingly common, there is only limited integration of interdisciplinary research in the teaching of the subject. Given that the transition from undergraduate education based on subject modules to postgraduate interdisciplinary research is never easy, such integration is a highly desirable pedagogical approach at both undergraduate and postgraduate levels. My presentation is based on a recent teaching project involving novel design of an undergraduate course. The course is implemented in order to address the synergy between research and teaching (Tong, 2009). This project has been shown to be effective and successful in teaching geosciences undergraduates at the University of London. The module consists of studying core geophysical principles and linking them directly to a selection of recently published research papers in a wide range of interdisciplinary applications. Research reviewing and reporting techniques are systematically developed, practised and fully integrated into teaching of the core scientific theories. A fully-aligned assignment with a feedback website invites the students to reflect on the scientific knowledge and the study skills related to research literature they have acquired in the course. This teaching project has been recognized by a teaching award (http://www.clpd.bbk.ac.uk/staff/BETA). In this presentation, I will discuss how undergraduate teaching with a focus on research literature in Earth Sciences can

A study of the historical role of African Americans in science, engineering and technology

Science.gov (United States)

Jones, Keith Wayne

2000-11-01

The purpose of this study was to determine if there is adequate documentation of an historical role of African and African American involvement in science, engineering, and technology. Through the use of history of science and technology research methodology, along with an examination of the sociological and economic impacts of adequately accredited innovations and inventions contributed by Africans and African Americans, the researcher investigated their contributions to the following areas of science and technology: life science, physical sciences and chemistry, engineering, and science education. In regard to the timeframe for this study, the researcher specifically investigated African and African American involvement in science and technology that includes periods prior to black enslavement, scientific racism and colonialism, as well as during and after those periods. This research study reveals that there are adequate historical data regarding African and African American contributions to science, engineering, and technology. The data reveals that for many millennia African peoples have been continually involved in science and world science histories. The data further show that the numbers of African Americans acquiring BS, MS, Ph.D., Doctor of Science and Doctor of Engineering degrees in science and engineering disciplines are increasing. That these increases are not happening at a rate representative of the present or future African American percentages of the population. Consequently, because of future changes in our nation's demographics, increasing the numbers of people from under-represented groups who pursue scientific and engineering professions has become a matter of national security at the highest levels of government. Moreover, African Americans, Hispanics, and Native Americans are not pursuing careers or taking courses in science and engineering at a rate high enough to fulfill the prospective needs for the United States' industries, government

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

Science.gov (United States)

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

2016-01-01

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

Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement

Science.gov (United States)

Cone, Christina Schull

Elementary education has become increasingly divided into subjects and focused on the demand for high math and reading scores. Consequently, teachers spend less time devoted to science and art instruction. However, teaching art and science is crucial to developing creative and rational thinking, especially for observation and questioning skills. In this study, third grade students attending an urban school in Portland, Oregon received instruction of an art strategy using observational and quantifying drawing techniques. This study examines, "Will an art strategy observing the local environment help students make observations and ask questions?" and "In what ways are student learning and perspectives of science affected by the art strategy?" The independent variable is the art strategy developed for this study. There are three dependent variables: quality of student observations, quality of questions, and themes on student learning and perspectives of science. I predicted students would develop strong observation and questioning skills and that students would find the strategy useful or have an increased interest in science. The art scores were high for relevance and detail, but not for text. There were significant correlations between art scores and questions. Interviews revealed three themes: observations create questions, drawing is helpful and challenging, and students connected to science. By examining science through art, students were engaged and created strong observations and questions. Teachers need to balance unstructured drawing time with scaffolding for optimal results. This study provides an integrated science and art strategy that teachers can use outdoors or adapt for the classroom.

Risk Perception of Plastic Pollution: Importance of Stakeholder Involvement and Citizen Science

DEFF Research Database (Denmark)

Syberg, Kristian; Hansen, Steffen Foss; Christensen, Thomas Budde

2017-01-01

, the public, and policy makers and elaborate on how the eight risk drivers have influenced this process. Plastic pollution has several of the characteristics that can enhance people’s perception of the risk as being important and which has generated great awareness of the problem. The chapter finally...... discusses how risk perception can be improved by greater stakeholder involvement and utilization of citizen science and thereby improve the foundation for timely and efficient societal measures....

Girls Doing Science: A Case Study of Science Literacy in All-Female Middle Grade Classrooms

Science.gov (United States)

Faller, Susan Elisabeth

In the face of low adolescent literacy rates (NCES, 2012), concerns about the nation's prospects of remaining competitive in science and technology (Hill, Corbett, & St. Rose, 2010), a persistent gender gap in science (NCES, 2012; Reilly, 2012), and the continued rollout of college- and career-ready standards, there is a need to focus on adolescent girls' science literacy. Such science literacy involves not only general knowledge about science, but also the ability to engage in the advanced reading and writing practices fundamental to doing science (Norris & Phillips, 2003). In this thesis, I present three articles with findings that respond to this need. They are the results of a multiple-case embedded (Yin, 2009) study that I conducted over the course of 7 months in four science classrooms (grades 5 through 8; 50 students) taught by a single teacher in a small all-female middle school. I collected in-depth data focused on science literacy from multiple sources, including (a) fieldnotes (Emerson, Fretz & Shaw, 2011), (b) videorecorded classroom observations (102 classes, 113 hours, recorded on 29 days), (c) a survey of all students, (d) semi-structured interviews with the subsample of 12 focal students (ranging from 18 to 37 minutes) and (e) photographs of classroom artifacts and student work. In the first article, I provide a window into standard literacy practices in science classrooms by examining the reading and writing genres to which students are exposed. In the second article, I examine how a teacher's language and instructional practices within her classrooms, and popular images of science from the world beyond their classrooms might shape adolescent girls' science identities. Finally, in the third article, I explore different aspects of science identity using the words of three case study students. Taken together, these studies fill gaps in the literature by investigating science literacy in an understudied context, all-female classrooms. In addition

[Science and society. Guidelines for the Leopoldina Study Center].

Science.gov (United States)

Hacker, Jörg

2014-01-01

In order to adequately perform its many diverse tasks as a scholars' society and as the German National Academy of Sciences, the Deutsche Akademie der Naturforscher Leopoldina needs to view itself in a historical context. This can only happen as part of a culture of remembrance which fosters the memory of the Leopoldina's past and subjects this to a critical analysis in the context of the history of science and academies. The newly founded Leopoldina Study Center for the History of Science and Science Academies is to be a forum that pursues established forms of historical research at the Leopoldina, organizes new scientific projects, and presents its findings to the public. The aim is to involve as many Leopoldina members as possible from all of its disciplines, as well as to collaborate with national and international partners.

Science/art - art/science: case studies of the development of a professional art product

Energy Technology Data Exchange (ETDEWEB)

Sesko, S.C.; Marchant, M.

1997-02-24

Objective was to follow the cognitive and creative processes demonstrated by student research participants as they integrated a developing knowledge of ``big`` science, as practiced at LLNL, into a personal and idiosyncratic visual, graphical, or multimedia product. The participants, all non-scientists, involved in this process, attended a series of design classes, sponsored by LLNL at the Art Center College of Design in Pasadena CA. As a result of this study, we have become interested in the possibility of similar characteristics between scientists and artists. We have also become interested in the different processes that can be used to teach science to non-scientists, so that they are able to understand and portray scientific information.

Undergraduate Research Involving Deaf and Hard-of-Hearing Students in Interdisciplinary Science Projects

Directory of Open Access Journals (Sweden)

Todd Pagano

2015-05-01

Full Text Available Scientific undergraduate research in higher education often yields positive outcomes for student and faculty member participants alike, with underrepresented students often showing even more substantial gains (academic, professional, and personal as a result of the experience. Significant success can be realized when involving deaf and hard-of-hearing (d/hh undergraduate students, who are also vastly underrepresented in the sciences, in interdisciplinary research projects. Even d/hh Associate degree level students and those in the first two years of their postsecondary careers can contribute to, and benefit from, the research process when faculty mentors properly plan/design projects. We discuss strategies, including the dissemination/communication of research results, for involving these students in research groups with different communication dynamics and share both findings of our research program and examples of successful chemical and biological research projects that have involved d/hh undergraduate students. We hope to stimulate a renewed interest in encouraging diversity and involving students with disabilities into higher education research experiences globally and across multiple scientific disciplines, thus strengthening the education and career pipeline of these students.

Changes in Pre-Service Science Teachers' Understandings After Being Involved in Explicit Nature of Science and Socioscientific Argumentation Processes

Science.gov (United States)

Kutluca, A. Y.; Aydin, A.

2017-01-01

The study explored the changes in pre-service science teachers' understanding of the nature of science and their opinions about the nature of science, science teaching and argumentation after their participation in explicit nature of science (NOS) and socioscientific argumentation processes. The participants were 56 third-grade pre-service science…

A Science Products Inventory for Citizen-Science Planning and Evaluation.

Science.gov (United States)

Wiggins, Andrea; Bonney, Rick; LeBuhn, Gretchen; Parrish, Julia K; Weltzin, Jake F

2018-06-01

Citizen science involves a range of practices involving public participation in scientific knowledge production, but outcomes evaluation is complicated by the diversity of the goals and forms of citizen science. Publications and citations are not adequate metrics to describe citizen-science productivity. We address this gap by contributing a science products inventory (SPI) tool, iteratively developed through an expert panel and case studies, intended to support general-purpose planning and evaluation of citizen-science projects with respect to science productivity. The SPI includes a collection of items for tracking the production of science outputs and data practices, which are described and illustrated with examples. Several opportunities for further development of the initial inventory are highlighted, as well as potential for using the inventory as a tool to guide project management, funding, and research on citizen science.

A science products inventory for citizen-science planning and evaluation

Science.gov (United States)

Wiggins, Andrea; Bonney, Rick; LeBuhn, Gretchen; Parrish, Julia K.; Weltzin, Jake F.

2018-01-01

Citizen science involves a range of practices involving public participation in scientific knowledge production, but outcomes evaluation is complicated by the diversity of the goals and forms of citizen science. Publications and citations are not adequate metrics to describe citizen-science productivity. We address this gap by contributing a science products inventory (SPI) tool, iteratively developed through an expert panel and case studies, intended to support general-purpose planning and evaluation of citizen-science projects with respect to science productivity. The SPI includes a collection of items for tracking the production of science outputs and data practices, which are described and illustrated with examples. Several opportunities for further development of the initial inventory are highlighted, as well as potential for using the inventory as a tool to guide project management, funding, and research on citizen science.

A Science Products Inventory for Citizen-Science Planning and Evaluation

Science.gov (United States)

Wiggins, Andrea; Bonney, Rick; LeBuhn, Gretchen; Parrish, Julia K; Weltzin, Jake F

2018-01-01

Abstract Citizen science involves a range of practices involving public participation in scientific knowledge production, but outcomes evaluation is complicated by the diversity of the goals and forms of citizen science. Publications and citations are not adequate metrics to describe citizen-science productivity. We address this gap by contributing a science products inventory (SPI) tool, iteratively developed through an expert panel and case studies, intended to support general-purpose planning and evaluation of citizen-science projects with respect to science productivity. The SPI includes a collection of items for tracking the production of science outputs and data practices, which are described and illustrated with examples. Several opportunities for further development of the initial inventory are highlighted, as well as potential for using the inventory as a tool to guide project management, funding, and research on citizen science. PMID:29867254

Involving stakeholders in the commissioning and implementation of fishery science projects: experiences from the U.K. Fisheries Science Partnership.

Science.gov (United States)

Armstrong, M J; Payne, A I L; Deas, B; Catchpole, T L

2013-10-01

Following from similar initiatives worldwide, the U.K.'s Fisheries Science Partnership (FSP) was established in 2003 to provide the fishing industry with opportunities to propose and participate in scientific studies in collaboration with fishery scientists. Key concepts were that most of the available funding would support industry participation, that industry, not scientists, would come up with the ideas for projects, and that commercial fishing vessels and fishing methods would be used to address specific concerns of the fishing industry in a scientifically controlled manner. Nearly 100 projects had been commissioned by March 2012, covering annual time-series surveys of stocks subject to traditional assessment, and ad hoc projects on, e.g. gear selectivity, discard survival, tagging and migration and fishery development. The extent to which the results of the projects have been used by stakeholders, fishery scientists and fishery managers at a national and E.U. level is evaluated, along with the degree of industry interest and involvement, and reasons are identified for successes or failures in the uptake of the results into management and policy. Finally, the question is posed whether the programme has been successful in improving the engagement of the fishing community in the science-management process and in fostering communication and greater trust between fishers, scientists and managers. © 2013 Crown Copyright. © 2013 The Fisheries Society of the British Isles.

Studying Computer Science in a Multidisciplinary Degree Programme: Freshman Students' Orientation, Knowledge, and Background

Science.gov (United States)

Kautz, Karlheinz; Kofoed, Uffe

2004-01-01

Teachers at universities are facing an increasing disparity in students' prior IT knowledge and, at the same time, experience a growing disengagement of the students with regard to involvement in study activities. As computer science teachers in a joint programme in computer science and business administration, we made a number of similar…

Choosing Science: A Mixed-Methods Study of Factors Predicting Latino and Latina High School Students' Decisions to Pursue Science Degrees

Science.gov (United States)

Stein, Rachel S.

Latino/as are an increasingly large subset of the United States population; however, they continue to be underrepresented in science careers. Because of this increase, research regarding Latino/as has improved, but there are still many gaps in regards to gender-specific predictors to pursue science careers. To address this lack of literature, the purpose of this study is to extend previous research and to develop a model of variables that significantly contribute to science career choice among Latino and Latina students when they graduate from high school. In particular the study addressed the following research questions: (1) What are the differences in science outcomes for Latino and Latina students? (2) What are the differences in factors involved in science outcomes for Latino and Latina students? (3) For Latino and Latina students what are the differences in the factors that predict students' choice to pursue a science degree and/or high scores on the Future Plans in Science Scale? (4) What are the differences in how Latino and Latina students experience science, which account for high achieving students to choose to pursue a science major? This study utilized an explanatory mixed-method approach to examine how cognitive, institutional, and motivational factors may be interrelated and play a role in Latino/as choice to pursue science. The first phase of the study incorporated the collection of survey and database information from 12th grade students at two Southern California high schools. The second phase of the study utilized follow-up focus group interviews to explore the specific differential experiences and views of Latino and Latina students. The results of the study demonstrated multiple significant predictors. Science self-concept and views towards science outside of school were the most significant predictors of students' choice to pursue science. Male students also had major predictors of Spanish proficiency, teacher encouragement, religious views

Investigation of an online, problem-based introduction to nuclear sciences: A case study

International Nuclear Information System (INIS)

Schmidt, M.; Easter, M.; Jiazhen, W.; Jonassen, D.

2006-01-01

An online, grant-funded course on nuclear engineering in society was developed at a large Midwestern university with the goal of providing non-majors a meaningful introduction to the many applications of nuclear science in a modern society and to stimulate learner interest in academic studies and/or professional involvement in nuclear science. Using a within-site case study approach, the current study focused on the efficacy of the online learning environment's support of learners' acquisition of knowledge and the impact of the environment on learners' interest in and beliefs about nuclear sciences in society. Findings suggest the environment successfully promoted learning and had a positive impact on learners' interests and beliefs. (authors)

Investigation of an online, problem-based introduction to nuclear sciences: A case study

Energy Technology Data Exchange (ETDEWEB)

Schmidt, M.; Easter, M.; Jiazhen, W.; Jonassen, D. [Univ. of Missouri - Columbia, 111 London Hall, Columbia, MO 65211 (United States)

2006-07-01

An online, grant-funded course on nuclear engineering in society was developed at a large Midwestern university with the goal of providing non-majors a meaningful introduction to the many applications of nuclear science in a modern society and to stimulate learner interest in academic studies and/or professional involvement in nuclear science. Using a within-site case study approach, the current study focused on the efficacy of the online learning environment's support of learners' acquisition of knowledge and the impact of the environment on learners' interest in and beliefs about nuclear sciences in society. Findings suggest the environment successfully promoted learning and had a positive impact on learners' interests and beliefs. (authors)

A study of science leadership and science standards in exemplary standards-based science programs

Science.gov (United States)

Carpenter, Wendy Renae

The purpose for conducting this qualitative study was to explore best practices of exemplary standards-based science programs and instructional leadership practices in a charter high school and in a traditional high school. The focus of this study included how twelve participants aligned practices to National Science Education Standards to describe their science programs and science instructional practices. This study used a multi-site case study qualitative design. Data were obtained through a review of literature, interviews, observations, review of educational documents, and researcher's notes collected in a field log. The methodology used was a multi-site case study because of the potential, through cross analysis, for providing greater explanation of the findings in the study (Merriam, 1988). This study discovered six characteristics about the two high school's science programs that enhance the literature found in the National Science Education Standards; (a) Culture of expectations for learning-In exemplary science programs teachers are familiar with a wide range of curricula. They have the ability to examine critically and select activities to use with their students to promote the understanding of science; (b) Culture of varied experiences-In exemplary science programs students are provided different paths to learning, which help students, take in information and make sense of concepts and skills that are set forth by the standards; (c) Culture of continuous feedback-In exemplary science programs teachers and students work together to engage students in ongoing assessments of their work and that of others as prescribed in the standards; (d) Culture of Observations-In exemplary science programs students, teachers, and principals reflect on classroom instructional practices; teachers receive ongoing evaluations about their teaching and apply feedback towards improving practices as outlined in the standards; (e) Culture of continuous learning-In exemplary

Peer Effects and Academics’ Industry Involvement

DEFF Research Database (Denmark)

Aschhoff, Birgit; Grimpe, Christoph

This study explores the interaction between professional imprinting and age in the context of industry-science collaboration. Specifically, we examine the impact of localized and personal peer effects on academics’ involvement with industry and how these effects are moderated by the career age...... of the scientist. We suggest that both localized and personal peer effects drive industry involvement but that the effects from such imprinting are more pronounced for younger researchers, suggesting that professional imprinting takes place in the early stages of a scientist’s academic career. Based on a sample...... of 330 German academics in the field of biotechnology and publication data from the Science Citation Index Expanded (SCIE), we find that scientists with industry-oriented co-authors are more likely to be involved with industry (personal peer effect). Moreover, we find that the scientist’s involvement...

Do compulsory secondary science courses change students’ attitude towards studying science?

DEFF Research Database (Denmark)

Kristensen, Lærke Elisabeth; Petersen, Morten Rask

2015-01-01

recruitment to STEM education has been a compulsory course in the Gymnasium called Natural Science Subject (NSS). This is an interdisciplinary, introductory course with the intention that students shall “ … realize the importance of knowing and understanding natural science thinking” (Authors translation...... science and science careers. In this approach we ended up with the following research question: “Does a compulsory introductory sciences course have an impact on students’ attitude towards studying sciences in secondary school?” In this approach we chose to use parameters as motivation (Deci & Ryan, 2002...... Subject course. The distribution included all levels (K10-K12) and all study lines. Student answers were analyzed using Mann-Whitney U-test using SPSS statistics 22 as analytical tool. Comparisons for this study were made across study lines (natural science vs. human science & social science...

Scientists Involved in K-12 Education

Science.gov (United States)

Robigou, V.

2004-12-01

The publication of countless reports documenting the dismal state of science education in the 1980s, and the Third International Mathematics and Science Study (TIMMS) report (1996) called for a wider involvement of the scientific community in K-12 education and outreach. Improving science education will not happen without the collaboration of educators and scientists working in a coordinated manner and it requires a long-term, continuous effort. To contribute effectively to K-12 education all scientists should refer to the National Science Education Standards, a set of policies that guide the development of curriculum and assessment. Ocean scientists can also specifically refer to the COSEE recommendations (www.cosee.org) that led to the creation of seven regional Centers for Ocean Sciences Education Excellence. Scientists can get involved in K-12 education in a multitude of ways. They should select projects that will accommodate time away from their research and teaching obligations, their talent, and their interest but also contribute to the education reform. A few examples of effective involvement are: 1) collaborating with colleagues in a school of education that can lead to better education of all students and future teachers, 2) acting as a resource for a national program or a local science fair, 3) serving on the advisory board of a program that develops educational material, 4) speaking out at professional meetings about the value of scientists' involvement in education, 5) speaking enthusiastically about the teaching profession. Improving science education in addition to research can seem a large, overwhelming task for scientists. As a result, focusing on projects that will fit the scientist's needs as well as benefit the science reform is of prime importance. It takes an enormous amount of work and financial and personnel resources to start a new program with measurable impact on students. So, finding the right opportunity is a priority, and stepping

Different Traditions in the Study of Disciplinarity in Science--Science and Technology Studies, Library and Information Science and Scientometrics

Science.gov (United States)

Milojevic, Staša

2013-01-01

Introduction: Disciplinarity and other forms of differentiation in science have long been studied in the fields of science and technology studies, information science and scientometrics. However, it is not obvious whether these fields are building on each other's findings. Methods: An analysis is made of 609 articles on disciplinarity…

Lesson Study-Building Communities of Learning Among Pre-Service Science Teachers

Science.gov (United States)

Hamzeh, Fouada

Lesson Study is a widely used pedagogical approach that has been used for decades in its country of origin, Japan. It is a teacher-led form of professional development that involves the collaborative efforts of teachers in co-planning and observing the teaching of a lesson within a unit for evidence that the teaching practices used help the learning process (Lewis, 2002a). The purpose of this research was to investigate if Lesson Study enables pre-service teachers to improve their own teaching in the area of science inquiry-based approaches. Also explored are the self-efficacy beliefs of one group of science pre-service teachers related to their experiences in Lesson Study. The research investigated four questions: 1) Does Lesson Study influence teacher preparation for inquiry-based instruction? 2) Does Lesson Study improve teacher efficacy? 3) Does Lesson Study impact teachers' aspiration to collaborate with colleagues? 4) What are the attitudes and perceptions of pre-service teachers to the Lesson Study idea in Science? The 12 participants completed two pre- and post-study surveys: STEBI- B, Science Teaching Efficacy Belief Instrument (Enochs & Riggs, 1990) and ASTQ, Attitude towards Science Teaching. Data sources included student teaching lesson observations, lesson debriefing notes and focus group interviews. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. This study added to the body of research on teaching learning communities, professional development programs and teacher empowerment.

A study to define and verify a model of interactive-constructive elementary school science teaching

Science.gov (United States)

Henriques, Laura

This study took place within a four year systemic reform effort collaboratively undertaken by the Science Education Center at the University of Iowa and a local school district. Key features of the inservice project included the use of children's literature as a springboard into inquiry based science investigations, activities to increase parents' involvement in children's science learning and extensive inservice opportunities for elementary teachers to increase content knowledge and content-pedagogical knowledge. The overarching goal of this elementary science teacher enhancement project was to move teachers towards an interactive-constructivist model of teaching and learning. This study had three components. The first was the definition of the prototype teacher indicated by the project's goals and supported by science education research. The second involved the generation of a model to show relationships between teacher-generated products, demographics and their subsequent teaching behaviors. The third involved the verification of the hypothesized model using data collected on 15 original participants. Demographic information, survey responses, interview and written responses to scenarios were among the data collected as source variables. These were scored using a rubric designed to measure constructivist practices in science teaching. Videotapes of science teaching and revised science curricula were collected as downstream variables and scored using an the ESTEEM observational rubric and a rubric developed for the project. Results indicate that newer teachers were more likely to implement features of the project. Those teachers who were philosophically aligned with project goals before project involvement were also more likely to implement features of the project. Other associations between reported beliefs, planning and classroom implementations were not confirmed by these data. Data show that teachers reported higher levels of implementation than their

A study of Generation Z’s involvement in virtual reality

Directory of Open Access Journals (Sweden)

Puchkova E.B.

2017-12-01

Full Text Available Background. This study analyzes the characteristics of modern teenagers’ involvement in virtual reality (VR. It also examines various approaches to VR in Russian science. In the current study the concept of virtual reality is defined as a particular informational environment in which a person can exist and develop. It is created by a special class of technical systems, formed on the basis of computer hypertext technology, and has a number of social and psychological characteristics. We pay special attention to the significance of virtual space for generation Z (according to the William Strauss and Neil Howe generational theory. The main factor determining the unique psychological features of the generation Z is its active involvement in virtual reality from the moment of birth. Involvement in a virtual reality is measurable by a teenager’s activity on the Internet. Objective. Our study set out to determine the level of Russian generation Z’s involvement in virtual reality. Design. We analyzed the results of a survey conducted among Moscow adolescents using multivariate profiles. Two hundred fifty-four teenagers 12-14 years old were interviewed during the study. Results and conclusion. Analysis of the data revealed the following: Modern teenagers are involved in VR with varying degrees of depth; their main type of activity on the Internet is searching for educational information and news; and no significant differences by gender in the purposes of using the Internet were found. However, it was also determined that girls’ activity in VR is more related to communication and interpersonal interaction, even though it’s indirect via the Internet, while boys prefer the “gaming” possibilities of VR; that teenagers are rather critical of the information they obtain by the Internet, and that their level of trust in the online information is low. The same trend is evident in the fact that students prefer not to make new friends in virtual

Access, Astronomy and Science Fiction. A Case Study in Curriculum Design

Science.gov (United States)

Saunders, Danny; Brake, Mark; Griffiths, Martin; Thornton, Rosi

2004-01-01

It is argued that a positive response to lifelong learning policies involves the use of imaginative curriculum design in order to attract learners from disadvantaged backgrounds who are otherwise alienated from higher education. In this article a case study is presented based on the popularity of science fiction within popular culture, beginning…

Improving the Reading Ability of Science Students through Study Groups and Multiple Intelligences

Science.gov (United States)

Owolabi, Tunde; Okebukola, Foluso

2009-01-01

This study explored the effects of appropriate pedagogical skills (study groups and multiple intelligences) on students' efficiencies in reading skills. It employed a factorial design using three variables. A sample of 90 science students choosing from three intact classes were involved in the study. Data analyses were carried out using mean,…

Scientific research in the natural sciences in South Africa: A scientometric study

Directory of Open Access Journals (Sweden)

Radhamany Sooryamoorthy

2013-07-01

Full Text Available As a leading producer of scientific publications on the African continent, South Africa has made remarkable progress. However, attempts are yet to be made to comprehend the empirical reality of scientific production in South Africa. One way to do this is to analyse specific science disciplines (such as the natural sciences, publication outputs and their features. A bibliometric study was undertaken of the publication trends and patterns of South African researchers in the natural sciences from 1975 to 2005 (choosing selected sample years, using the Thomson Reuters� Web of Knowledge database of selected indexed natural science journals. Characteristics of natural science publications, such as the trends over the years, were revealed as well as the collaborative dimensions involved in the production of scientific papers in these disciplines in South Africa. The connection between collaboration and publication, as well as between collaboration and sectors of authors was evident. The key findings of this study were that authors were based mostly in universities and were collaborative in their research endeavours. In addition, the participation of international collaborators has increased.

A Comparative Study of Hawaii Middle School Science Student Academic Achievement

Science.gov (United States)

Askew Cain, Peggy

The problem was middle-grade students with specific learning disabilities (SWDs) in reading comprehension perform less well than their peers on standardized assessments. The purpose of this quantitative comparative study was to examine the effect of electronic concept maps on reading comprehension of eighth grade students with SWD reading comprehension in a Hawaii middle school Grade 8 science class on the island of Oahu. The target population consisted of Grade 8 science students for school year 2015-2016. The sampling method was a purposeful sampling with a final sample size of 338 grade 8 science students. De-identified archival records of grade 8 Hawaii standardized science test scores were analyzed using a one way analysis of variance (ANOVA) in SPSS. The finding for hypothesis 1 indicated a significant difference in student achievement between SWDs and SWODs as measured by Hawaii State Assessment (HSA) in science scores (p reading comprehension. Recommendations for practice were for educational leadership and noted: (a) teachers should practice using concept maps with SWDs as a specific reading strategy to support reading comprehension in science classes, (b) involve a strong focus on vocabulary building and concept building during concept map construction because the construction of concept maps sometimes requires frontloading of vocabulary, and (c) model for teachers how concept maps are created and to explain their educational purpose as a tool for learning. Recommendations for future research were to conduct (a) a quantitative comparative study between groups for academic achievement of subtests mean scores of SWDs and SWODs in physical science, earth science, and space science, and (b) a quantitative correlation study to examine relationships and predictive values for academic achievement of SWDs and concept map integration on standardized science assessments.

A study to modify, extend, and verify, an existing model of interactive-constructivist school science teaching

Science.gov (United States)

Numedahl, Paul Joseph

The purpose of this study was to gain an understanding of the effects an interactive-constructive teaching and learning approach, the use of children's literature in science teaching and parental involvement in elementary school science had on student achievement in and attitudes toward science. The study was done in the context of Science PALS, a professional development program for inservice teachers. An existing model for interactive-constructive elementary science was modified to include five model variables; student achievement, student attitudes, teacher perceptions, teacher performance, and student perceptions. Data were collected from a sample of 12 teachers and 260 third and fourth grade students. Data analysis included two components, (1) the examination of relationships between teacher performance, teacher perceptions, student achievement and attitudes, and (2) the verification of a model using path analysis. Results showed a significant correlation between teacher perceptions and student attitude. However, only one model path was significant; thus, the model could not be verified. Further examination of the significant model path was completed. Study findings included: (1) Constructivist notions of teaching and learning may cause changes in the traditional role relationship between teachers and students leading to negative student attitudes. (2) Children who perceive parental interest toward science education are likely to have a positive attitude toward science learning, increased self-confidence in science and possess accurate ideas concerning the nature of science. (3) Students who perceive science instruction as relevant are likely to possess a positive attitude toward science learning, increased self-confidence in science, and possess accurate ideas concerning the nature of science. (4) Students who perceive their classroom as aligning with constructivist principles are likely to possess a positive attitude toward science, an increased self

Introducing CARL - Studying Stakeholder Involvement in Decision-Making on RWM

International Nuclear Information System (INIS)

Bergmans, Anne

2006-01-01

This paper provides some background on the four following papers, drawing on the research conducted within the CARL research project. CARL is a cross-national 'social sciences research project into the effects of stakeholder involvement on decision-making in radioactive waste management'. The paper introduces the project, its aims, activities and describes the common framework used to look at each individual country

Saudi Elementary School Science Teachers' Beliefs: Teaching Science in the New Millennium

Science.gov (United States)

Alghamdi, Amani K. Hamdan; Al-Salouli, Misfer Saud

2013-01-01

This study explored Saudi elementary school science teachers' beliefs about the process of teaching and learning science. This involved the exploration of their views about the new Saudi science curriculum, which emphasizes critical thinking and problem solving. Comprehensive interviews were held in 8 schools with 4 male and 6 female--2 of whom…

Collaboration between science teacher educators and science faculty from arts and sciences for the purpose of developing a middle childhood science teacher education program: A case study

Science.gov (United States)

Buck, Gayle A.

1998-12-01

The science teacher educators at a midwestern university set a goal to establish a collaborative relationship between themselves and representatives from the College of Arts & Sciences for the purpose of developing a middle childhood science education program. The coming together of these two faculties provided a unique opportunity to explore the issues and experiences that emerge as such a collaborative relationship is formed. In order to gain a holistic perspective of the collaboration, a phenomenological case study design and methods were utilized. The study took a qualitative approach to allow the experiences and issues to emerge in a naturalistic manner. The question, 'What are the issues and experiences that emerge as science teacher educators and science faculty attempt to form a collaborative relationship for the purpose of developing a middle childhood science teacher program?' was answered by gathering a wealth of data. These data were collected by means of semi-structured interviews, observations and written document reviews. An overall picture was painted of the case by means of heuristic, phenomenological, and issues analyses. The researcher followed Moustakas' Phases of Heuristic Research to answer the questions 'What does science mean to me?' and 'What are my beliefs about the issues guiding this case?' prior to completing the phenomenological analysis. The phenomenological analysis followed Moustakas' 'Modification of the Van Kaam Methods of Analysis of Phenomenological Data'. This inquiry showed that the participants in this study came to the collaboration for many different reasons and ideas about the purpose for such a relationship. The participants also had very different ideas about how such a relationship should be conducted. These differences combined to create some issues that affected the development of curriculum and instruction. The issues involved the lack of (a) mutual respect for the work of the partners, (b) understanding about the

Teacher change and professional development: A case study of teachers engaged in an innovative constructivist science curriculum

Science.gov (United States)

Akura, Okong'o. Gabriel

This study examined both the changes that elementary school teachers experienced when they implemented a reform-based science curriculum and the impact of professional development on this transformation. The research involved a case study of three purposefully selected teachers implementing the Linking Food and the Environment (LIFE) program during the 2002--2003 school year. The LIFE program is a curriculum designed to enhance science literacy among learners from high poverty urban environments. While the study was grounded in the tradition of critical theory (Carspecken, 1996), the theoretical perspective of hermeneutic phenomenology (van Manen, 1990) guided data collection and analysis. Extensive observations of the teachers were made in order to capture and record the teacher change phenomenon. Data were recorded by means of field notes, audio and videotapes, semi-structured interviews, classroom observations, and video Stimulated Recall (SR) interviews. Emerging themes relating to teacher change, knowledge interests, constructivist pedagogy, and professional development illustrated how teachers grapple with various aspects of implementing a reform-based science curriculum. The teachers in this study were similar to those in earlier investigations, which found that sustained professional development programs involving mentoring and constant reflection enable elementary science teachers to change their instructional strategies from the technical-realist orientation towards the practical-hermeneutic and emancipatory-liberatory orientations. The study has implications for science curriculum developers and designers of professional development programs.

Politicizing science: conceptions of politics in science and technology studies.

Science.gov (United States)

Brown, Mark B

2015-02-01

This essay examines five ideal-typical conceptions of politics in science and technology studies. Rather than evaluating these conceptions with reference to a single standard, the essay shows how different conceptions of politics serve distinct purposes: normative critique, two approaches to empirical description, and two views of democracy. I discuss each conception of politics with respect to how well it fulfills its apparent primary purpose, as well as its implications for the purpose of studying a key issue in contemporary democratic societies: the politicization of science. In this respect, the essay goes beyond classifying different conceptions of politics and also recommends the fifth conception as especially conducive to understanding and shaping the processes whereby science becomes a site or object of political activity. The essay also employs several analytical distinctions to help clarify the differences among conceptions of politics: between science as 'political' (adjective) and science as a site of 'politics' (noun), between spatial-conceptions and activity-conceptions of politics, between latent conflicts and actual conflicts, and between politics and power. The essay also makes the methodological argument that the politics of science and technology is best studied with concepts and methods that facilitate dialogue between actors and analysts. The main goal, however, is not to defend a particular view of politics, but to promote conversation on the conceptions of politics that animate research in social studies of science and technology.

Selective Attentional Effects of Adjunct Study Questions on Achievement in Nigerian Secondary School Science

Science.gov (United States)

Okoye, Nnamdi S.

2008-01-01

The study investigated the selective attentional effects of adjunct study questions inserted before or after the presentation of science flow diagrams. The basic design for the study was a post-test only control group design involving a total of 252 students randomly selected from six secondary schools in Ile-Ife, Oshun State Nigeria. These were…

The Effect of Environmental Science Projects on Students' Environmental Knowledge and Science Attitudes

Science.gov (United States)

Al-Balushi, Sulaiman M.; Al-Aamri, Shamsa S.

2014-01-01

The current study explores the effectiveness of involving students in environmental science projects for their environmental knowledge and attitudes towards science. The study design is a quasi-experimental pre-post control group design. The sample was 62 11th-grade female students studying at a public school in Oman. The sample was divided into…

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

Science.gov (United States)

Zimmerman, Heather

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

Science Anxiety, Science Attitudes, and Constructivism: A Binational Study

Science.gov (United States)

Bryant, Fred B.; Kastrup, Helge; Udo, Maria; Hislop, Nelda; Shefner, Rachel; Mallow, Jeffry

2013-08-01

Students' attitudes and anxieties about science were measured by responses to two self-report questionnaires. The cohorts were Danish and American students at the upper secondary- and university-levels. Relationships between and among science attitudes, science anxiety, gender, and nationality were examined. Particular attention was paid to constructivist attitudes about science. These fell into at least three broad conceptual categories: Negativity of Science Toward the Individual, Subjective Construction of Knowledge, and Inherent Bias Against Women. Multigroup confirmatory factor analyses revealed that these dimensions of constructivist attitudes were equally applicable and had the same meaning in both cultures. Gender differences in mean levels of constructivist attitudes were found; these varied across the two cultures. Constructivist beliefs were associated with science anxiety, but in different ways for females and males, and for Danes and Americans. In agreement with earlier studies, females in both the US and Danish cohorts were significantly more science anxious than males, and the gender differences for the Americans were larger than those for the Danes. Findings are discussed in terms of their implications for reducing science anxiety by changing constructivist beliefs.

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

Science.gov (United States)

Zarazinski, Jill

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

How does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?

Science.gov (United States)

Whittington, Kayla Lee

This study examined the impact of an inquiry based Next Generation Science Standard aligned science unit on elementary students' understanding and application of the eight Science and Engineering Practices and their relation in building student problem solving skills. The study involved 44 second grade students and three participating classroom teachers. The treatment consisted of a school district developed Second Grade Earth Science unit: What is happening to our playground? that was taught at the beginning of the school year. Quantitative results from a Likert type scale pre and post survey and from student content knowledge assessments showed growth in student belief of their own abilities in the science classroom. Qualitative data gathered from student observations and interviews performed at the conclusion of the Earth Science unit further show gains in student understanding and attitudes. This study adds to the existing literature on the importance of standard aligned, inquiry based science curriculum that provides time for students to engage in science practices.

Students' awareness of science teachers' leadership, attitudes toward science, and positive thinking

Science.gov (United States)

Lu, Ying-Yan; Chen, Hsiang-Ting; Hong, Zuway-R.; Yore, Larry D.

2016-09-01

There appears to be a complex network of cognitive and affective factors that influence students' decisions to study science and motivate their choices to engage in science-oriented careers. This study explored 330 Taiwanese senior high school students' awareness of their science teacher's learning leadership and how it relates to the students' attitudes toward science and positive thinking. Initial results revealed that the optimism of positive thinking is highly and positively correlated with the future participation in science and learning science in school attitudes toward science and self-concept in science. Moreover, structural equation modelling (SEM) results indicated that the subscale of teachers' leadership with idealised influence was the most predictive of students' attitudes toward science (β = .37), and the leadership with laissez-faire was predictive of students' positive thinking (β = .21). In addition, the interview results were consistent with the quantitative findings. The correlation and SEM results indicate some of the associations and potential relationships amongst the motivational and affective factors studied and students' attitudes toward and intentions to study science, which will increase their likelihood of future involvement in science careers.

The Materials Used and the Pupils Involved in Environmental Studies and Environmental Science at GCE 'O' and 'A' Level.

Science.gov (United States)

Gayford, Christopher

1984-01-01

Discusses types of students and materials and resources used in O- and A-level environmental studies and environmental science courses. Indicates that these subjects are very susceptable to the attitudes of teachers (as shown by their willingness to produce satisfactory materials) and by the motivation of students. (JN)

Measuring Science Curriculum Improvement Study Teachers' Attitudinal Changes Toward Science.

Science.gov (United States)

Hovey, Larry Michael

Investigated were three questions related to the relationship between a science teacher's attitude regarding the use of a newer science program, in this instance the Science Curriculum Improvement Study (SCIS): (1) Could the Projective Tests of Attitudes, originally designed for fifth-grade students, be modified for use with adults? (2) Is there a…

Student involvement in learning: Collaboration in science for PreService elementary teachers

Science.gov (United States)

Roychoudhury, Anita; Roth, Wolff-Michael

1992-03-01

The present study provided insights regarding the interactions that take place in collaborative science laboratory and regarding the outcome of such interactions. Science laboratory experiences structured by teachers have been criticized for allowing very little, if any, meaningful learning. However, this study showed that even structured laboratory experiments can provide insightful experience for students when conducted in a group setting that demanded interactive participation from all its members. The findings of the present study underscored the synergistic and supportive nature of collaborative groups. Here, students patiently repeated explanations to support the meaning construction on the part of their slower peers and elaborated their own understanding in the process; groups negotiated the meaning of observations and the corresponding theoretical explanations; students developed and practiced a range of social skills necessary in today’s workplace; and off-task behavior was thwarted by the group members motivated to work toward understanding rather than simply generating answers for task completion. The current findings suggest an increased use of collaborative learning environments for the teaching of science to elementary education majors. Some teachers have already made use of such settings in their laboratory teaching. However, collaborative learning should not be limited to the laboratory only, but be extended to more traditionally structured classes. The effects of such a switch in activity structures, increased quality of peer interaction, mastery of subject matter content, and decreased anxiety levels could well lead to better attitudes toward science among preservice elementary school teachers and eventually among their own students.

Crowdsourcing Scientific Work: A Comparative Study of Technologies, Processes, and Outcomes in Citizen Science

Science.gov (United States)

Wiggins, Andrea

2012-01-01

Citizen science projects involve the public with scientists in collaborative research. Information and communication technologies for citizen science can enable massive virtual collaborations based on voluntary contributions by diverse participants. As the popularity of citizen science increases, scientists need a more thorough understanding of…

Secondary Science Teachers' and Students' Involvement in a Primary School Community of Science Practice: How It Changed Their Practices and Interest in Science

Science.gov (United States)

Forbes, Anne; Skamp, Keith

2016-02-01

MyScience is a primary science education initiative in which being in a community of practice is integral to the learning process. In this initiative, stakeholder groups—primary teachers, primary students and mentors—interact around the `domain' of `investigating scientifically'. This paper builds on three earlier publications and interprets the findings of the views of four secondary science teachers and five year 9 secondary science students who were first-timer participants—as mentors—in MyScience. Perceptions of these mentors' interactions with primary students were analysed using attributes associated with both `communities of practice' and the `nature of science'. Findings reveal that participation in MyScience changed secondary science teachers' views and practices about how to approach the teaching of science in secondary school and fostered primary-secondary links. Year 9 students positively changed their views about secondary school science and confidence in science through participation as mentors. Implications for secondary science teaching and learning through participation in primary school community of science practice settings are discussed.

Asian Studies/Global Studies: Transcending Area Studies and Social Sciences

Directory of Open Access Journals (Sweden)

John Lie

2012-03-01

Full Text Available The post–World War II growth of area studies, and Asian studies in particular, posed a serious challenge to the mainstream social sciences. Yet the epistemic and institutional foundations of area studies were never well articulated or justified, and the post–Cold War years brought a pervasive sense of crisis to its intellectual mission and justification. In particular, the author focuses on the tensions, if not contradictions, between social science disciplines and area studies. In advocating a more integrated human science, which depends more on mobile networks of scholars than on fixed fields of discipline-bound professors, the author suggests global studies as a fitting field of inquiry in the age of globalization.

A qualitative case study to identify possible barriers that limit effective elementary science education

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Foster, Donald Carey

The purpose of this case study was to identify barriers that limit the effectiveness of elementary teachers in the teaching of science. It is of the utmost urgency that barriers be first identified, so that possible solutions can be explored to bring about the improvement of elementary science education. This urgency has been imposed by the scheduled national testing of students in science by 2007, as mandated by the No Child Left Behind Act of 2001. Using qualitative case study methods, the researcher conducted interviews with 8 elementary teachers from two schools within one school district who taught 3rd, 4th, and 5th grade. These interviews were designed to gain insight into barriers these elementary teachers perceived as factors limiting their effectiveness in teaching science and preparing students for high-stakes testing. Barriers in the areas of teacher background, typical teaching day, curriculum, inservices, and legislative influences were explored. This study concluded that the barriers explored do have a substantial negative affect on the teaching and learning of science in the elementary grades. Specifically, the barriers revealed in this study include the limited science background of elementary teachers, inadequate class time devoted to science, non-comprehensive curriculum, ineffective or lack of inservice training, and pressures from legislated mandates. But it is also clear that these barriers are so intertwined that one cannot remove these barriers one at a time. It will take a collective effort from all involved, including legislators, administrators, teachers, parents, and students, to alleviate these barriers and discover effective solutions to improve elementary science education.

A qualitative study of science education in nursing school: Narratives of Hispanic female nurses' sense of identity and participation in science learning

Science.gov (United States)

Gensemer, Patricia S.

The purpose of this qualitative study was to learn from Hispanic nursing students regarding their experiences as participants in science learning. The participants were four female nursing students of Hispanic origin attending a small, rural community college in a southeastern state. The overarching question of this study was "In what ways does being Hispanic mediate the science-related learning and practices of nursing students?" The following questions more specifically provided focal points for the research: (1) In what ways do students perceive being Hispanic as relevant to their science education experiences? (a) What does it mean to be Hispanic in the participants' home community? (b) What has it meant to be Hispanic in the science classroom? (2) In what ways might students' everyday knowledge (at home) relate to the knowledge or ways of knowing they practice in the nursing school community? The study took place in Alabama, which offered a rural context where Hispanic populations are rapidly increasing. A series of four interviews was conducted with each participant, followed by one focus group interview session. Results of the study were re presented in terms of portrayals of participant's narratives of identity and science learning, and then as a thematic interpretation collectively woven across the individuals' narratives. Portraitures of each participant draw upon the individual experiences of the four nursing students involved in this study in order to provide a beginning point towards exploring "community" as both personal and social aspects of science practices. Themes explored broader interpretations of communities of practice in relation to guiding questions of the study. Three themes emerged through the study, which included the following: Importance of Science to Nurses, Crossing with a Nurturing and Caring Identity, and Different Modes of Participation. Implications were discussed with regard to participation in a community of practice and

Understanding understanding in secondary school science: An interpretive study

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O'Neill, Maureen Gail

This study investigated the teaching of secondary school science with an emphasis on promoting student understanding. In particular, I focused on two research questions: What are the possible meanings of teaching for understanding? And, how might one teach secondary school science for understanding? After semi-structured interviews were conducted with 13 secondary school science teachers, grounded theory methodology was used to interpret the data. As a result of the selective coding process, I was able to identify 14 connected components of teaching for understanding (TfU). The process of TfU involves: puzzle-solving, a specific pedagogy and a conscious decision. The teacher must be a reflective practitioner who has some knowledge of the facets of understanding. The teacher comes to a critical incident or crisis in his or her pedagogy and adopts a mindset which highlights TfU as a personal problematic. Teachers operate with student-centred rather than teacher-centred metaphors. TfU requires a firm belief in and passion for the process, a positive attitude and excellent pedagogical content knowledge. It hinges on a performance view of understanding and demands risk-taking in the science classroom. Abstracting these ideas to a theory led me to the notion of Purposive Teaching . In their purposive-driven role as pedagogues, these teachers have placed TfU at the core of their daily practice. Constraints and challenges facing TfU as well as implications of the findings are discussed. Keywords. science teaching, teaching for understanding, purposive teaching, constructivism, understanding, pedagogy, pedagogical content knowledge, memorization, meaningful learning, reflective practice.

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

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Garza, Jennifer M.

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

Studying Students' Science Literacy: Non-Scientific Beliefs and Science Literacy Measures

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Impey, C.; Buxner, S.

2015-11-01

We have been conducting a study of university students' science literacy for the past 24 years. Based on the work of the National Science Board's ongoing national survey of the US public, we have administered the same survey to undergraduate science students at the University of Arizona almost every year since 1989. Results have shown relatively little change in students' overall science literacy, descriptions of science, and knowledge of basic science topics for almost a quarter of a century despite an increase in education interventions, the rise of the internet, and increased access to knowledge. Several trends do exist in students' science literacy and descriptions of science. Students who exhibit beliefs in non-scientific phenomenon (e.g., lucky numbers, creationism) consistently have lower science literacy scores and less correct descriptions of scientific phenomenon. Although not surprising, our results support ongoing efforts to help students generate evidence based thinking.

Application of AMS radiocarbon in earth system science studies

International Nuclear Information System (INIS)

Kang, Dong Jin; Park, Mi Kyung; Kim, Kyung Ryul

2001-01-01

Radiocarbon, a cosmic ray-produced isotope, is one of the most important tracers in Earth system sciences. The strong involvement of carbon in the biosphere and its half life of 5720 years are reflected in appropriate applications in archeology, as well as in the Earth system sciences. Radiocarbon dating had an important turning point in 1977 with the discovery that mass spectrometry with tandem acceleration could be used to measure C-14. This new technique, known as AMS or accelerator mass spectrometry reduced the required sample size to the order of mg, three orders of magnitude smaller than for conventional techniques, thus opening the range of applicability of C-14 studies to a much wider range of samples. However, the application has been complicated by two major activities of human beings on a global scale: the extensive usage of fossil fuel since the industrial revolution and nuclear testing in the atmosphere, which have influenced the natural balance of radiocarbon in the atmosphere. However, the separation of bomb-produced carbon from natural background carbon has produced a very fruitful understanding of the global carbon cycle and the conveyor belt system in the ocean, which will be essential for understanding global environmental problems, such as global warming, in the coming century. Carbon cycle studies in Korea have been made since the early 1990s. The studies include monitoring of CO 2 concentrations in the atmosphere, stable isotope studies, and carbon cycle studies in the sea around Korea. The opening of ths AMS facility at Seoul National University (SNU) will enhance carbon studies in Earth system sciences greatly in the future

An analysis of Science Olympiad participants' perceptions regarding their experience with the science and engineering academic competition

Science.gov (United States)

Wirt, Jennifer L.

Science education and literacy, along with a focus on the other STEM fields, have been a center of attention on the global scale for decades. The 1950's race to space is often considered the starting point. Through the years, the attention has spread to highlight the United States' scientific literacy rankings on international testing. The ever-expanding global economy and global workplace make the need for literacy in the STEM fields a necessity. Science and academic competitions are worthy of study to determine the overall and specific positive and negative aspects of their incorporation in students' educational experiences. Science Olympiad is a national science and engineering competition that engages thousands of students each year. The purpose of this study was to analyze the perceptions of Science Olympiad participants, in terms of science learning and interest, 21st century skills and abilities, perceived influence on careers, and the overall benefits of being involved in Science Olympiad. The study sought to determine if there were any differences of perception when gender was viewed as a factor. Data was acquired through the Science Olympiad survey database. It consisted of 635 usable surveys, split evenly between males and females. This study employed a mixed methods analysis. The qualitative data allowed the individual perceptions of the respondents to be highlighted and acknowledged, while the quantitative data allowed generalizations to be identified. The qualitative and quantitative data clearly showed that Science Olympiad had an impact on the career choices of participants. The qualitative data showed that participants gained an increased level of learning and interest in science and STEM areas, 21st century skills, and overall positive benefits as a result of being involved. The qualitative data was almost exclusively positive. The quantitative data however, did not capture the significance of each researched category that the qualitative

Science teachers teaching socioscientific issues (SSI): Four case studies

Science.gov (United States)

Lee, Hyunju

Socioscientific issues (SSI) are a class of issues that represent the social, ethical, and moral aspects of science in society. The need for the inclusion of SSI into science curricula has been generally accepted, but relatively few science teachers have incorporated SSI into their courses. Most science teachers feel that their most important task by far is to teach the principles of science, and any substantive pedagogical changes represent a burden. However, there are some teachers who address SSI out of personal initiatives. This dissertation study investigates four high school science teachers who address SSI out of their own initiative and explores their deeper inspirations, values, philosophies, and personal ideals that lead them to teach SSI. The overall approach is based on essentialist methodology (Witz, Goodwin, Hart, & Thomas, 2001; Witz, 2006a) with its focus on "the participant as ally" and "essentialist portraiture." The primary data source is four to six in-depth interviews with individual teachers (about 40-90 minutes for each interview). The interviews are complemented by extensive classroom observations of individual teachers' teaching SSI and by document analysis (including teaching materials, rubrics, student group projects and journals, etc.). There are two major findings. First, the teachers' deeper values and ideals are a source of larger inspiration that plays a significant role in changing their teaching practice. This inspiration may involve higher aspects (e.g., deep concern for students' development, unselfishness, caring, etc.) and commitment. Their teaching represents an integration of their personal experiences, values, concerns, and worldviews, which forms a larger inspiration for teaching. Teaching SSI is a part of this larger process. Second, the current curriculum reforms (STS, SSI, and NOS) only suggest theoretical ideals and do not effectively touch teachers' deeper values and ideals. Basically, the teachers are doing what they

Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education

Science.gov (United States)

Mercer-Mapstone, Lucy; Kuchel, Louise

2017-01-01

Science communication is a diverse and transdisciplinary field and is taught most effectively when the skills involved are tailored to specific educational contexts. Few academic resources exist to guide the teaching of communication with non-scientific audiences for an undergraduate science context. This mixed methods study aimed to explore what…

Science fair: Is it worth the work? A qualitative study on deaf students' perceptions and experiences regarding science fair in primary and secondary school

Science.gov (United States)

Smith, Vivian Lee

Science fairs have a long history in American education. They play an important role for establishing inquiry-based experiences in a science classroom. Students may be more motivated to learn science content when they are allowed to choose their own science fair topics. The purpose of this study was to examine Deaf college students' perceptions and experiences regarding science fair participation during primary and/or secondary school and determine the influence of science fair involvement on the development of language skills, writing skills, and higher order thinking skills as well as its impact on choice of a STEM major. This study examined responses from Deaf students attending Gallaudet University and National Technical Institute for the Deaf (NTID) majoring in a Science, Technology, Engineering, or Math (STEM) field. An electronic questionnaire and a semi-structured interview were used to collect data. The electronic questionnaire was divided into two strands: demographics and science fair experience. Twenty-one respondents participated in the questionnaire and ten participants were interviewed. A cross-case analysis revealed communication was the key to a successful science fair experience. Findings showed the educational background of participants influenced their perspective regarding the experience of a science fair. When communicating through American Sign Language, the science fair experience was more positive. When communicating through an interpreter or having no interpreter at all, the science fair experience was viewed in a negative light. The use of science fairs to enhance language development, writing skills, and higher order thinking skills was supported. Teachers and parents were strong influences for Deaf students participating in a science fair. Participation in a science fair did influence students to choose a STEM major but there were other considerations as well.

Incorporating digital technologies into science classes

DEFF Research Database (Denmark)

Hilton, Annette; Hilton, Geoff

2013-01-01

in science. The first case study involved primary school students (12 years old) using digital video production to record and represent their learning in science. This study extended writing-to-learn approaches to include video production to learn. The second case study involved Year 11 chemistry students...... learning. There is a need for research that examines the ways in which digital technologies impact on teaching practices and learning outcomes. This paper describes case studies from two larger studies that examined ways in which digital technologies could be used to promote students’ understanding...... for students, including increased conceptual understanding, enhanced motivation and engagement, and increased representational competence. This paper reports on the classroom strategies and teaching resources used in each case, and describes the learning outcomes for the students involved and some...

History of Science and Science Museums

Science.gov (United States)

Faria, Cláudia; Guilherme, Elsa; Gaspar, Raquel; Boaventura, Diana

2015-01-01

The activities presented in this paper, which are addressed to elementary school, are focused on the pioneering work of the Portuguese King Carlos I in oceanography and involve the exploration of the exhibits belonging to two different science museums, the Aquarium Vasco da Gama and the Maritime Museum. Students were asked to study fish…

An alternative path to improving university Earth science teaching and developing the geoscience workforce: Postdoctoral research faculty involvement in clinical teacher preparation

Science.gov (United States)

Zirakparvar, N. A.; Sessa, J.; Ustunisik, G. K.; Nadeau, P. A.; Flores, K. E.; Ebel, D. S.

2013-12-01

preparation in that postdoctoral research scientists are directly involved in the clinical preparation of the teacher candidates7. In this program, professional educators and senior scientists guide and work closely with the postdoctoral scientists in developing lessons and field experiences for the teacher candidates. This exposes the postdoctoral scientists to pedagogical techniques. Furthermore, postdoctoral scientists make regular visits to partner schools and share their research interests with high school science students8. Regular assessments about the quality of the postdoctoral scientist's teaching, in the form of course evaluations and informal discussions with the teacher candidates and professional educators, further augments the postdoctoral scientists teaching skills. These experiences can ultimately improve university level science teaching, should the postdoctoral scientists find positions within a university setting. Here, five postdoctoral researchers present self-studies of changing instructional practice born of their involvement in clinical teacher preparation in the AMNH-MAT program.

Reel Science: An Ethnographic Study of Girls' Science Identity Development In and Through Film

Science.gov (United States)

Chaffee, Rachel L.

This dissertation study contributes to the research on filmmaking and identity development by exploring the ways that film production provided unique opportunities for a team of four girls to engage in science, to develop identities in science, and to see and understand science differently. Using social practice, identity, and feminist theory and New Literacies Studies as a theoretical lens and grounded theory and multimodality as analytic frameworks, I present findings that suggest that girls in this study authored identities and communicated and represented science in and through film in ways that drew on their social, cultural, and embodied resources and the material resources of the after-school science club. Findings from this study highlight the affordances of filmmaking as a venue for engaging in the disciplinary practices of science and for accessing and authoring identities in science.

Male Saudi Arabian freshman science majors at Jazan University: Their perceptions of parental educational practices on their science achievements

Science.gov (United States)

Alrehaly, Essa D.

Examination of Saudi Arabian educational practices is scarce, but increasingly important, especially in light of the country's pace in worldwide mathematics and science rankings. The purpose of the study is to understand and evaluate parental influence on male children's science education achievements in Saudi Arabia. Parental level of education and participant's choice of science major were used to identify groups for the purpose of data analysis. Data were gathered using five independent variables concerning parental educational practices (attitude, involvement, autonomy support, structure and control) and the dependent variable of science scores in high school. The sample consisted of 338 participants and was arbitrarily drawn from the science-based colleges (medical, engineering, and natural science) at Jazan University in Saudi Arabia. The data were tested using Pearson's analysis, backward multiple regression, one way ANOVA and independent t-test. The findings of the study reveal significant correlations for all five of the variables. Multiple regressions revealed that all five of the parents' educational practices indicators combined together could explain 19% of the variance in science scores and parental attitude toward science and educational involvement combined accounted for more than 18% of the variance. Analysis indicates that no significant difference is attributable to parental involvement and educational level. This finding is important because it indicates that, in Saudi Arabia, results are not consistent with research in Western or other Asian contexts.

From Science to e-Science to Semantic e-Science: A Heliosphysics Case Study

Science.gov (United States)

Narock, Thomas; Fox, Peter

2011-01-01

The past few years have witnessed unparalleled efforts to make scientific data web accessible. The Semantic Web has proven invaluable in this effort; however, much of the literature is devoted to system design, ontology creation, and trials and tribulations of current technologies. In order to fully develop the nascent field of Semantic e-Science we must also evaluate systems in real-world settings. We describe a case study within the field of Heliophysics and provide a comparison of the evolutionary stages of data discovery, from manual to semantically enable. We describe the socio-technical implications of moving toward automated and intelligent data discovery. In doing so, we highlight how this process enhances what is currently being done manually in various scientific disciplines. Our case study illustrates that Semantic e-Science is more than just semantic search. The integration of search with web services, relational databases, and other cyberinfrastructure is a central tenet of our case study and one that we believe has applicability as a generalized research area within Semantic e-Science. This case study illustrates a specific example of the benefits, and limitations, of semantically replicating data discovery. We show examples of significant reductions in time and effort enable by Semantic e-Science; yet, we argue that a "complete" solution requires integrating semantic search with other research areas such as data provenance and web services.

A Festival of Contemporary Science for Science Teachers

Science.gov (United States)

Harrison, Tim; Berry, Bryan; Shallcross, Dudley

2010-01-01

In this article, the authors describe the first Festival of Contemporary Science for Science Teachers which was held in January 2010. Focusing on a number of leading-edge science topics, this new festival was organised by Bristol ChemLabS, in collaboration with the Science Learning Centre South West, and involved academics from several departments…

Science comics as tools for science education and communication: a brief, exploratory study

Directory of Open Access Journals (Sweden)

M. Tatalovic

2009-11-01

Full Text Available Comics are a popular art form especially among children and as such provide a potential medium for science education and communication. In an attempt to present science comics in a museum exhibit I found many science themed comics and graphic books. Here I attempt to provide an overview of already available comics that communicate science, the genre of ‘science comics’. I also provide a quick literature review for evidence that comics can indeed be efficiently used for promoting scientific literacy via education and communication. I address the issue of lack of studies about science comics and their readers and suggest some possible reasons for this as well as some questions that could be addressed in future studies on the effect these comics may have on science communication.

Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study

Science.gov (United States)

Sangueza, Cheryl Ramirez

This mixed-method, dual-phase, embedded-case study employed the Social Cognitive Theory and the construct of self-efficacy to examine the contributors to science teaching self-efficacy and science teaching practices across different levels of efficacy in six pre-service elementary teachers during their science methods course and student teaching experiences. Data sources included the Science Teaching Efficacy Belief Instrument (STEBI-B) for pre-service teachers, questionnaires, journals, reflections, student teaching lesson observations, and lesson debriefing notes. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. The ANOVA analysis of the STEBI-B revealed a statistically significant increase in level of efficacy during methods course, student teaching, and from the beginning of the study to the end. Of interest in this study was the examination of the participants' science teaching practices across different levels of efficacy. Results of this analysis revealed how the pre-service elementary teachers in this study contextualized their experiences in learning to teach science and its influences on their science teaching practices. Key implications involves the value in exploring how pre-service teachers interpret their learning to teach experiences and how their interpretations influence the development of their science teaching practices.

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

Science.gov (United States)

Brogdon, Lori-Anne Stelmark

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

Patterns in professional growth of science teachers involved in a team-based PD project

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund

and learning and subsequent discussion of this material. Repeated interviews were analyzed using an adapted version of the interconnected model of teachers’ professional growth. The results show various ways of experimenting with new approaches to be important for three of the teachers while a novice teacher...... the participants refer to. Conclusion is that there are professional growth patterns, especially a pattern involving experimenting, which have a forward-pointing potential to be used to inform school based PD. The results implicate that the same PD project can frame experimenting into practice in various tempi...... and with differentiated facilitation aligned to the individual teacher’s current needs and that external support of science resource teachers can be an integrated part of school based PD....

Developing a framework for critical science agency through case study in a conceptual physics context

Science.gov (United States)

Basu, Sreyashi Jhumki; Calabrese Barton, Angela; Clairmont, Neil; Locke, Donya

2009-06-01

In this manuscript we examine how two students develop and express agency in and through high school physics. We tell the stories of two youth from a low-income, urban community to elucidate the important components of critical science agency in a physics context, and to situate a set of claims about how youth develop and express this concept. This research is part of a larger multiyear study of democratic practice in middle- and high-school science. We present three claims: (a) that critical science agency is intimately related to the leveraging and development of identity, (b) that critical science agency involves the strategic deployment of resources , and (c) that developing critical science agency is an iterative and generative process. Two university researchers have co-written this paper with the two students whose experiences serve as the cases under investigation, to provide both an "emic" perspective and student-focused voices that complement and challenge the researchers' voices.

Grade six students' understanding of the nature of science

Science.gov (United States)

Cochrane, Donald Brian

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

A cultural study of a science classroom and graphing calculator-based technology

Science.gov (United States)

Casey, Dennis Alan

Social, political, and technological events of the past two decades have had considerable bearing on science education. While sociological studies of scientists at work have seriously questioned traditional histories of science, national and state educational systemic reform initiatives have been enacted, stressing standards and accountability. Recently, powerful instructional technologies have become part of the landscape of the classroom. One example, graphing calculator-based technology, has found its way from commercial and domestic applications into the pedagogy of science and math education. The purpose of this study was to investigate the culture of an "alternative" science classroom and how it functions with graphing calculator-based technology. Using ethnographic methods, a case study of one secondary, team-taught, Environmental/Physical Science (EPS) classroom was conducted. Nearly half of the 23 students were identified as students with special education needs. Over a four-month period, field data was gathered from written observations, videotaped interactions, audio taped interviews, and document analyses to determine how technology was used and what meaning it had for the participants. Analysis indicated that the technology helped to keep students from getting frustrated with handling data and graphs. In a relatively short period of time, students were able to gather data, produce graphs, and to use inscriptions in meaningful classroom discussions. In addition, teachers used the technology as a means to involve and motivate students to want to learn science. By employing pedagogical skills and by utilizing a technology that might not otherwise be readily available to these students, an environment of appreciation, trust, and respect was fostered. Further, the use of technology by these teachers served to expand students' social capital---the benefits that come from an individual's social contacts, social skills, and social resources.

Spacelab Science Results Study

Science.gov (United States)

Naumann, R. J.; Lundquist, C. A.; Tandberg-Hanssen, E.; Horwitz, J. L.; Germany, G. A.; Cruise, J. F.; Lewis, M. L.; Murphy, K. L.

2009-01-01

Beginning with OSTA-1 in November 1981 and ending with Neurolab in March 1998, a total of 36 Shuttle missions carried various Spacelab components such as the Spacelab module, pallet, instrument pointing system, or mission peculiar experiment support structure. The experiments carried out during these flights included astrophysics, solar physics, plasma physics, atmospheric science, Earth observations, and a wide range of microgravity experiments in life sciences, biotechnology, materials science, and fluid physics which includes combustion and critical point phenomena. In all, some 764 experiments were conducted by investigators from the U.S., Europe, and Japan. The purpose of this Spacelab Science Results Study is to document the contributions made in each of the major research areas by giving a brief synopsis of the more significant experiments and an extensive list of the publications that were produced. We have also endeavored to show how these results impacted the existing body of knowledge, where they have spawned new fields, and if appropriate, where the knowledge they produced has been applied.

Environment, Science and Innovation. Analysis from the Perspective of Science Studies

International Nuclear Information System (INIS)

Muñoz, A.; Lopera, E.; Cornejo, M.

2015-01-01

)Humankind is facing important challenges. Environmental degradation, of which climate change is the main exponent, is one of them. Science and innovation are key factors to address this challenge, in a context in which is becoming more evident the lack of commitment of society with scientific and technological development. Taking this into consideration, this paper analyzes the interaction among environment, science and innovation from the perspective of science studies.

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.

From Local to EXtreme Environments (FLEXE) Student-Scientist Online Forums: hypothesis-based research examining ways to involve scientists in effective science education

Science.gov (United States)

Goehring, L.; Carlsen, W.; Fisher, C. R.; Kerlin, S.; Trautmann, N.; Petersen, W.

2011-12-01

Science education reform since the mid-1990's has called for a "new way of teaching and learning about science that reflects how science itself is done, emphasizing inquiry as a way of achieving knowledge and understanding about the world" (NRC, 1996). Scientists and engineers, experts in inquiry thinking, have been called to help model these practices for students and demonstrate scientific habits of mind. The question, however, is "how best to involve these experts?" given the very real challenges of limited availability of scientists, varying experience with effective pedagogy, widespread geographic distribution of schools, and the sheer number of students involved. Technology offers partial solutions to enable Student-Scientist Interactions (SSI). The FLEXE Project has developed online FLEXE Forums to support efficient, effective SSIs, making use of web-based and database technology to facilitate communication between students and scientists. More importantly, the FLEXE project has approached this question of "how best to do this?" scientifically, combining program evaluation with hypothesis-based research explicitly testing the effects of such SSIs on student learning and attitudes towards science. FLEXE Forums are designed to showcase scientific practices and habits of mind through facilitated interaction between students and scientists. Through these Forums, students "meet" working scientists and learn about their research and the environments in which they work. Scientists provide students with intriguing "real-life" datasets and challenge students to analyze and interpret the data through guiding questions. Students submit their analyses to the Forum, and scientists provide feedback and connect the instructional activity with real-life practice, showcasing their activities in the field. In the FLEXE project, Forums are embedded within inquiry-based instructional units focused on essential learning concepts, and feature the deep-sea environment in contrast

A Qualitative Study of Technology-Based Training in Organizations that Hire Agriculture and Life Sciences Students

Science.gov (United States)

Bedgood, Leslie; Murphrey, Theresa Pesl; Dooley, Kim E.

2008-01-01

Technological advances have created unlimited opportunities in education. Training and technology have merged to create new methods referred to as technology-based training. The purpose of this study was to identify organizations that hire agriculture and life sciences students for positions involving technology-based training and identify…

Science teaching in science education

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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.

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

Science.gov (United States)

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

2012-02-01

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

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

Directory of Open Access Journals (Sweden)

Hsiu-Yun Wang

2012-02-01

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

How Do People Think about the Science They Encounter in Fiction? Undergraduates Investigate Responses to Science in "The Simpsons"

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Orthia, Lindy A.; Dobos, Amy R.; Guy, Tristan; Kan, Shanan Z.; Keys, Siân E.; Nekvapil, Stefan; Ngu, Dalton H. Y.

2012-01-01

In this study, students and staff involved in an undergraduate science communication course investigated people's responses to a science-rich episode of the animated sitcom "The Simpsons". Using focus groups, we sought to find out if and how the episode influenced our 34 participants' perceptions of science, but our results problematised…

Enhancing the Math and Science Experiences of Latinas and Latinos: A Study of the Joaquin Bustoz Math-Science Honors Program

Science.gov (United States)

Escontrias, Gabriel, Jr.

Latinas and Latinos are currently underrepresented in terms of our 21 st century student academic attainment and workforce, compared to the total U.S. Hispanic population. In a field such as mathematical sciences, Hispanic or Latino U.S. citizenship doctoral recipients only accounted for 3.04% in 2009--2010. While there are various initiatives to engage underrepresented STEM populations through education, there is a need to give a voice to the experiences of Latinas and Latinos engaged in such programs. This study explored the experiences of seven Arizona State University undergraduate Latina and Latino Joaquin Bustoz Math-Science Honors Program (JBMSHP) participants as well as examined how the program enhanced their math and science learning experiences. Participants attended either a five-week or eight-week program and ranged in attendance from 2006 to 2011. Students were provided an opportunity to begin university mathematics and science studies before graduating high school. Through a demographic survey and one-on-one guided interview, participants shared their personal journey, their experience in the JBMSHP, and their goals. Using grounded theory, a qualitative research approach, this study focuses on the unique experiences of Latina and Latino participants. Four major themes emerged from the analysis of the data. Each participant applied to the program with a foundation in which they sought to challenge themselves academically through mathematics and/or science. Through their involvement it the JBMSHP, participants recognized benefits during and after the program. All participants recognized the value of these benefits and their participation and praised the program. Overall, the JBMSHP provided the students the resources to grow their academic capital and if they chose seek a STEM related bachelor degree. The results of this study emphasize the need to expand the JBMSHP both within Arizona and nationally. In addition, there is a need to explore the other

Has Political Science Ignored Religion?

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Kettell, Steven

2012-01-01

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

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.

Teaching Grade Eight Science with Reference to the Science Curriculum

Directory of Open Access Journals (Sweden)

Rasel Babu

2016-08-01

Full Text Available A mixed methodological approach was used to explore to what extent the science curriculum was being reflected in science teaching-learning of grade VIII students in Bangladesh. 160 students were randomly selected and 10 science teachers were purposively selected as study respondents. Fifteen science lessons were observed. Data were collected via student questionnaires, teacher interviews, and classroom observation checklists. Grade VIII science teaching-learning activities were not conducted according to the instructions of the science curriculum. Most teachers did not adhere to the curriculum and teacher's guide. Teachers mainly depended on lecture methods for delivering lessons. Learning by doing, demonstrating experiments, scientific inquiry, rational thinking, and analysing cause-effect relationships were noticeably absent. Teachers reported huge workloads and a lack of ingredients as reasons for not practising these activities. Teachers did not use teaching aids properly. Science teaching-learning was fully classroom centred, and students were never involved in any creative activities. 

Student Explanations of Their Science Teachers' Assessments, Grading Practices and How They Learn Science

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del Carmen Gomez, María

2018-01-01

The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During…

Recent developments in plant science involving use of gamma-ray imaging technology

International Nuclear Information System (INIS)

Kawachi, Naoki

2014-01-01

Gamma-ray imaging technologies based on the use of radiotracers enable us to clearly determine the physiological function of an organ not only during pre-clinical and clinical studies but also in the field of plant science. Serial time-course images can be used to indicate the changing spatial distribution of a radiotracer within a living plant system and to describe the dynamics and kinetics of a substance in an intact plant. Gamma-rays almost completely penetrate a plant body, and the image data obtained using them can potentially be used to quantitatively analyze physiological function parameters. This paper briefly reviews recent progress in the field of plant science to explore the use of positron emission tomography, a gamma camera, and the positron-emitting tracer imaging system, which is one of the most advanced gamma-ray imaging systems available for studying plant physiology, for solving problems in the field of environment and agriculture. (author)

Philosophical skepticism not relativism is the problem with the Strong Programme in Science Studies and with Educational Constructivism

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Papayannakos, Dimitris P.

2008-06-01

The structure of David’s Bloor argument for the Strong Programme (SP) in Science Studies is criticized from the philosophical perspective of anti-skeptical, scientific realism. The paper transforms the common criticism of SP—that the symmetry principle of SP implies an untenable form of cognitive relativism—into the clear philosophical issue of naturalism versus Platonism. It is also argued that the concrete patterns of SP’s interest-explanations and its sociological definition of knowledge involve philosophical skepticism. It is claimed, then, that the most problematic elements of SP reside primarily in philosophical skepticism. It is also claimed that this sort of criticism can be directed against other more radical, versions of constructivism in science and science education studies.

Academic performance: A case study of mathematics and science educators from rural Washington high schools

Science.gov (United States)

Hancock, Tira K.

A qualitative descriptive case study explored courses of action for educators and leaders of math and science educators to implement to help students achieve state assessment standard and postsecondary success. The problem focused on two demographically similar rural high schools in Southwest Washington that demonstrated inadequate rates of student achievement in mathematics and science. The research question investigated courses of action that may assist educators and leaders of secondary math and science educators to help students achieve WASL standards and postsecondary success in compliance with the No Child Left Behind (NCLB) Act of 2001. Senge's learning organization theory (1990, 2006) and Fullan's (2001) contributions to leading and learning in times of change provided the theoretical framework for the study. Twenty study participant responses analyzed with qualitative analysis software QSR NVivo 7 revealed six themes. Triangulation of responses with secondary data from WASL assessment scores and case study school assessment data identified 14 courses of action and three recommendations for educators and leaders of math and science educators to help students meet state standards and postsecondary success. Critical factors identified in the study as needed to assist educators to help students succeed included professional development, collaboration, teaching practices, funding, student accountability, and parental involvement.

A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction

Science.gov (United States)

Blackmon, Phyllis Ann

This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

Joint Science Education Project: Learning about polar science in Greenland

Science.gov (United States)

Foshee Reed, Lynn

2014-05-01

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

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

International Nuclear Information System (INIS)

Tang Bin

2001-01-01

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

Science Outside the Lab: Helping Graduate Students in Science and Engineering Understand the Complexities of Science Policy.

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Bernstein, Michael J; Reifschneider, Kiera; Bennett, Ira; Wetmore, Jameson M

2017-06-01

Helping scientists and engineers challenge received assumptions about how science, engineering, and society relate is a critical cornerstone for macroethics education. Scientific and engineering research are frequently framed as first steps of a value-free linear model that inexorably leads to societal benefit. Social studies of science and assessments of scientific and engineering research speak to the need for a more critical approach to the noble intentions underlying these assumptions. "Science Outside the Lab" is a program designed to help early-career scientists and engineers understand the complexities of science and engineering policy. Assessment of the program entailed a pre-, post-, and 1 year follow up survey to gauge student perspectives on relationships between science and society, as well as a pre-post concept map exercise to elicit student conceptualizations of science policy. Students leave Science Outside the Lab with greater humility about the role of scientific expertise in science and engineering policy; greater skepticism toward linear notions of scientific advances benefiting society; a deeper, more nuanced understanding of the actors involved in shaping science policy; and a continued appreciation of the contributions of science and engineering to society. The study presents an efficacious program that helps scientists and engineers make inroads into macroethical debates, reframe the ways in which they think about values of science and engineering in society, and more thoughtfully engage with critical mediators of science and society relationships: policy makers and policy processes.

Pre-Service Teachers' Attitudes toward Teaching Science and Their Science Learning at Indonesia Open University

Science.gov (United States)

Suprapto, Nadi; Mursid, Ali

2017-01-01

This study focuses on attitudes toward (teaching) science and the learning of science for primary school among pre-service teachers at the Open University of Indonesia. A three-year longitudinal survey was conducted, involving 379 students as pre-service teachers (PSTs) from the Open University in Surabaya regional office. Attitudes toward…

Cohort studies in health sciences librarianship.

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Eldredge, Jonathan

2002-10-01

What are the key characteristics of the cohort study design and its varied applications, and how can this research design be utilized in health sciences librarianship? The health, social, behavioral, biological, library, earth, and management sciences literatures were used as sources. All fields except for health sciences librarianship were scanned topically for either well-known or diverse applications of the cohort design. The health sciences library literature available to the author principally for the years 1990 to 2000, supplemented by papers or posters presented at annual meetings of the Medical Library Association. A narrative review for the health, social, behavioral, biological, earth, and management sciences literatures and a systematic review for health sciences librarianship literature for the years 1990 to 2000, with three exceptions, were conducted. The author conducted principally a manual search of the health sciences librarianship literature for the years 1990 to 2000 as part of this systematic review. The cohort design has been applied to answer a wide array of theoretical or practical research questions in the health, social, behavioral, biological, and management sciences. Health sciences librarianship also offers several major applications of the cohort design. The cohort design has great potential for answering research questions in the field of health sciences librarianship, particularly evidence-based librarianship (EBL), although that potential has not been fully explored.

Learning Science through Creating a `Slowmation': A case study of preservice primary teachers

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Hoban, Garry; Nielsen, Wendy

2013-01-01

Many preservice primary teachers have inadequate science knowledge, which often limits their confidence in implementing the subject. This paper proposes a new way for preservice teachers to learn science by designing and making a narrated stop-motion animation as an instructional resource to explain a science concept. In this paper, a simplified way for preservice teachers to design and make an animation called 'slowmation' (abbreviated from 'slow animation') is exemplified. A case study of three preservice primary teachers creating one from start to finish over 2 h was conducted to address the following research question: How do the preservice primary teachers create a slowmation and how does this process influence their science learning? The method of inquiry used a case study design involving pre- and post-individual interviews in conjunction with a discourse analysis of video and audio data recorded as they created a slowmation. The data illustrate how the preservice teachers' science learning was related to their prior knowledge and how they iteratively revisited the content through the construction of five representations as a cumulative semiotic progression: (i) research notes; (ii) storyboard; (iii) models; (iv) digital photographs; culminating in (v) the narrated animation. This progression enabled the preservice teachers to revisit the content in each representation and make decisions about which modes to use and promoted social interaction. Creating a slowmation facilitated the preservice teachers' learning about the life cycle of a ladybird beetle and revised their alternative conceptions.

Our Light or Starlight? Citizen Science, Public Involvement and You

Science.gov (United States)

Walker, Constance E.

2010-10-01

the data has been compared with telemetry of the Lesser Long-Nose Bat near Tucson, Arizona to examine whether or not the bats are preferentially staying in darker areas. The presentation will highlight the education and outreach value of the program's resources and outcomes in communicating awareness with the public and attracting young people to study science.

The Normality of EU Sport Policy Studies: Disciplinary Locus in Political Science, Sport Science or Elsewhere?

Directory of Open Access Journals (Sweden)

Jacob Kornbeck

2014-05-01

Full Text Available The Normality of EU Sport Policy Studies: Disciplinary Locus in Political Science, Sport Science or Elsewhere? Mainstream European integration research has shown that research on the EU tends to follow the conjunctures of European integration itself. This realisation has led to some debate on which branch of political science – international relations or government – or indeed other academic disciplines is/are the most appropriate locus for such research. The paper takes these debates one step further by looking at the occurrence of ‘EU & sport’ studies within the wider field of EU studies. The main material used comes from the ECLAS database. Findings lead to a discussion of whether ‘EU & sport’ studies should rather be for EU specialists or for sport specialists and a plea for disciplinary normalisation whereby sport science would need to get more directly involved (without necessarily overwriting political science. Some ideas are added regarding the need for a mapping of Central & Eastern European scholarship. Normalita politických studií EU v oblasti sportu: místo v oborech politologie, sportovních vědách či jinde? Hlavní integrační proudy v evropském výzkumu dokumentují, že výzkum v EU má tendenci zkoumat evropskou integraci jako takovou. Toto poznání vedlo k diskusi, v kterém oboru politologie – mezinárodní vztahy či vláda – nebo i v jiných akademických disciplínách je nejvhodnější místo pro takový výzkum. Stať se pokouší posunout tyto diskuse o krok dále tím, že studie o „EU a sportu“ se posuzují v širším záběru EU studií. Hlavní informační zdroje pocházejí z databáze ECLAS. Naše zjištění vedou k diskusi o problematice „EU a sportu“ v tom smyslu, zda by tyto studie měly být spíše určeny odborníkům EU, nebo sportovním specialistům. Důležitá je otázka disciplinární začlenění této problematiky, s širším zapojením sportovních věd (aniž by

Involving Minority High School Students in Cutting Edge Research through C-DEBI, an NSF-National Science and Technology Center

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Singer, E.; Edwards, K. J.

2012-12-01

The Center for Dark Energy Biosphere Investigations (C-DEBI) was established as a National Science and Technology Center (NTC) funded by NSF in 2009. Its mission is to explore life beneath the seafloor and make transformative discoveries that advance science, benefit society, and inspire people of all ages and origins. Thanks to the multi-institutional character of C-DEBI, the Center has not only started a collaborative framework for experimental and exploratory research, but also targets education programs at the K-12, undergraduate, graduate and postdoctoral levels involving biogeochemists, microbiologists, geochemists and geologists. An example for this is the introduction of deep biosphere research into the K-12 classroom. In this context, C-DEBI has collaborated with teachers from the Animo Leadership High School in Inglewood, which is ranked 27th within California and has a total minority enrollment of 99%, to adapt Marine Biology classes and introduce latest Deep Biosphere Science discoveries. Three high school students participated in a pilot project over 6 months to gain hands-on experience in an ongoing study in a Marine Microbiology laboratory at University of Southern California. Graduate and postdoctoral students from the Departments of Biological and Earth Sciences supervised theory, praxis and project design, which was aimed at culturing strains of Marinobacter, one of the most ubiquitous marine microbial genera, and preparing extracted DNA for sequencing using the latest Ion Torrent Technology. Students learned about the interdisciplinary global context of the study and gained experience in laboratory procedures, including basic aseptical techniques, molecular biology methods, and cutting-edge sequencing Technology, as well as problem-solving and creative thinking in project preparation and conduction. This hands-on training included discussions about the 'Whys' and 'Hows' in today's research with respect to their specific project, but also from a

Lesson study: Professional development and its impact on science teacher self-efficacy

Science.gov (United States)

Roberts, Megan Rae

relationships is a relevant consideration in the development of science teacher's self-efficacy. From this study, it is apparent that teachers who are collaboratively involved in a supportive setting such as lesson study can increase their level of self-efficacy and thus improve their teaching practice.

High school and college introductory science education experiences: A study regarding perceptions of university students persisting in science as a major area of study

Science.gov (United States)

Fredrick, L. Denise

The focus of this study was to investigate college students' perception of high school and college introductory science learning experiences related to persistence in science as a major area of study in college. The study included students' perceptions of the following areas of science education: (1) teacher interpersonal relationship with students, (2) teacher personality styles, (3) teacher knowledge of the content, (4) instructional methods, and (5) science course content. A survey research design was employed in the investigative study to collect and analyze data. One hundred ninety two students participated in the research study. A survey instrument entitled Science Education Perception Survey was used to collect data. The researcher sought to reject or support three null hypotheses as related to participants' perceptions of high school and college introductory science education experiences. Using binomial regression analysis, this study analyzed differences between students persisting in science and students not persisting in science as a major. The quantitative research indicated that significant differences exist between persistence in science as a major and high school science teacher traits and college introductory science instructional methods. Although these variables were found to be significant predictors, the percent variance was low and should be considered closely before concluded these as strong predictors of persistence. Major findings of the qualitative component indicated that students perceived that: (a) interest in high school science course content and high school science teacher personality and interpersonal relationships had the greatest effect on students' choice of major area of study; (b) interest in college introductory science course content had the greatest effect on students' choice of major area of study; (c) students recalled laboratory activities and overall good teaching as most meaningful to their high school science

Science, expertise, and democracy.

Science.gov (United States)

Weinberg, Justin; Elliott, Kevin C

2012-06-01

The combination of government's significant involvement in science, science's significant effects on the public, and public ignorance (of both politics and science) raise important challenges for reconciling scientific expertise with democratic governance. Nevertheless, there have recently been a variety of encouraging efforts to make scientific activity more responsive to social values and to develop citizens' capacity to engage in more effective democratic governance of science. This essay introduces a special issue of the Kennedy Institute of Ethics Journal, "Science, Expertise, and Democracy," consisting of five papers that developed from the inaugural Three Rivers Philosophy conference held at the University of South Carolina in April 2011. The pieces range from a general analysis of the in-principle compatibility of scientific expertise and democracy to much more concrete studies of the intersection between scientific practices and democratic values in areas such as weight-of-evidence analysis, climate science, and studies of locally undesirable land uses.

Promoting Shifts in Preservice Science Teachers' Thinking through Teaching and Action Research in Informal Science Settings

Science.gov (United States)

Wallace, Carolyn S.

2013-08-01

The purpose of this study was to investigate the influence of an integrated experiential learning and action research project on preservice science teachers' developing ideas about science teaching, learning, and action research itself. The qualitative, interpretive study examined the action research of 10 master's degree students who were involved in service learning with children in informal education settings. Results indicated that all of the participants enhanced their knowledge of children as diverse learners and the importance of prior knowledge in science learning. In-depth case studies for three of the participants indicated that two developed deeper understandings of science learners and learning. However, one participant was resistant to learning and gained more limited understandings.

Involving International Student Teams in GPS and GRS Surveys to Study Cryospheric Change in Greenland and the Colorado Front Range

Science.gov (United States)

Herzfeld, U. C.; Mayer, H.

2009-12-01

In the course of research programs to develop a methodology for the study of microtopography of ice and snow surfaces, we placed a strong emphasis on the involvement of students. This project provided the opportunity to engage students in every step from building the instrument through development of the data processing, the actual field measurements, processing of the resultant data, their evaluation and interpretation to the final publication in scientific journals. The development of the Glacier Roughness Sensor (GRS) incorporating Global Positioning System (GPS) technology and the fieldwork on the Greenland Inland Ice were particularly fascinating and instructive for students. In a related snow-hydrological research project on Niwot Ridge in the Colorado Front Range, we involved students in two season-long measurement campaigns in a high alpine environment. Students from the Universität Trier, Germany, and the University of Colorado Boulder participated in this project to learn about the value of international collaboration in science. Funding was provided by Deutsche Forschungsgemeinschaft (Antarctic and Arctic Program) and the U.S. National Science Foundation (Hydrological Sciences Program). Students participated in preparatory classes and field camps, selected their own research projects and received university credit towards their degrees in geography or environmental sciences. All student participants in the MICROTOP projects have gone on to higher university education and become professionally exceptionally successful. Students setting up camp on the Greenland Ice Sheet during expedition MICROTOP 99.

The Innovative Immersion of Mobile Learning into a Science Curriculum in Singapore: an Exploratory Study

Science.gov (United States)

Sun, Daner; Looi, Chee-Kit; Wu, Longkai; Xie, Wenting

2016-08-01

With advancements made in mobile technology, increasing emphasis has been paid to how to leverage the affordances of mobile technology to improve science learning and instruction. This paper reports on a science curriculum supported by an inquiry-based framework and mobile technologies. It was developed by teachers and researchers in a multiyear program of school-based research. The foci of this paper is on the design principles of the curriculum and its enactment, and the establishment of a teacher learning community. Through elucidating the design features of the innovative curriculum and evaluating teacher and student involvement in science instruction and learning, we introduce the science curriculum, called Mobilized 5E Science Curriculum (M5ESC), and present a representative case study of how one experienced teacher and her class adopted the curriculum. The findings indicate the intervention promoted this teacher's questioning competency, enabled her to interact with students frequently and flexibly in class, and supported her technology use for promoting different levels of cognition. Student learning was also improved in terms of test achievement and activity performance in and out of the classroom. We propose that the study can be used to guide the learning design of mobile technology-supported curricula, as well as teacher professional development for curriculum enactment.

Science on stage

CERN Multimedia

2005-01-01

During the opening ceremony, the audience was dazzled by a juggling show involving dramatic light effects. They also took away with them a teacher's sheet explaining some of the scientific concepts involved in juggling. Science teachers can sometimes be quite humorous when it comes to explaining serious matters, as those who took part in the 'Science on Stage' festival held at CERN from 21 to 25 November were able to see for themselves. The 500 or so participants from 27 different countries, mostly science teachers but also some university lecturers, science outreach specialists and students, had the opportunity to share their experience of the teaching of science. They also attended presentations and shows, took part in workshops and visited a fair with stands offering ideas on how to make school science lessons more appealing. The festival, organised by the EIROforum (a partnership between CERN, EFDA, ESA, ESO, EMBL, ESRF and ILL), marked the end of two years of projects for the promotion of science in vir...

Science access, career choices, achievement, and motivation: Perceptions of female science olympians

Science.gov (United States)

Price, Kelly Rae

Women remain under-represented in science career fields and this is especially evident in the physical sciences. Female students maintain equal science interest and achievement to male students in elementary school but by middle and high school they fall behind their male peers. Reasons cited for girls' declining interest in science include battling traditional gender stereotypes, lack of encouragement, and lack of female role models. Four main science concerns related to girls/women as indicated by research literature were science access, career choices, achievement, and motivation. In Georgia, some girls have made a break from the research trends by demonstrating their fervor for science through participation in the academic activity, Science Olympiad. The purpose of this study was to examine the science perceptions of girls who demonstrated science success by their participation in Science Olympiad. Utilizing phenomenological and feminist perspectives, the qualitative research method of focus group interviewing was used to address the research questions comprising the four science concerns of female science access, career choices, achievement, and motivation. The study participants were all girls/women who participated in Science Olympiad. A total of five focus groups were studied. One of the focus groups had current college undergraduates, former Science Olympians, in it while the others were composed of high school girls. Through the description of their science experiences, the participants shared their perceptions of the four science concerns. When addressing these science concerns, the participants revealed four factors that had most affected their science perceptions: the importance of support, science needs Serious Fun, teachers matter, and the bonuses of extracurricular involvement. In their experiences, the participants found success in science because they had teachers, parents, and peers who supported their academic interests, including science, and

Time, science and consensus: the different times involving scientific research, political decision and public opinion

Directory of Open Access Journals (Sweden)

José Aparecido de

2010-01-01

Full Text Available This essay analyses the asymmetrical relationship between the time of scientific research and the time of the different segments interested in their results, focusing mainly on necessity to establish technical consensus about the fields of science that require rigorous investigations and texts. In the last years, civil society sectors - mainly scientific journalism, legislative power, and public opinion - has shown growing interest in participating of the decision making process that regulates science routes. In this study, we analyzed the decision making process of the Biosafety Law, as it allows research with embryonic stem cells in Brazil. The results allow us to conclude that this asymmetrical relationship between the different times (of science, scientific disclosure, public opinion, and public power contribute to the maturing of the dialog on scientific policies, as well as to the establishment of a consensus concerning science routes, which aims at the democratization of scientific work.

The handbook of science and technology studies

CERN Document Server

Fouché, Rayvon; Miller, Clark A; Smith-Doerr, Laurel

2017-01-01

Science and Technology Studies (STS) is a flourishing interdisciplinary field that examines the transformative power of science and technology to arrange and rearrange contemporary societies. The Handbook of Science and Technology Studies provides a comprehensive and authoritative overview of the field, reviewing current research and major theoretical and methodological approaches in a way that is accessible to both new and established scholars from a range of disciplines. This new edition, sponsored by the Society for Social Studies of Science, is the fourth in a series of volumes that have defined the field of STS. It features 36 chapters, each written for the fourth edition, that capture the state of the art in a rich and rapidly growing field. One especially notable development is the increasing integration of feminist, gender, and postcolonial studies into the body of STS knowledge. The book covers methods and participatory practices in STS research; mechanisms by which knowledge, people, and societies ...

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.

Third International Mathematics and Science Study 1999 Video Study Technical Report: Volume 2--Science. Technical Report. NCES 2011-049

Science.gov (United States)

Garnier, Helen E.; Lemmens, Meike; Druker, Stephen L.; Roth, Kathleen J.

2011-01-01

This second volume of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study Technical Report focuses on every aspect of the planning, implementation, processing, analysis, and reporting of the science components of the TIMSS 1999 Video Study. The report is intended to serve as a record of the actions and documentation of…

High School Science Teachers' Views on Science Process Skills

Science.gov (United States)

Gultepe, Nejla

2016-01-01

The current research is a descriptive study in which a survey model was used. The research involved chemistry (n = 26), physics (n = 27), and biology (n = 29) teachers working in Science High Schools and Anatolian High Schools in Turkey. An inventory that consisted of seven questions was designed to ascertain what teachers' think about the…

Scientists' views of the philosophy of science

OpenAIRE

Riesch, H.

2008-01-01

Many studies in public understanding of science emphasise that learning how to do science also involves learning about the philosophical issues surrounding the nature of science. This thesis aims to find out how scientists themselves talk and write about these philosophical topics, and how these topics get used in scientific thought. It contrasts scientists' opinions on these issues with how they are portrayed in popular science, and also contrasts them with how philosophers themselves have j...

Fort Collins Science Center- Policy Analysis and Science Assistance Branch : Integrating social, behavioral, economic and biological sciences

Science.gov (United States)

2010-01-01

The Fort Collins Science Center's Policy Analysis and Science Assistance (PASA) Branch is a team of approximately 22 scientists, technicians, and graduate student researchers. PASA provides unique capabilities in the U.S. Geological Survey by leading projects that integrate social, behavioral, economic, and biological analyses in the context of human-natural resource interactions. Resource planners, managers, and policymakers in the U.S. Departments of the Interior (DOI) and Agriculture (USDA), State and local agencies, as well as international agencies use information from PASA studies to make informed natural resource management and policy decisions. PASA scientists' primary functions are to conduct both theoretical and applied social science research, provide technical assistance, and offer training to advance performance in policy relevant research areas. Management and research issues associated with human-resource interactions typically occur in a unique context, involve difficult to access populations, require knowledge of both natural/biological science in addition to social science, and require the skill to integrate multiple science disciplines. In response to these difficult contexts, PASA researchers apply traditional and state-of-the-art social science methods drawing from the fields of sociology, demography, economics, political science, communications, social-psychology, and applied industrial organization psychology. Social science methods work in concert with our rangeland/agricultural management, wildlife, ecology, and biology capabilities. The goal of PASA's research is to enhance natural resource management, agency functions, policies, and decision-making. Our research is organized into four broad areas of study.

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

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Senler, Burcu; Sungur, Semra

2009-05-01

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

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

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Kolsto, Stein Dankert

2008-01-01

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

Examining the social and scientific roles of invention in science education

Science.gov (United States)

Calabrese-Barton, Angela

1998-03-01

I have been drawn to the construct of “invention” and “inventive acts” because in my research involving how homeless children construct science and the self-in-science, an overwhelming theme has been the multiple ways in which self-identity in science has been described by the children through a language of invention. Using post-modern feminism and science and technologies studies, I examine the multiple uses and definitions of “invention” in science in order to develop a theory of invention and inventive acts around the themes: invention as a social act, invention as a recursive and socially linked process, and embodied agency. I use this framework to examine the construct of “invention” in two different case studies involving the science education of urban homeless children. Finally, I link this discussion of invention and inventive acts with current international reform initiatives revolving around constructivist science teaching and learning.

Sparking connections: An exploration of adolescent girls' relationships with science

Science.gov (United States)

Wheeler, Kathryn A.

Despite progress in narrowing the gender gap, fewer women than men pursue science careers. Adolescence is a critical age when girls' science interest is sparked or smothered. Prior research provides data on who drops out of the "science pipeline" and when, but few studies examine why and how girls disconnect from science. This thesis is an in-depth exploratory study of adolescent girls' relationships with science based on a series of interviews with four middle-class Caucasian girls---two from public schools, two homeschooled. The girls' stones about their experiences with, feelings about, and perspectives on science, the science process, and their science learning environments are examined with a theoretical and analytic approach grounded in relational psychology. The potential link between girls' voices and their involvement in science is investigated. Results indicate that girls' relationships with science are multitiered. Science is engaging and familiar in the sense that girls are curious about the world, enjoy learning about scientific phenomena, and informally use science in their everyday fives. However, the girls in this study differentiated between the science they do and the field of science, which they view as a mostly male endeavor (often despite real life experiences to the contrary) that uses rather rigid methods to investigate questions of limited scope and interest. In essence, how these girls defined science defined their relationship with science: those with narrow conceptions of science felt distant from it. Adolescent girls' decreased involvement in science activities may be a relational act---a move away from a patriarchical process, pedagogy, and institution that does not resonate with their experiences, questions, and learning styles. Girls often feel like outsiders to science; they resist considering science careers when they have concerns that implicitly or explicitly, doing so would involve sacrificing their knowledge, creativity, or

Pathways from Parental Stimulation of Children's Curiosity to High School Science Course Accomplishments and Science Career Interest and Skill

Science.gov (United States)

Gottfried, Adele Eskeles; Preston, Kathleen Suzanne Johnson; Gottfried, Allen W.; Oliver, Pamella H.; Delany, Danielle E.; Ibrahim, Sirena M.

2016-01-01

Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children's involvement in science. This longitudinal study examined pathways from parental stimulation of children's curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high…

Citizen Science- Lessons learned from non-science majors involved in Globe at Night and the Great Worldwide Star Count

Science.gov (United States)

Browning, S.

2011-12-01

Non-science majors often misunderstand the process of science, potentially leading to a fear or mistrust of scientific inquiry and current scientific theory. Citizen science projects are a critical means of reaching this audience, as many will only take a limited number of science courses during their undergraduate careers. For the past three years, our freshman Earth Science students have participated in both Globe at Night and the Great Worldwide Star Count, citizen science programs that encourage simple astronomical observations which can be compiled globally to investigate a number of issues. Our focus has been introducing students to the effect of light pollution on observational astronomy in an effort to highlight the effect of increasing urbanization in the U.S. on amateur astronomy. These programs, although focused on astronomy, often awaken natural curiosity about the Earth and man's effect on the natural world, a concept that can easily be translated to other areas of Earth science. Challenges encountered include content specific issues, such as misinterpreting the location or magnitude of the constellation being observed, as well as student disinterest or apathy if the project is not seen as being vital to their performance in the course. This presentation reports on lessons learned in the past three years, and offers suggestions for engaging these students more fully in future projects.

Teaching of science and language by elementary teachers who emphasize the integrated language approach: A descriptive study

Science.gov (United States)

Blouch, Kathleen Kennedy

This research involved investigating the nature of science and language instruction in 13 elementary classrooms where teachers have restructured their language programs to reflect an integrated or holistic view of language instruction. The teachers were identified by school administrators and other professionals as teachers who have implemented instructional reforms described in the Pennsylvania Framework for Reading, Writing and Speaking Across the Curriculum (PCRPII), (Lytle & Botel, 1900). The instruction utilized by these teachers was described as atypical when compared to that of teachers utilizing the more traditional didactic skills oriented approach to language literacy. The research involved observing, recording and categorizing teaching behaviors during both science and language instruction. Videotaped observations were followed by analyses and descriptions of these behaviors. Interviews were also conducted to ascertain the basis for selection of the various instructional approaches. The instruction was compared on four dimensions: participation patterns, time the behaviors were practiced, type of tasks and levels of questioning. The instruction was then described in light of constructivist teaching practices: student collaboration, student autonomy, integration and higher order thinking. Constructivist practices differed among teachers for science and language instruction. During science instruction teachers spent more time involved in teacher-whole group participation patterns with more direct questioning as compared to language instruction in which children participated alone or in groups and had opportunity to initiate conversations and questions. Student inquiry was evidenced during language instruction more so than during science. The 13 teachers asked a variety of levels and types of questions both in science and language instruction. More hands-on science experiences were observed when science was taught separately compared to when integrated with

Pre-Service Teachers’ Attitudes Toward Teaching Science and Their Science Learning at Indonesia Open University

Directory of Open Access Journals (Sweden)

Nadi SUPRAPTO

2017-10-01

Full Text Available This study focuses on attitudes toward (teaching science and the learning of science for primary school among pre-service teachers at the Open University of Indonesia. A three-year longitudinal survey was conducted, involving 379 students as pre-service teachers (PSTs from the Open University in Surabaya regional office. Attitudes toward (teaching science’ (ATS instrument was used to portray PSTs’ preparation for becoming primary school teachers. Data analyses were used, including descriptive analysis and confirmatory factor analysis. The model fit of the attitudes toward (teaching science can be described from seven dimensions: self-efficacy for teaching science, the relevance of teaching science, gender-stereotypical beliefs, anxiety in teaching science, the difficulty of teaching science, perceived dependency on contextual factors, and enjoyment in teaching science. The results of the research also described science learning at the Open University of Indonesia looks like. Implications for primary teacher education are discussed.

Swiss Science Festival - Science et Cité Science - It's magic!

CERN Multimedia

2001-01-01

CERN's new antimatter factory, the Antiproton Decelerator (AD), will allow precision studies of antihydrogen. From Saturday 5 May for a week in ten Swiss towns, the 'Science et Cité' Festival will be bringing science to the public. The festival aims to be a bridge between the concerns of the public at large and those of scientists, so naturally CERN is involved. The Laboratory is organising special visits on the theme of antimatter. Following a presentation by Rolf Landua, spokesman of the ATHENA collaboration, visitors will discover two machines indispensable for the study of antimatter - LEIR, which as LEAR was where the first atoms of antihydrogen were created, and the new antimatter factory, the Antiproton Decelerator, AD. As well as these visits, CERN guides will become show people on the stand 'Magicians? Physicists!' at the old SIP building, where the majority of the Geneva events will take place. Disguised as magicians, our guides will amaze and astound their audience with a series of rema...

Cognitive knowledge, attitude toward science, and skill development in virtual science laboratories

Science.gov (United States)

Babaie, Mahya

The purpose of this quantitative, descriptive, single group, pretest posttest design study was to explore the influence of a Virtual Science Laboratory (VSL) on middle school students' cognitive knowledge, skill development, and attitudes toward science. This study involved 2 eighth grade Physical Science classrooms at a large urban charter middle school located in Southern California. The Buoyancy and Density Test (BDT), a computer generated test, assessed students' scientific knowledge in areas of Buoyancy and Density. The Attitude Toward Science Inventory (ATSI), a multidimensional survey assessment, measured students' attitudes toward science in the areas of value of science in society, motivation in science, enjoyment of science, self-concept regarding science, and anxiety toward science. A Virtual Laboratory Packet (VLP), generated by the researcher, captured students' mathematical and scientific skills. Data collection was conducted over a period of five days. BDT and ATSI assessments were administered twice: once before the Buoyancy and Density VSL to serve as baseline data (pre) and also after the VSL (post). The findings of this study revealed that students' cognitive knowledge and attitudes toward science were positively changed as expected, however, the results from paired sample t-tests found no statistical significance. Analyses indicated that VSLs were effective in supporting students' scientific knowledge and attitude toward science. The attitudes most changed were value of science in society and enjoyment of science with mean differences of 1.71 and 0.88, respectively. Researchers and educational practitioners are urged to further examine VSLs, covering a variety of topics, with more middle school students to assess their learning outcomes. Additionally, it is recommended that publishers in charge of designing the VSLs communicate with science instructors and research practitioners to further improve the design and analytic components of these

NASA Science Served Family Style

Science.gov (United States)

Noel-Storr, Jacob; Mitchell, S.; Drobnes, E.

2010-01-01

Family oriented innovative programs extend the reach of many traditional out-of-school venues to involve the entire family in learning in comfortable and fun environments. Research shows that parental involvement is key to increasing student achievement outcomes, and family-oriented programs have a direct impact on student performance. Because families have the greatest influence on children's attitudes towards education and career choices, we have developed a Family Science program that provides families a venue where they can explore the importance of science and technology in our daily lives by engaging in learning activities that change their perception and understanding of science. NASA Family Science Night strives to change the way that students and their families participate in science, within the program and beyond. After three years of pilot implementation and assessment, our evaluation data shows that Family Science Night participants have positive change in their attitudes and involvement in science.  Even after a single session, families are more likely to engage in external science-related activities and are increasingly excited about science in their everyday lives.  As we enter our dissemination phase, NASA Family Science Night will be compiling and releasing initial evaluation results, and providing facilitator training and online support resources. Support for NASA Family Science Nights is provided in part through NASA ROSES grant NNH06ZDA001N.

A systematic review of ethical issues in vaccine studies involving pregnant women.

Science.gov (United States)

Beeler, Jennifer A; Lambach, Philipp; Fulton, T Roice; Narayanan, Divya; Ortiz, Justin R; Omer, Saad B

2016-08-02

Immunization during pregnancy can provide protection for mother and child. However, there have been only a limited number of studies documenting the efficacy and safety of this strategy. To determine the extent and nature of subject matter related to ethics in maternal immunization by systematically documenting the spectrum of ethical issues in vaccine studies involving pregnant women. We conducted a systematic literature review of published works pertaining to vaccine and therapeutic studies involving pregnant women through searches of PubMed, EMBASE, Web of Science, the Cochrane Database, and ClinicalTrials.gov. We selected literature meeting the inclusion criteria published between 1988 and June 2014. We systematically abstracted subject matter pertaining to ethical issues in immunization studies during pregnancy. Immunization-specific ethical issues were matched and grouped into major categories and subcategories. Seventy-seven published articles met the inclusion criteria. Published articles reported findings on data that had been collected in 26 countries, the majority of which were classified as high-income or upper-middle-income nations according to World Bank criteria. Review of these publications produced 60 immunization-specific ethical issues, grouped into six major categories. Notably, many studies demonstrated limited acknowledgment of key ethical issues including the rights and welfare of participants. Additionally, there was no discussion pertaining to the ethics of program implementation, including integration of maternal immunization programs into existing routine immunization programs. This review of ethical issues in immunization studies of pregnant women can be used to help inform future vaccine trials in this important population. Consistent documentation of these ethical issues by investigators will facilitate a broader and more nuanced discussion of ethics in immunization of pregnant women - offering new and valuable insights for programs

Reel Science: An Ethnographic Study of Girls' Science Identity Development in and through Film

Science.gov (United States)

Chaffee, Rachel L.

2016-01-01

This dissertation study contributes to the research on filmmaking and identity development by exploring the ways that film production provided unique opportunities for a team of four girls to engage in science, to develop identities in science, and to see and understand science differently. Using social practice, identity, and feminist theory and…

Enacting science

Science.gov (United States)

MacDonald, Anthony Leo

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

Profile of elementary school science teacher instruction in disaster risk reduction: case study of volcano disaster

Science.gov (United States)

Pujianto; Prabowo; Wasis

2018-04-01

This study examined the profile of science' teacher instruction in Disaster Risk Reduction (DRR), as a feature of instructional quality, on students’ learning experiences. A qualitative study was done to observe teacher activities in teaching of disaster preparedness. Science teacher and 14 students at grade 4 of SDN (elementary school) Kiyaran 2 are involved as the subject of this study. Teacher’ instruction was coded with regard to preparation, action, and evaluation using observation sheets and documentation. Data analysis results showed a positive significant effect of the readiness during preparation on learning process of disaster risk reduction and an indirect effect of teacher’ action on students’ learning experiences. There is a lack of teaching materials about volcano disaster in the elementary school. Teacher found difficulties on evaluation of student achievement in disaster preparedness. These findings highlight the importance of DRR in uphold science teachers’ education. Items of teachers’ skill in preparing of DRR may be used to offer model of concrete instruction situation during university workshop for maintain teacher education.

Citizen science can improve conservation science, natural resource management, and environmental protection

Science.gov (United States)

McKinley, Duncan C.; Miller-Rushing, Abe J.; Ballard, Heidi L.; Bonney, Rick; Brown, Hutch; Cook-Patton, Susan; Evans, Daniel M.; French, Rebecca A.; Parrish, Julia; Phillips, Tina B.; Ryan, Sean F.; Shanley, Lea A.; Shirk, Jennifer L.; Stepenuck, Kristine F.; Weltzin, Jake F.; Wiggins, Andrea; Boyle, Owen D.; Briggs, Russell D.; Chapin, Stuart F.; Hewitt, David A.; Preuss, Peter W.; Soukup, Michael A.

2017-01-01

Citizen science has advanced science for hundreds of years, contributed to many peer-reviewed articles, and informed land management decisions and policies across the United States. Over the last 10 years, citizen science has grown immensely in the United States and many other countries. Here, we show how citizen science is a powerful tool for tackling many of the challenges faced in the field of conservation biology. We describe the two interwoven paths by which citizen science can improve conservation efforts, natural resource management, and environmental protection. The first path includes building scientific knowledge, while the other path involves informing policy and encouraging public action. We explore how citizen science is currently used and describe the investments needed to create a citizen science program. We find that:Citizen science already contributes substantially to many domains of science, including conservation, natural resource, and environmental science. Citizen science informs natural resource management, environmental protection, and policymaking and fosters public input and engagement.Many types of projects can benefit from citizen science, but one must be careful to match the needs for science and public involvement with the right type of citizen science project and the right method of public participation.Citizen science is a rigorous process of scientific discovery, indistinguishable from conventional science apart from the participation of volunteers. When properly designed, carried out, and evaluated, citizen science can provide sound science, efficiently generate high-quality data, and help solve problems.

Institutional ethical review and ethnographic research involving injection drug users: a case study.

Science.gov (United States)

Small, Will; Maher, Lisa; Kerr, Thomas

2014-03-01

Ethnographic research among people who inject drugs (PWID) involves complex ethical issues. While ethical review frameworks have been critiqued by social scientists, there is a lack of social science research examining institutional ethical review processes, particularly in relation to ethnographic work. This case study describes the institutional ethical review of an ethnographic research project using observational fieldwork and in-depth interviews to examine injection drug use. The review process and the salient concerns of the review committee are recounted, and the investigators' responses to the committee's concerns and requests are described to illustrate how key issues were resolved. The review committee expressed concerns regarding researcher safety when conducting fieldwork, and the investigators were asked to liaise with the police regarding the proposed research. An ongoing dialogue with the institutional review committee regarding researcher safety and autonomy from police involvement, as well as formal consultation with a local drug user group and solicitation of opinions from external experts, helped to resolve these issues. This case study suggests that ethical review processes can be particularly challenging for ethnographic projects focused on illegal behaviours, and that while some challenges could be mediated by modifying existing ethical review procedures, there is a need for legislation that provides legal protection of research data and participant confidentiality. Copyright © 2013 Elsevier Ltd. All rights reserved.

Can Science Explain the Human Mind? Intuitive Judgments About the Limits of Science.

Science.gov (United States)

Gottlieb, Sara; Lombrozo, Tania

2018-01-01

Can science explain romantic love, morality, and religious belief? We documented intuitive beliefs about the limits of science in explaining the human mind. We considered both epistemic evaluations (concerning whether science could possibly fully explain a given psychological phenomenon) and nonepistemic judgments (concerning whether scientific explanations for a given phenomenon would generate discomfort), and we identified factors that characterize phenomena judged to fall beyond the scope of science. Across six studies, we found that participants were more likely to judge scientific explanations for psychological phenomena to be impossible and uncomfortable when, among other factors, they support first-person, introspective access (e.g., feeling empathetic as opposed to reaching for objects), contribute to making humans exceptional (e.g., appreciating music as opposed to forgetfulness), and involve conscious will (e.g., acting immorally as opposed to having headaches). These judgments about the scope of science have implications for science education, policy, and the public reception of psychological science.

A mixed-age science collaborative between elementary and high school physics students: A study of attitude toward school science and inquiry skill

Science.gov (United States)

Blain, Mary Perron

Grade three students had significant improvements in inquiry ability and attitude toward school science as a function of their participation in mixed-age dyads completing inquiry-based science experiments with a high school physics partner. The social interaction between the 'more capable other' (Vygotsky, 1978) with the grade three student in the mixed-age problem solving team indicates a contributing factor in this improvement. This study employed a quasi-experimental design with intact groups of non-random assignment. The non-parametric Wilcoxon test (p = 0.025) was used to analyze scores for each academic achievement group for significant differences pre- and post-collaborative in "Inquiry" skill and "Attitude" toward school science scores. Three grade three classrooms from one elementary school and one high school physics class from the same school district were involved in the study. The high school physics class teamed with one intact grade three class as the mixed-age dyad performing the "hands-on" experiments (treatment). The two grade three classes teamed as same-age peer dyads (comparison group) to perform the same experiments on the same day. Using methods patterned after the way scientists investigate their world, the dyads performed experiments considered for future grade three national assessments (NAEP, 1994), i.e. "Which paper towel holds the most water?"; "Which magnet is stronger?"; "Which type of sugar, cubed or loose, dissolves best in warm water?" Trained raters scored the written lab reports using standardized scoring guides and characteristic benchmark responses to determine the "Inquiry" skill score for each subject. The "Attitude" toward school science score for each subject was determined from the Likert scale survey, Individual and Group Attitudes Toward Science and the open-ended Sentence Completion Test (SCT) (Piburn & Sidlick, 1992). Three raters scored the SCT survey for each subject. This study showed that for a grade three student

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Proceedings – Mathematical Sciences. OLIVIA X M YAO. Articles written in Proceedings – Mathematical Sciences. Volume 127 Issue 3 June 2017 pp 393-410 Research Article. New modular relations involving cubes of the Göllnitz–Gordon functions · OLIVIA X M YAO · More Details Abstract Fulltext PDF.

Negotiating science and engineering: an exploratory case study of a reform-minded science teacher

Science.gov (United States)

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

2018-05-01

Engineering has been slowly integrated into K-12 science classrooms in the United States as the result of recent science education reforms. Such changes in science teaching require that a science teacher is confident with and committed to content, practices, language, and cultures related to both science and engineering. However, from the perspective of the science teacher, this would require not only the development of knowledge and pedagogies associated with engineering, but also the construction of new identities operating within the reforms and within the context of their school. In this study, a middle school science teacher was observed and interviewed over a period of nine months to explore his experiences as he adopted new values, discourses, and practices and constructed his identity as a reform-minded science teacher. Our findings revealed that, as the teacher attempted to become a reform-minded science teacher, he constantly negotiated his professional identities - a dynamic process that created conflicts in his classroom practices. Several differences were observed between the teacher's science and engineering instruction: hands-on activities, depth and detail of content, language use, and the way the teacher positioned himself and his students with respect to science and engineering. Implications for science teacher professional development are discussed.

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

Portraiture of constructivist parental involvement: A model to develop a community of practice

Science.gov (United States)

Dignam, Christopher Anthony

This qualitative research study addressed the problem of the lack of parental involvement in secondary school science. Increasing parental involvement is vital in supporting student academic achievement and social growth. The purpose of this emergent phenomenological study was to identify conditions required to successfully construct a supportive learning environment to form partnerships between students, parents, and educators. The overall research question in this study investigated the conditions necessary to successfully enlist parental participation with students during science inquiry investigations at the secondary school level. One hundred thirteen pairs of parents and students engaged in a 6-week scientific inquiry activity and recorded attitudinal data in dialogue journals, questionnaires, open-ended surveys, and during one-one-one interviews conducted by the researcher between individual parents and students. Comparisons and cross-interpretations of inter-rater, codified, triangulated data were utilized for identifying emergent themes. Data analysis revealed the active involvement of parents in researching with their child during inquiry investigations, engaging in journaling, and assessing student performance fostered partnerships among students, parents, and educators and supported students' social skills development. The resulting model, employing constructivist leadership and enlisting parent involvement, provides conditions and strategies required to develop a community of practice that can help effect social change. The active involvement of parents fostered improved efficacy and a holistic mindset to develop in parents, students, and teachers. Based on these findings, the interactive collaboration of parents in science learning activities can proactively facilitate a community of practice that will assist educators in facilitating social change.

Understanding the Influence of Learners' Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning

Science.gov (United States)

Dunn, Karee E.; Lo, Wen-Juo

2015-11-01

Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of science study strategies was explored using structural equation modeling. In addition, the study served to validate the first two stages of Zimmerman's cyclical model of self-regulation and to address the common methodological weakness in self-regulation research in which data are all collected at one point after the learning cycle is complete. Thus, data were collected across the learning cycle rather than asking students to reflect upon each construct after the learning cycle was complete. The findings supported the hypothesized model in which it was predicted that self-efficacy would significantly and positively influence students' perceived science strategy use, and the influence of students' valuation of science learning on science study strategies would be mediated by their learning goal orientation. The findings of the study are discussed and implications for undergraduate science instructors are proposed.

What Studying Leadership Can Teach Us About the Science of Behavior.

Science.gov (United States)

Malott, Maria E

2016-05-01

Throughout history, individuals have changed the world in significant ways, forging new paths; demonstrating remarkable capacity to inspire others to follow; and repeatedly showing independence, resilience, consistency, and commitment to principle. However, significant cultural change is rarely accomplished single-handedly; instead, it results from the complex and dynamic interaction of groups of individuals. To illustrate how leaders participate in cultural phenomena, I describe how a few individuals helped to establish the Cold War. In this analysis, I distinguish two types of cultural phenomena: metacontingencies, involving lineages of interlocking behavioral contingencies, and cultural cusps, involving complicated, unique, and nonreplicable interrelations between individuals and circumstances. I conclude that by analyzing leaders' actions and their results, we can appreciate that cultural and behavioral phenomena are different, and although cultural phenomena are inherently complex and in many cases do not lend themselves to replication, not only should the science of behavior account for them, cultural phenomena should also constitute a major area of behavior analysis study and application.

Radiation exposure and chromosome abnormalities. Human cytogenetic studies at the National Institute of Radiological Sciences, Japan, 1963-1988

International Nuclear Information System (INIS)

Ishihara, T.; Kohno, S.; Minamihisamatsu, M.

1990-01-01

The results of human cytogenetic studies performed at the National Institute of Radiological Sciences (NIRS), Chiba, Japan for about 25 years are described. The studies were pursued primarily under two major projects: one involving people exposed to radiation under various conditions and the other involving patients with malignant diseases, especially leukemias. Whereas chromosome abnormalities in radiation-exposed people are excellent indicators of radiation exposure, their behavior in bone marrow provide useful information for a better understanding of chromosome abnormalities in leukemias and related disorders. The role of chromosome abnormalities in the genesis and development of leukemia and related disorders is considered, suggesting a view for future studies in this field

78 FR 33074 - Army Science Board Summer Study Session

Science.gov (United States)

2013-06-03

...--This study evaluates what science and technology competencies the Army must maintain and/or develop as... DEPARTMENT OF DEFENSE Department of the Army Army Science Board Summer Study Session AGENCY... the Army announces the following committee meeting: 1. Name of Committee: Army Science Board (ASB). 2...

Involvement of African-American Girls in Science, Technology, Engineering, and Mathematics (STEM) Education

Science.gov (United States)

Nkere, Nsidi

2016-01-01

A qualitative case study was conducted by examining the perceptions of fifth-grade African American girls about their experiences with science, technology, engineering and mathematics (STEM) education and potential for STEM as a future career. As the United States suffers from waning participation across all demographics in STEM and a high level…

Physical Sciences 2007 Science & Technology Highlights

Energy Technology Data Exchange (ETDEWEB)

Hazi, A U

2008-04-07

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

Influence of Cooperative Learning on Students' Self-Perception on Leadership Skills: A Case Study in Science Education

Science.gov (United States)

Ruiz-Gallardo, José-Reyes; López-Cirugeda, Isabel; Moreno-Rubio, Consuelo

2012-01-01

The aim of this study is to assess the self-perception of pre-service teachers on leadership after getting involved into a Cooperative Learning approach. For that purpose, a pre/post-test has been applied to 57 undergraduate students enrolled in a unit course on Natural and Social Science Education, compulsory in the curriculum of a degree in…

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

Science.gov (United States)

Weiland, Sunny Minelli

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

GLOBE at Night: Raising Public Awareness and Involvement through Citizen Science

Science.gov (United States)

Walker, C. E.; Pompea, S. M.; Sparks, R. T.

2010-12-01

recently the data has been compared with telemetry of the Lesser Long-Nose Bat near Tucson, Arizona to examine whether or not the bats are preferentially staying in darker areas. The presentation will highlight the education and outreach value of the program’s resources and outcomes in communicating awareness with the public and attracting young people to study science.

Scientists Reflect on Why They Chose to Study Science

Science.gov (United States)

Venville, Grady; Rennie, Léonie; Hanbury, Colin; Longnecker, Nancy

2013-12-01

A concern commonly raised in literature and in media relates to the declining proportions of students who enter and remain in the `science pipeline', and whether many countries, including Australia and New Zealand, have enough budding scientists to fill research and industry positions in the coming years. In addition, there is concern that insufficient numbers of students continue in science to ensure an informed, scientifically literate citizenry. The aim of the research presented in this paper was to survey current Australian and New Zealand scientists to explore their reasons for choosing to study science. An online survey was conducted via a link to SurveyGizmo. The data presented are from 726 respondents who answered 22 forced-choice items and an open-ended question about the reasons they chose to study science. The quantitative data were analysed using t tests and analyses of variance followed by Duncan's multiple range tests, and the qualitative data were analysed thematically. The quantitative data showed that the main reasons scientists reported choosing to study science were because they were interested in science and because they were good at science. Secondary school science classes and one particular science teacher also were found to be important factors. Of much less importance were the prestige of science and financial considerations. The qualitative data expanded on these findings and showed that passion for science and/or curiosity about the world were important factors and also highlighted the importance of recreational pursuits, such as camping when a child. In the words of one respondent, `People don't go into science for the money and glory. It's passion for knowledge and science that always attracted me to the field'.

Citizen Science: Opportunities for Girls' Development of Science Identity

Science.gov (United States)

Brien, Sinead Carroll

Many students in the United States, particularly girls, have lost interest in science by the time they reach high school and do not pursue higher degrees or careers in science. Several science education researchers have found that the ways in which youth see themselves and position themselves in relation to science can influence whether they pursue science studies and careers. I suggest that participation in a citizen science program, which I define as a program in which girls interact with professional scientists and collect data that contributes to scientific research, could contribute to changing girls' perceptions of science and scientists, and promote their science identity work. I refer to science identity as self-recognition and recognition by others that one thinks scientifically and does scientific work. I examined a case study to document and analyze the relationship between girls' participation in a summer citizen science project and their development of science identity. I observed six girls between the ages of 16 and 18 during the Milkweed and Monarch Project, taking field notes on focal girls' interactions with other youth, adults, and the scientist, conducted highly-structured interviews both pre-and post- girls' program participation, and interviewed the project scientist and educator. I qualitatively analyzed field notes and interview responses for themes in girls' discussion of what it meant to think scientifically, roles they took on, and how they recognized themselves as thinking scientifically. I found that girls who saw themselves as thinking scientifically during the program seemed to demonstrate shifts in their science identity. The aspects of the citizen science program that seemed to most influence shifts in these girls' science identities were 1) the framing of the project work as "real science, 2) that it involved ecological field work, and 3) that it created a culture that valued data and scientific work. However, some of the girls only

Valeriu Bologa's studies on the history of science.

Science.gov (United States)

Bârsu, Cristian

2016-01-01

History of science is a vast and complex domain, comprising many sub-domains, such as: the history of medicine, history of chemistry, history of physics etc. Different specialists in these sub-domains, trying to reach the general and integrative understanding of the history of science, succeeded only after they acquired a rich scientific experience in their fields of activity. One of the scientists who had interesting papers on the history of science was Valeriu Bologa (1892-1971). He was the first Romanian professor of history of medicine. Our paper presents some milestones regarding his preoccupations on the history of science. The aim of our study is to prove that, although he was primarily a historian of medicine, he surpassed this framework, proving to be a skillful historian of science. The topics of his works on the history of science included: the value of the unity of science, the ethical aspects of science during centuries, the interferences between the history of science and the history of medicine etc.

Influence of field study on learning and attitudes toward science

Science.gov (United States)

Brackney, David L.

In an effort to improve attitudes toward science and academic achievement among college students who are non-science majors, an informal science educational experience in the form of a natural science field study course was created. The purpose of this study was to investigate the impact of a field study experience on student science attitudes and achievement. Outcomes from the field study groups were compared to students who enrolled in a traditional lecture/lab course. Academic achievement was measured via pre and posttest measures of geologic knowledge. Attitudes toward science were measured with a Science Attitudes Survey that utilized Likert-scale type items in the instrument. To explore student impressions and reactions to participating in the field study experience, interviews were conducted with open-ended questions. Patterns of responses were identified to explore common themes. Field study participants were found to have significantly higher gains from pre to posttest scores compared with the gains made by students who participated in a formal Earth Science course. There was no significant difference found in overall attitudes toward science and technology as measured with this attitudes survey between students who participated in the two formats of courses over the last five years. However, comments shared by participants in the field study through interviews suggest that their attitudes toward science had in fact been affected in positive ways. Other patterns of responses indicate positive impacts made on students on a number of fronts including affective, cognitive, and social interactions. All students interviewed rated the field study experience as valuable educationally or extremely valuable educationally.

Citizen Data Science for Social Good in Complex Systems: Case Studies and Vignettes from Recent Projects

OpenAIRE

Banerjee, Soumya

2017-01-01

The confluence of massive amounts of openly available data, sophisticated machine learning algorithms and an enlightened citizenry willing to engage in data science presents novel opportunities for crowd sourced data science for social good. In this submission, I present vignettes of data science projects that I have been involved in and which have impact in various spheres of life and on social good. Complex systems are all around us: from social networks to transportation sys...

Application of the proton induced X-ray emission (PIXE) technique to the study of problems in forensic science

International Nuclear Information System (INIS)

Sen, S.; Varier, K.M.; Mehta, G.K.; Sen, P.; Panigrahi, N.

1981-01-01

The PIXE technique has been successfully applied to study crime related problems in forensic science. The experimental arrangements and various practical problems involved are discussed. Consistency and reproducibility checks are presented. The results from the gun-shot residue profiles of the associated elements about the bullet hole obtained for various firing distances showed that the sensitivity of the PIXE technique could play a vital role in forensic science in assigning the distance from the gun to the victim and identifying the type of bullet used. PIXE runs on other forensic related specimens demonstrate its usefulness in indetification and evaluation of vital parameters related to a crime. The reliability and the importance of the PIXE method in solving criminal and related problems in forensic science are discussed. (orig.)

Pre-Service Teachers’ Attitudes Toward Teaching Science and Their Science Learning at Indonesia Open University

OpenAIRE

Nadi SUPRAPTO; Ali MURSID

2017-01-01

This study focuses on attitudes toward (teaching) science and the learning of science for primary school among pre-service teachers at the Open University of Indonesia. A three-year longitudinal survey was conducted, involving 379 students as pre-service teachers (PSTs) from the Open University in Surabaya regional office. Attitudes toward (teaching) science’ (ATS) instrument was used to portray PSTs’ preparation for becoming primary school teachers. Data analyses were used, including descrip...

The emotional involvement in the workplace: An empirical study

Directory of Open Access Journals (Sweden)

Ana María Lucia-Casademunt

2012-06-01

Full Text Available Purpose: In a multitude of studies, it is verified that the generation of positive attitudes for employees such as job satisfaction or job involvement, have a positive influence on productivity levels of companies. The current investigation focus on the identification of employee-profile -who is emotionally involved with their work activity- through the use of a set of individual, job related and attitudinal factors.Design/methodology: A review of the literature about the main factors that affect the job involvement particularly on its emotional dimension has been completed. For its measurement at the empirical level, various items related to psychological well being of employees included in the IV European Working Conditions Survey-2010 are used. Moreover, those items are identified in Job Involvement Questionnaire (Lodahl & Kejner, 1965. Since then, an empirical and multidimensional study is carried out by applying a logistic regression model on the sample of 11,149 employees obtained with European survey cited previously.Findings: The logistic regression model identifies the factors, which are directly related to emotional involvement at the workplace. Ultimately, is raised a definitive model that define the European employee-profile -who is emotionally involved at the workplace-: a rather aged person who has been working at his/her present place of employment for several years in a medium-sized company where possibly there exist a good working relationship between workers and their superiors –social support-. These employees are “white-collar” workers, have career advancement opportunities in the organizational hierarchy. They perform variety, flexible and complex tasks, which leads to satisfaction in terms of pay and working conditions.Research limitations/implications: Emotional involvement has been measured through self-awareness and, therefore, the corresponding bias in the key variable must be assumed. In addition, the casual

Study Skills of Arts and Science College Students

Science.gov (United States)

Sekar, J. Master Arul; Rajendran, K. K.

2015-01-01

The main objective of this study is to find out the level of study skills of arts and science college students. Study Skills Check List developed and standardized by Virginia University, Australia (2006) is used to collect the relevant data. The sample consists of 216 Government arts and science college students of Tiruchirappalli district, Tamil…

Information Science: Science or Social Science?

OpenAIRE

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

2017-01-01

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

Data science in R a case studies approach to computational reasoning and problem solving

CERN Document Server

Nolan, Deborah

2015-01-01

Effectively Access, Transform, Manipulate, Visualize, and Reason about Data and ComputationData Science in R: A Case Studies Approach to Computational Reasoning and Problem Solving illustrates the details involved in solving real computational problems encountered in data analysis. It reveals the dynamic and iterative process by which data analysts approach a problem and reason about different ways of implementing solutions. The book's collection of projects, comprehensive sample solutions, and follow-up exercises encompass practical topics pertaining to data processing, including: Non-standar

History, Philosophy and Sociology of Science in Science Education: Results from the Third International Mathematics and Science Study

Science.gov (United States)

Wang, Hsingchi A.; Sshmidt, William H.

Throughout the history of enhancing the public scientific literacy, researchers have postulated that since every citizen is expected to have informal opinions on the relationships among government, education, and issues of scientific research and development, it is imperative that appreciation of the past complexities of science and society and the nature of scientific knowledge be a part of the education of both scientists and non-scientists. HPSS inclusion has been found to be an effective way to reach the goal of enhancing science literacy for all citizens. Although reports stated that HPSS inclusion is not a new educational practice in other part of the world, nevertheless, no large scale study has ever been attempted to report the HPSS educational conditions around the world. This study utilizes the rich data collected by TIMSS to unveil the current conditions of HPSS in the science education of about forty TIMSS countries. Based on the analysis results, recommendations to science educators of the world are provided.

Directory of Research in Social Studies/Social Sciences.

Science.gov (United States)

Barret, Anna R.; Carnett, George S.

Described are current trends in the social and behavioral sciences intended to meet the needs of the educational community. The projects listed include studies in anthropology, sociology, political science, history, geography, foreign area studies, economics, international relations, and environmental education. Part I of the directory lists…

The relationship between study skill and academic achievement in dental students of Tehran University of Medical Sciences

Directory of Open Access Journals (Sweden)

Shirazian Shiva

2015-12-01

Full Text Available Background and Aims: The purpose of the present study was to investigate the relationship between study skills and academic performance of dental students in Tehran University of Medical Sciences. Materials and Methods: 195 dental students at dental faculty of Tehran University of Medical Sciences in 2013 participated in this descriptive-analytical study. Data were collected using Congos´ Study Skills Inventory including six subscales. Grade Point Average (GPA indicated their academic performance. Data were analyzed using ANOVA and Tukey test. Results: The mean score of students’ study skills were 108 out of 200 with standard deviation of 22.06±0.7. Note taking had a significant correlation with GPA (P=0.015. Conclusion: Since no significant correlation between study skills and academic performance of the students was observed, it seems that there are other dynamics involved in their academic performance which have to be examined.

Undergraduate female science-related career choices: A phenomenological study

Science.gov (United States)

Curry, Kathy S.

This qualitative phenomenological study used a modified Groenewald's five steps method with semi-structured, recorded, and transcribed interviews to focus on the underrepresentation of females in science-related careers. The study explored the lived experiences of a purposive sample of 25 senior female college students attending a college in Macon, Georgia. Ten major themes emerged from the research study that included (a) journey to a science-related career; (b) realization of career interest; (c) family support (d) society's role; (e) professors' treatment of students; (f) lack of mentors and models; (g) gender and career success; (h) females and other disadvantages in science-related careers; (i) rewards of the journey; and (j) advice for the journey. The three minor themes identified were (a) decision-making; (b) career awareness; and (c) guidance. The key findings revealed that females pursuing a science degree or subsequent science-related career, shared their experience with other females interested in science as a career choice, dealt with barriers standing in the way of their personal goals, lack role models, and received little or no support from family and friends. The study findings may offer information to female college students interested in pursuing science-related careers and further foundational research on gender disparities in career choice.

The Influence of Disciplines on the Knowledge of Science: A Study of the Nature of Science

Directory of Open Access Journals (Sweden)

B. Akarsu

2010-06-01

Full Text Available At least four factors affect pupils’ understanding of the nature of science: teachers’ specialization in different science areas (physics, chemistry, and biology, gender issues, teaching experience in elementary school environments, and the perspectives of acquiring necessary knowledge. This study is the introduction part of a research project which will be initiated soon. Four elementary science teachers participated in the study. The results reveal that participants’ views of the aspects of nature of science are not solely diverged, based on their major disciplines, but there exist significant distinctions according to gender differences.

The Impact of Teachers and Their Science Teaching on Students' "Science Interest": A Four-Year Study

Science.gov (United States)

Logan, Marianne R.; Skamp, Keith R.

2013-01-01

There is a crisis in school science in Australia and this may be related to insufficient students developing an interest in science. This extended study looked at changes in 14 students' interest in science as they moved through junior secondary school into Year 10. Although the majority of these students still had an interest in science in Year…

Scientists' attitudes on science and values: Case studies and survey methods in philosophy of science.

Science.gov (United States)

Steel, Daniel; Gonnerman, Chad; O'Rourke, Michael

2017-06-01

This article examines the relevance of survey data of scientists' attitudes about science and values to case studies in philosophy of science. We describe two methodological challenges confronting such case studies: 1) small samples, and 2) potential for bias in selection, emphasis, and interpretation. Examples are given to illustrate that these challenges can arise for case studies in the science and values literature. We propose that these challenges can be mitigated through an approach in which case studies and survey methods are viewed as complementary, and use data from the Toolbox Dialogue Initiative to illustrate this claim. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

Science.gov (United States)

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

2015-07-22

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

Examining science achievement of African American females in suburban middle schools: A mixed methods study

Science.gov (United States)

Topping, Kecia C.

This dissertation examined factors that affected the science achievement of African American females in suburban middle schools. The research literature informed that African American females are facing the barriers of race, gender, socioeconomic status, and cultural learning style preferences. Nationally used measurements of science achievement such as the Standardized Achievement Test, Tenth edition (SAT-10), National Assessment for Educational Progress, and National Center for Educational Statistics showed that African American females are continuing to falter in the areas of science when compared to other ethnic groups. This study used a transformative sequential explanatory mixed methods design. In the first, quantitative, phase, the relationships among the dependent variables, science subscale SAT-10 NCE scores, yearly averages, and the independent variables, attitude toward science scores obtained from the Modified Fennema-Sherman Attitudes toward Science Scale, socioeconomics, and caregiver status were tested. The participants were 150 African American females in grades 6 through 8 in four suburban middle schools located in the Southeastern United States. The results showed a positive, significant linear relationship between the females' attitude and their science subscale SAT-10 NCE scores and a positive, significant linear relationship between the females' attitudes and their yearly averages in science. The results also confirmed that attitude was a significant predictor of science subscale SAT-10 NCE scores for these females and that attitude and socioeconomics were significant predictors of the females' yearly averages in science. In the second, qualitative, phase, nine females purposefully selected from those who had high and low attitude towards science scores on the scale in the quantitative phase were interviewed. The themes that emerged revealed seven additional factors that impacted the females' science achievement. They were usefulness of science

What Can Funders Do to Better Link Science with Decisions? Case Studies of Coastal Communities and Climate Change

Science.gov (United States)

Matso, Kalle E.; Becker, Mimi L.

2014-12-01

Many reports and studies have noted that a significant portion of problem-oriented coastal science does not actually link to decisions. Here, three competitively funded project case studies are studied to determine what funders can and should do to better link science with decisions. The qualitative analysis used for this study indicates that the studied program was seen as being unusually attentive to the issue of linking science to decisions, as opposed to simply generating new knowledge. Nevertheless, much of the data indicate that funders can and should do more. Three ideas figured most prominently in the qualitative data: (1) funders should do more to ensure that the problem itself is defined more thoroughly with people who are envisioned as potential users of the science; (2) funders need to allocate more resources and attention to communicating effectively (with users) throughout the project; and (3) funders need to demand more engagement of users throughout the project. These findings have important implications for how funders review and support science, especially when competitive processes are used. Most importantly, funders should adjust what kind of science they ask for. Secondly, funders need to change who is involved in the review process. Currently, review processes focus on knowledge generation, which means that the reviewers themselves have expertise in that area. Instead, review panels should be balanced between those who focus on knowledge generation and those who focus on linking knowledge to decisions; this is a separate but critical discipline currently left out of the review process.

History of Science and Science Museums

Science.gov (United States)

Faria, Cláudia; Guilherme, Elsa; Gaspar, Raquel; Boaventura, Diana

2015-10-01

The activities presented in this paper, which are addressed to elementary school, are focused on the pioneering work of the Portuguese King Carlos I in oceanography and involve the exploration of the exhibits belonging to two different science museums, the Aquarium Vasco da Gama and the Maritime Museum. Students were asked to study fish adaptations to deep sea, through the exploration of a fictional story, based on historical data and based on the work of the King that served as a guiding script for all the subsequent tasks. In both museums, students had access to: historical collections of organisms, oceanographic biological sampling instruments, fish gears and ships. They could also observe the characteristics and adaptations of diverse fish species characteristic of deep sea. The present study aimed to analyse the impact of these activities on students' scientific knowledge, on their understanding of the nature of science and on the development of transversal skills. All students considered the project very popular. The results obtained suggest that the activity promoted not only the understanding of scientific concepts, but also stimulated the development of knowledge about science itself and the construction of scientific knowledge, stressing the relevance of creating activities informed by the history of science. As a final remark we suggest that the partnership between elementary schools and museums should be seen as an educational project, in which the teacher has to assume a key mediating role between the school and the museums.

Family science: An ethnographic case study of the ordinary science and literacy experiences of one family

Science.gov (United States)

McCarty, Glenda M.

Despite the copious research available on science learning, little is known about ways in which the public engages in free-choice science learning and even fewer studies have focused on how families engage in science to learn about the world around them. The same was true about studies of literacy development in the home until the 1980s when researchers (e.g. Bissex, 1980; Heath, 1983; Taylor, 1983) began documenting the literacy happenings and practices of young children in natural settings. Findings from intensive emergent literacy research studies have challenged traditional approaches to the teaching and learning of literacy, especially drawing attention to the active role children take in their own learning. Drawing upon those early literacy studies, this research project uses ethnographic case study methods along with a naturalistic inquiry approach, to document the daily explorations of one science-oriented family. Over a three year span, I have followed my own family, in our natural setting, through our day-to-day experiences with science and literacy as we seek to mediate and understand the world around us. In doing so, I have explored the ways we have shared knowledge and constructed learning through science books and read alouds, self-initiated inquiry learning, and communication. Throughout the three year research period, I have collected data and documented my own young children's understanding of the nature of science by observing their engagement with world around them.

Identifying barriers to Science, Technology, Society and environment (STSE) educational goals and pedagogy in science education: A case study of UMASS Lowell undergraduate engineering

Science.gov (United States)

Phaneuf, Tiffany

The implementation of sustainable development in higher education is a global trend. Engineers, as gatekeepers of technological innovation, confront increasingly complex world issues ranging from economic and social to political and environmental. Recently, a multitude of government reports have argued that solving such complex problems requires changes in the pedagogy of engineering education, such as that prescribed by the Science, Technology, Society, and education (STS) movement that grew out of the environmental movement in the 70s. In STS students are engaged in the community by understanding that scientific progress is innately a sociopolitical process that involves dimensions of power, wealth and responsibility. United States accreditation criteria now demand "the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context" (ABET Engineering Accreditation Commission 2005). With such emphasis on STS education as necessary to address complex world issues, it is vital to assess the barriers in the traditional engineering curriculum that may inhibit the success of such educational reform. This study identifies barriers to STS goals and pedagogy in post secondary science education by using the Francis College of Engineering at UMASS Lowell as a single case study. The study draws on existing literature to develop a theoretical framework for assessing four hypothesized barriers to STS education in undergraduate engineering. Identification of barriers to STS education in engineering generates a critical reflection of post secondary science education and its role in preparing engineers to be active citizens in shaping a rapidly globalizing world. The study offers policy recommendations for enabling post secondary science education to incorporate STS education into its curriculum.

CREATIVE APPROACHES TO COMPUTER SCIENCE EDUCATION

Directory of Open Access Journals (Sweden)

V. B. Raspopov

2010-04-01

Full Text Available Using the example of PPS «Toolbox of multimedia lessons «For Children About Chopin» we demonstrate the possibility of involving creative students in developing the software packages for educational purposes. Similar projects can be assigned to school and college students studying computer sciences and informatics, and implemented under the teachers’ supervision, as advanced assignments or thesis projects as a part of a high school course IT or Computer Sciences, a college course of Applied Scientific Research, or as a part of preparation for students’ participation in the Computer Science competitions or IT- competitions of Youth Academy of Sciences ( MAN in Russian or in Ukrainian.

A Meta-Synthesis of Turkish Studies in Science Process Skills

Science.gov (United States)

Yildirim, Murat; Çalik, Muammer; Özmen, Haluk

2016-01-01

This study thematically evaluates Turkish studies in science process skills (SPS) from 2000 to 2015. In looking for SPS studies, the authors entered the keywords "process skills, science process skills, science education and Turkey/Turkish" in well-known databases (i.e., Academic Search Complete, Education Research Complete, ERIC, and…

Physical Sciences 2007 Science and Technology Highlights

International Nuclear Information System (INIS)

Hazi, A.U.

2008-01-01

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

Checklist for Excellence in Science Teaching and Learning

Science.gov (United States)

Ediger, Marlow

2016-01-01

Science teachers need to evaluate their lessons and units of study, frequently, to stay abreast of recommended trends in the curriculum. Self evaluation is involved here. A quality science program must be implemented in order to assist learners to achieve as optimally as possible. Which guidelines should then serve in self evaluation?

Progress in surface and membrane science

CERN Document Server

Cadenhead, D A

1977-01-01

Progress in Surface and Membrane Science, Volume 11 covers the advances in the study of surface and membrane science. The book discusses the quantum theory of surface phenomena; some fundamental aspects of electrocrystallization; and exoelectric emission. The text also describes the surface of titanium dioxide; and the prospects for atomic resolution electron microscopy in membranology. Chemists, physicists, and people involved in the electrochemical power laboratory will find the book useful.

Science writing heurisitc: A writing-to-learn strategy and its effect on student's science achievement, science self-efficacy, and scientific epistemological view

Science.gov (United States)

Caukin, Nancy S.

The purpose of this mixed-methods study was to determine if employing the writing-to-learn strategy known as a "Science Writing Heuristic" would positively effect students' science achievement, science self-efficacy, and scientific epistemological view. The publications Science for All American, Blueprints for Reform: Project 2061 (AAAS, 1990; 1998) and National Science Education Standards (NRC 1996) strongly encourage science education that is student-centered, inquiry-based, active rather than passive, increases students' science literacy, and moves students towards a constructivist view of science. The capacity to learn, reason, problem solve, think critically and construct new knowledge can potentially be experienced through writing (Irmscher, 1979; Klein, 1999; Applebee, 1984). Science Writing Heuristic (SWH) is a tool for designing science experiences that move away from "cookbook" experiences and allows students to design experiences based on their own ideas and questions. This non-traditional classroom strategy focuses on claims that students make based on evidence, compares those claims with their peers and compares those claims with the established science community. Students engage in reflection, meaning making based on their experiences, and demonstrate those understandings in multiple ways (Hand, 2004; Keys et al, 1999, Poock, nd.). This study involved secondary honors chemistry students in a rural prek-12 school in Middle Tennessee. There were n = 23 students in the group and n = 8 in the control group. Both groups participated in a five-week study of gases. The treatment group received the instructional strategy known as Science Writing Heuristic and the control group received traditional teacher-centered science instruction. The quantitative results showed that females in the treatment group outscored their male counterparts by 11% on the science achievement portion of the study and the males in the control group had a more constructivist scientific

influence of early literacy parental involvement on science

African Journals Online (AJOL)

User

were highly involved in their children's early literacy acquisition; parental ... in literacy acquisition of boys was more than that of girls, though this difference was not .... method. Procedure for Data Collection. The students (with the help of their.

Paws for a Study Break: Running an Animal-Assisted Therapy Program at the Gerstein Science Information Centre

Directory of Open Access Journals (Sweden)

Allison Bell

2013-06-01

Full Text Available The Gerstein Science Information Centre is the Science and Health Sciences library serving the University of Toronto community. As the second largest library on campus, Gerstein is a mecca for studying and can accommodate 1100 students. Research has shown that high levels of stress, anxiety, depression, and other mental health disorders are prevalent among both medical students and the student population as a whole. In recent years, Gerstein staff members have seen evidence of the rising levels of student stress in their dealings with the public while providing reference and research help. Animal-assisted therapy (AAT is often used in hospital and rehabilitation settings and, most recently, to help young children learn to read by providing a stress-free learning environment in public libraries and schools. Studies on animal-assisted therapy have shown that AAT decreases blood pressure, cortisol, and reduces anxiety overall. In response to these findings, staff at Gerstein decided to implement an AAT program, “Paws for a Study Break,” comprised of several sessions when a therapy dog and her handler would visit the library to hold ‘office hours’ and give students a break from their studying during the Winter 2012 exam period. Through a total of six visits of ninety minutes each, 417 visitors were received. Best practices and lessons learned are discussed, including steps involved in coordination of the event, working with volunteers, publicity avenues, dealing with media requests, costs involved, and evaluation techniques. Based on the completed evaluation forms, the response to the therapy dog program at Gerstein was overwhelmingly positive; students were very appreciative, and there are plans underway to repeat this program on an ongoing basis.

Ocean Science for Decision-Making: Current Activities of the National Research Council's Ocean Studies Board

Science.gov (United States)

Roberts, S.; Glickson, D.; Mengelt, C.; Forrest, S.; Waddell, K.

2012-12-01

The National Research Council is a private, nonprofit organization chartered by Congress in 1916 as an expansion of the U.S. National Academy of Sciences. Its mission is to improve the use of science in government decision making and public policy, increase public understanding, and promote the acquisition and dissemination of knowledge in matters involving science, engineering, technology, and health. Within the National Research Council, the Ocean Studies Board (OSB) mission is to explore the science, policies, and infrastructure needed to understand, manage, and conserve coastal and marine environments and resources. OSB undertakes studies and workshops on emerging scientific and policy issues at the request of federal agencies, Congress, and others; provides program reviews and guidance; and facilitates communication on oceanographic issues among different sectors. OSB also serves as the U.S. National Committee to the international, nongovernmental Scientific Committee on Oceanic Research (SCOR). OSB has produced reports on a wide range of topics of interest to researchers and educators, the federal government, the non-profit sector, and industry. Recent reports have focused on ecosystem services in the Gulf of Mexico after the Deepwater Horizon oil spill, sea level rise on the U.S. west coast, scientific ocean drilling needs and accomplishments, requirements for sustained ocean color measurements, critical infrastructure for ocean research, tsunami warning and preparedness, ocean acidification, and marine and hydrokinetic power resource assessments. Studies that are currently underway include responding to oil spills in the Arctic, evaluating the effectiveness of fishery stock rebuilding plans, and reviewing the National Ocean Acidification Research Plan. OSB plays an important role in helping create policy decisions and disseminating important information regarding various aspects of ocean science.

Learning effects of active involvement of secondary school students in scientific research within the Sparkling Science project "FlussAu:WOW!"

Science.gov (United States)

Poppe, Michaela; Zitek, Andreas; Scheikl, Sigrid; Heidenreich, Andrea; Kurz, Roman; Schrittwieser, Martin; Muhar, Susanne

2014-05-01

Due to immense technological and economic developments, human activities producing greenhouse gases, destructing ecosystems, changing landscapes and societies are influencing the world to such a degree, that the environment and human well-being are significantly affected. This results in a need to educate citizens towards a scientific understanding of complex socio-environmental systems. The OECD programme for international student assessment (PISA - http://www.pisa.oecd.org) investigated in detail the science competencies of 15-year-old students in 2006. The report documented that teenagers in OECD countries are mostly well aware of environmental issues but often know little about their causes or options to tackle these challenges in the future. For the integration of science with school learning and involving young people actively into scientific research Sparkling Science projects are funded by the Federal Ministry of Science and Research in Austria. Within the Sparkling Science Project "FlussAu:WOW!" (http://www.sparklingscience.at/de/projekte/574-flussau-wow-/) scientists work together with 15 to 18-year-old students of two Austrian High Schools over two years to assess the functions and processes in near natural and anthropogenically changed river floodplains. Within the first year of collaboration students, teachers and scientists elaborated on abiotic, biotic and spatial indicators for assessing and evaluating the ecological functionality of riverine systems. After a theoretical introduction students formulated research questions, hypotheses and planned and conducted field work in two different floodplain areas in Lower Austria. From the second year on, students are going to develop qualitative models on processes in river floodplain systems by means of the learning software "DynaLearn". The "DynaLearn" software is an engaging, interactive, hierarchically structured learning environment that was developed within the EU-FP7 project "DynaLearn" (http

Discursive Contextures of Science: Euro/West-Centrism and Science and Technology Studies

Directory of Open Access Journals (Sweden)

Amit Prasad

2016-07-01

Full Text Available Science and Technology Studies (STS by the very act of showing the multiplicity, contingency, and context-dependence of scientific knowledge and practice, provincialized modern science. Postcolonial interventions within STS have pursued this goal even further. Nevertheless, Euro/West-centrism continues to inflect not only scientific practices and lay imaginaries, but also sociological and historical analyses of sciences. In this article, drawing on my own training within STS – first under J.P.S. Uberoi, who was concerned with structuralist analysis of modernity and science, and thereafter under Andy Pickering, when we focused on material agency and temporal emergence and extensively engaged with Actor Network Theory - I emphasize the continuing role of Euro/West-centric discourses in defining the “self” and the “other” and in impacting epistemological and ontological interventions. More broadly, building on a concept of Michael Lynch’s, I call for excavation and analysis of discursive contextures of sciences. In the second section of the article, through a brief analysis of embryonic stem cell therapy in a clinic in Delhi, I show how with shifting transnational landscape of technoscience certain discursive contextures are being “deterritorialized” and left “stuttering.”

Virtual school teacher's science efficacy beliefs: The effects of community of practice on science-teaching efficacy beliefs

Science.gov (United States)

Uzoff, Phuong Pham

The purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument. The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.

Progress in surface and membrane science

CERN Document Server

Cadenhead, D A

1979-01-01

Progress in Surface and Membrane Science, Volume 12 covers the advances in the study of surface and membrane science. The book discusses the topographical differentiation of the cell surface; the NMR studies of model biological membrane system; and an irreversible thermodynamic approach to energy coupling in mitochondria and chloroplasts. The text also describes water at surfaces; the nature of microemulsions; and the energy principle in the stability of interfaces. Biochemists, physicists, chemical engineers, and people involved in surface and coatings research will find the book invaluable.

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

Butterflies & Wild Bees: Biology Teachers' PCK Development through Citizen Science

Science.gov (United States)

Scheuch, Martin; Panhuber, Tanja; Winter, Silvia; Kelemen-Finan, Julia; Bardy-Durchhalter, Manfred; Kapelari, Suzanne

2018-01-01

Citizen science is a rapidly growing emerging field in science and it is gaining importance in education. Therefore, this study was conducted to document the pedagogical content knowledge (PCK) of biology teachers who participated in a citizen science project involving observation of wild bees and identification of butterflies. In this paper,…

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

African Journals Online (AJOL)

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

Recent developments and case studies in nuclear forensic science

International Nuclear Information System (INIS)

Ray, I.L.F.; Wiss, T.; Thiele, H.

2002-01-01

Since 1994 the Institute for Transuranium Elements has played the leading role in Europe in the development of Nuclear Forensic Science. This is a new discipline which has developed out of necessity following the break up of the former Soviet Union and Eastern Block countries in 1989, which resulted in the emergence of a new form of illegal smuggling - that of nuclear materials. The Institute has been involved in the investigation of all the major cases of illicit trafficking involving nuclear- and nuclear-related materials in Europe from 1994, following the first major incident at Munich airport, up to the present time. Examples will be given here illustrating different types of cases: the accidental release of nuclear material into the environment, exercises carried out in cooperation with the German Federal Police (Bundeskriminalamt), and the removal of nuclear material with deliberate criminal intent

Plasma Science Committee (PLSC) and study on new opportunities in plasma science and technology

International Nuclear Information System (INIS)

1992-01-01

The Plasma Science Committee (PLSC) of the National Research Council (NRC) is charged with monitoring the health of the field of plasma science in the United States. Accordingly, the Committee identifies and examines both broad and specific issues affecting the field. Regular meetings, teleconferences, briefings from agencies and the scientific community, the formation of study panels to prepare reports, and special symposia are among the mechanisms used by the PLSC to meet its charge. This progress report presents a review of PLSC activities from July 15, 1991 to May 31, 1992. The details of prior activities are discussed in earlier reports. This report also includes the status of activities associated with the PLSC study on opportunities in plasma science and technology. During the above period, the PLSC has continued to track and participate in, when requested, discussions on the health of the field. Much of the perspective of the PLSC has been presented in the recently-published report Research Briefing on Contemporary Problems in Plasma Science. That report has served as the basis for briefings to representatives of the federal government as well as the community-at-large. In keeping with its charge to identify and highlight specific areas for scientific and technological opportunities, the PLSC completed publication of the report Plasma Processing of Materials: Scientific and Technological Opportunities and launched a study on new opportunities in plasma science and technology

Planetary Science Technology Infusion Study: Findings and Recommendations Status

Science.gov (United States)

Anderson, David J.; Sandifer, Carl E., II; Sarver-Verhey, Timothy R.; Vento, Daniel M.; Zakrajsek, June F.

2014-01-01

The Planetary Science Division (PSD) within the National Aeronautics and Space Administrations (NASA) Science Mission Directorate (SMD) at NASA Headquarters sought to understand how to better realize a scientific return on spacecraft system technology investments currently being funded. In order to achieve this objective, a team at NASA Glenn Research Center was tasked with surveying the science and mission communities to collect their insight on technology infusion and additionally sought inputs from industry, universities, and other organizations involved with proposing for future PSD missions. This survey was undertaken by issuing a Request for Information (RFI) activity that requested input from the proposing community on present technology infusion efforts. The Technology Infusion Study was initiated in March 2013 with the release of the RFI request. The evaluation team compiled and assessed this input in order to provide PSD with recommendations on how to effectively infuse new spacecraft systems technologies that it develops into future competed missions enabling increased scientific discoveries, lower mission cost, or both. This team is comprised of personnel from the Radioisotope Power Systems (RPS) Program and the In-Space Propulsion Technology (ISPT) Program staff.The RFI survey covered two aspects of technology infusion: 1) General Insight, including: their assessment of barriers to technology infusion as related to infusion approach; technology readiness; information and documentation products; communication; integration considerations; interaction with technology development areas; cost-capped mission areas; risk considerations; system level impacts and implementation; and mission pull. 2) Specific technologies from the most recent PSD Announcements of Opportunities (AOs): The Advanced Stirling Radioisotope Generator (ASRG), aerocapture and aeroshell hardware technologies, the NASA Evolutionary Xenon Thruster (NEXT) ion propulsion system, and the

New Approaches to the Study of Students' Response to Science

DEFF Research Database (Denmark)

Krogh, Lars

2011-01-01

of science and school science. In this chapter I describe two new approaches to the study of students’ responses to school science, both pragmatic by nature, and combining perspectives from cultural research with a quantitative or a Mixed Methods methodology. The approaches have been applied to studies......’Students’ responses’ to science include their attitudes and internalization of science (e.g. valueing, identifying) as well as their choices and actions related to science. This broader conception has advantages over attitudes alone, when it comes to understanding students’ paths in and out...... of Physics in Danish upper secondary school, and though these targeted different aspects of students’ responses and applied highly different methods the results were found to complement each other. A study using the first approach related students’ attitudes towards physics to various types of Cultural...

Setting up crowd science projects.

Science.gov (United States)

Scheliga, Kaja; Friesike, Sascha; Puschmann, Cornelius; Fecher, Benedikt

2016-11-29

Crowd science is scientific research that is conducted with the participation of volunteers who are not professional scientists. Thanks to the Internet and online platforms, project initiators can draw on a potentially large number of volunteers. This crowd can be involved to support data-rich or labour-intensive projects that would otherwise be unfeasible. So far, research on crowd science has mainly focused on analysing individual crowd science projects. In our research, we focus on the perspective of project initiators and explore how crowd science projects are set up. Based on multiple case study research, we discuss the objectives of crowd science projects and the strategies of their initiators for accessing volunteers. We also categorise the tasks allocated to volunteers and reflect on the issue of quality assurance as well as feedback mechanisms. With this article, we contribute to a better understanding of how crowd science projects are set up and how volunteers can contribute to science. We suggest that our findings are of practical relevance for initiators of crowd science projects, for science communication as well as for informed science policy making. © The Author(s) 2016.

Multimodal Teacher Input and Science Learning in a Middle School Sheltered Classroom

Science.gov (United States)

Zhang, Ying

2016-01-01

This article reports the results of an ethnographic research about the multimodal science discourse in a sixth-grade sheltered classroom involving English Language Learners (ELLs) only. Drawing from the perspective of multimodality, this study examines how science learning is constructed in science lectures through multiple semiotic resources,…

Science teachers' meaning-making of teaching practice, collaboration and professional development

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund

The aims of the research presented in the thesis are three-fold: 1) To gain an insight into challenges and needs related to Danish science teachers professional development (PD), 2) to understand Danish science teachers’ meaning-making when involved in PD designed according to criteria from...... international research and 3) a research methodological perspective: to adapt, and discuss the use of a specific tool for analysis and representation of the teachers’ meaning-making. A mixed method approach is taken: The empirical research includes a cohort-survey of graduating science teachers repeated...... to lack of confidence. The case-studies provide examples where science teachers’ develop a growing confidence, and begin to focus on students’ learning by manipulating both science ideas and equipment. The teachers involved in artifact-mediated interactions refer to gaining insight into students...

[Problems of world outlook and methodology of science integration in biological studies].

Science.gov (United States)

Khododova, Iu D

1981-01-01

Problems of worldoutlook and methodology of the natural-science knowledge are considered basing on the analysis of tendencies in the development of the membrane theory of cell processes and the use of principles of biological membrane functioning when solving some scientific and applied problems pertaining to different branches of chemistry and biology. The notion scientific knowledge integration is defined as interpenetration of approaches, methods and ideas of different branches of knowledge and enrichment on this basis of their content resulting in knowledge augmentation in each field taken separately. These processes are accompanied by appearance of new branches of knowledge - sciences "on junction" and their subsequent differentiations. The analysis of some gnoseological situations shows that integration of sciences contributes to coordination and some agreement of thinking styles of different specialists, puts forward keen personality of a scientist demanding, in particular, his high professional mobility. Problems of scientific activity organization are considered, which involve social sciences into the integration processes. The role of philosophy in the integration processes is emphasized.

The Workshop Program on Authentic Assessment for Science Teachers

Science.gov (United States)

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

2017-02-01

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

The "Next Generation Science Standards" and the Earth and Space Sciences

Science.gov (United States)

Wysession, Michael E.

2013-01-01

In this article, Michael E. Wysession comments on the "Next Generation Science Standards" (NGSS), which are based on the recommendations of the National Research Council and represent a revolutionary step toward establishing modern, national K-12 science education standards. The NGSS involves significant changes from traditional…

Calculus Limits Involving Infinity: The Role of Students' Informal Dynamic Reasoning

Science.gov (United States)

Jones, Steven R.

2015-01-01

Few studies on calculus limits have centred their focus on student understanding of limits at infinity or infinite limits that involve continuous functions (as opposed to discrete sequences). This study examines student understanding of these types of limits using both pure mathematics and applied-science functions and formulas. Seven calculus…

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

Science.gov (United States)

Jacobowitz, Tina

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

Factors affecting student achievement in science: A study of teacher beliefs

Science.gov (United States)

Hayes, Jonathan

This study employed a mixed methods and mixed model research design to explore secondary science teachers' beliefs. Specifically, this study focused on factors that secondary science teachers believe affect student achievement in science, and the extent to which teacher beliefs transfer to teacher practice. This study is significant because the outcomes may inform professional development and policy decisions at the school, district, and provincial level. Results from self-reporting data of 82 secondary science teachers indicate that teacher beliefs in each of the fourteen topics surveyed (Classroom Management, Learning Styles, Inclusion, Equity, Science-Technology-Society (STS), Formative Assessment, Summative Assessment, Constructivism, Thematic Approach, Hands-On/Minds-On Activities, The Nature of Science, Science Subject Matter, Electronic Learning and Cooperative Learning) are positive for most Prince Edward Island (P.E.I.) secondary science teachers. Furthermore, secondary science teachers reported having strong beliefs in their ability to affect student learning (self-efficacy beliefs). However, it is apparent from the survey and interview data that teachers believe there are other influential factors that are preventing some students from learning despite the teachers' best efforts and ability. Regarding implementation, this study indicates that beliefs and the enactment of beliefs in classroom practice are positively correlated. The data also shows that at least seventy percent of teachers reported that they implement practices consistent with all but two topics -- The Nature of Science and Electronic Learning -- at least once a week. The findings of this study are discussed in the context of the P.E.I. secondary science setting. Limitations and implications of this study are also addressed.

Performance-based classrooms: A case study of two elementary teachers of mathematics and science

Science.gov (United States)

Jones, Kenneth W.

This case study depicts how two elementary teachers develop classrooms devoted to performance-based instruction in mathematics and science. The purpose is to develop empirical evidence of classroom practices that leads to a conceptual framework about the nature of performance-based instruction. Performance-based assessment and instruction are defined from the literature to entail involving students in tasks that are complex and engaging, requiring them to apply knowledge and skills in authentic contexts. In elementary mathematics and science, such an approach emphasizes problem solving, exploration, inquiry, and reasoning. The body of the work examines teacher beliefs, curricular orientations, instructional strategies, assessment approaches, management and organizational skills, and interpersonal relationships. The focus throughout is on those aspects that foster student performance in elementary mathematics and science. The resulting framework describes five characteristics that contribute to performance-based classrooms: a caring classroom community, a connectionist learning theory, a thinking and doing curriculum, diverse opportunities for learning, and ongoing assessment, feedback, and adjustment. The conclusion analyzes factors external to the classroom that support or constrain the development of performance-based classrooms and discusses the implications for educational policy and further research.

A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences

DEFF Research Database (Denmark)

Børsen, Tom; Antia, Avan N.; Glessmer, Mirjam Sophia

2013-01-01

climate science meets the public sphere (e.g., to identify and balance legitimate perspectives on particular types of geo-engineering), and is an example of how to include social responsibility in doctoral education. The paper describes the workshop from the three different perspectives of the authors......: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science......, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences....

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

Citizen Science Initiatives: Engaging the Public and Demystifying Science

Directory of Open Access Journals (Sweden)

Kim Van Vliet

2015-12-01

Full Text Available The Internet and smart phone technologies have opened up new avenues for collaboration among scientists around the world. These technologies have also expanded citizen science opportunities and public participation in scientific research (PPSR. Here we discuss citizen science, what it is, who does it, and the variety of projects and methods used to increase scientific knowledge and scientific literacy. We describe a number of different types of citizen-science projects. These greatly increase the number of people involved, helping to speed the pace of data analysis and allowing science to advance more rapidly. As a result of the numerous advantages of citizen-science projects, these opportunities are likely to expand in the future and increase the rate of novel discoveries.

Socialization into science: An ethnographic study in a field research station

Science.gov (United States)

Calovini, Theresa Ann

While the place of language in building the tasks and activities of the science classroom has received attention in the education literature, how students do the work of affiliation building through language remains poorly understood. This dissertation is based on ethnographic research in an apprenticeship learning situation at a biological field research station. I carried out this research with five undergraduates apprentices. I focus on how the language used in this apprenticeship situation positioned the apprentices with science. Issues of access and diversity in science education have motivated this research but this point can be missed because the five apprentices were all fairly successful in university science. They had all secured their job for the summer as paid research assistants. Yet, even with these successful students, science had a complicated place in their lives. I draw on Gee's (1999) notion of Discourse to understand this complexity. I focus on four Discourses--- Science, Knowing about the Animals, Senior Projects and RAships, and Relationships ---which were important in the apprentices' learning about and socialization with science. I try to understand the inter-workings of these four Discourses through a detailed analysis of three conversations involving one of the participants, Michelle. Michelle's use of narrative emerged as a linguistic resource which she used to explore dilemmas she experienced in the tensions between these four Discourses. Michelle was in many ways an ideal apprentice. She did her job well and she sought and received expert advice on her Senior project. Nonetheless, Michelle faced obstacles in her pursuit of a career in science and these obstacles related to language use and her use of narrative. I show how her use of narrative either facilitated or impeded her learning, depending on the context of the interaction. My analysis of Discourse points to important issues in language use by both students and teachers, with

Journal of Genetics | Indian Academy of Sciences

Indian Academy of Sciences (India)

Science Education Programmes · Women in Science · Committee on Scientific ... minor factors governed the disease tolerant trait in both the tolerant parents used. ... However, generationmean analysis revealed involvement of both additive and ... inheritance pattern is involved in the disease tolerance against YVMV trait.

45 CFR 680.11 - Staff involvement with NSF proposals and awards.

Science.gov (United States)

2010-10-01

... teaching careers to spend a year or two at NSF and then return to research and teaching, usually at the... SCIENCE FOUNDATION NATIONAL SCIENCE FOUNDATION RULES OF PRACTICE AND STATUTORY CONFLICT-OF-INTEREST EXEMPTIONS Rules of Practice for the National Science Foundation § 680.11 Staff involvement with NSF...

Clinical research data sharing: what an open science world means for researchers involved in evidence synthesis.

Science.gov (United States)

Ross, Joseph S

2016-09-20

The International Committee of Medical Journal Editors (ICMJE) recently announced a bold step forward to require data generated by interventional clinical trials that are published in its member journals to be responsibly shared with external investigators. The movement toward a clinical research culture that supports data sharing has important implications for the design, conduct, and reporting of systematic reviews and meta-analyses. While data sharing is likely to enhance the science of evidence synthesis, facilitating the identification and inclusion of all relevant research, it will also pose key challenges, such as requiring broader search strategies and more thorough scrutiny of identified research. Furthermore, the adoption of data sharing initiatives by the clinical research community should challenge the community of researchers involved in evidence synthesis to follow suit, including the widespread adoption of systematic review registration, results reporting, and data sharing, to promote transparency and enhance the integrity of the research process.

Automated Scoring of Constructed-Response Science Items: Prospects and Obstacles

Science.gov (United States)

Liu, Ou Lydia; Brew, Chris; Blackmore, John; Gerard, Libby; Madhok, Jacquie; Linn, Marcia C.

2014-01-01

Content-based automated scoring has been applied in a variety of science domains. However, many prior applications involved simplified scoring rubrics without considering rubrics representing multiple levels of understanding. This study tested a concept-based scoring tool for content-based scoring, c-rater™, for four science items with rubrics…

When Science Soars.

Science.gov (United States)

Baird, Kate A.; And Others

1997-01-01

Describes an inquiry-based activity involving paper airplanes that has been used as a preservice training tool for instructors of a Native American summer science camp, and as an activity for demonstrating inquiry-based methods in a secondary science methods course. Focuses on Bernoulli's principle which describes how fluids move over and around…

Analysis of Turkish Prospective Science Teachers' Perceptions on Technology in Education

Science.gov (United States)

Koksal, Mustafa Serdar; Yaman, Suleyman; Saka, Yavuz

2016-01-01

Purpose of this study was to determine and analyze Turkish pre-service science teachers' perceptions on technology in terms of learning style, computer competency level, possession of a computer, and gender. The study involved 264 Turkish pre-service science teachers. Analyses were conducted through four-way ANOVA, t-tests, Mann Whitney U test and…

Student explanations of their science teachers' assessments, grading practices and how they learn science

Science.gov (United States)

del Carmen Gomez, María

2018-03-01

The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.

Valeriu Bologa’s studies on the history of science

Science.gov (United States)

BÂRSU, CRISTIAN

2016-01-01

History of science is a vast and complex domain, comprising many sub-domains, such as: the history of medicine, history of chemistry, history of physics etc. Different specialists in these sub-domains, trying to reach the general and integrative understanding of the history of science, succeeded only after they acquired a rich scientific experience in their fields of activity. One of the scientists who had interesting papers on the history of science was Valeriu Bologa (1892–1971). He was the first Romanian professor of history of medicine. Our paper presents some milestones regarding his preoccupations on the history of science. The aim of our study is to prove that, although he was primarily a historian of medicine, he surpassed this framework, proving to be a skillful historian of science. The topics of his works on the history of science included: the value of the unity of science, the ethical aspects of science during centuries, the interferences between the history of science and the history of medicine etc. PMID:27547069

How science teachers balance religion and evolution in the science classroom: A case study of science classes in a Florida Public School District

Science.gov (United States)

Willems, Pierre Dominique

The purpose of this case study was to research how science teachers balance both religion and evolution in the science classroom with as little controversy as possible. In this study I attempted to provide some insight on how teachers are currently teaching evolution in their science classes in light of the religious beliefs of the students as well as their own. The case study was conducted in a school district in Florida where I attempted to answer the following questions: (a) How do science teachers in the Florida School District (FSD) approach the religion--evolution issue in preparing students for a career in a field of science? (b) How do science teachers in the FSD reconcile the subject of evolution with the religious views of their students? (c) How do science teachers in the FSD reconcile their own religious views with the teaching of evolution? (d) How do science teachers in the FSD perceive the relationship between religion and science? The data was collected through interviews with two high school teachers, and one middle school teacher, by observing each participant teach, by collecting site documents and by administering an exploratory survey to student volunteers. Analysis was conducted by open coding which produced four themes from which the research questions were answered and the survey answers were counted to produce the percentages displayed in the tables in chapter four. The teachers avoided discussion on religiously oriented questions or statements by the students and did not reveal their own religious orientation. The topic of microevolution appeared to reduce stress in the classroom environment, as opposed to addressing macroevolution.

DES Science Portal: II- Creating Science-Ready Catalogs

Energy Technology Data Exchange (ETDEWEB)

Fausti Neto, Angelo; et al.

2017-08-18

We present a novel approach for creating science-ready catalogs through a software infrastructure developed for the Dark Energy Survey (DES). We integrate the data products released by the DES Data Management and additional products created by the DES collaboration in an environment known as DES Science Portal. Each step involved in the creation of a science-ready catalog is recorded in a relational database and can be recovered at any time. We describe how the DES Science Portal automates the creation and characterization of lightweight catalogs for DES Year 1 Annual Release, and show its flexibility in creating multiple catalogs with different inputs and configurations. Finally, we discuss the advantages of this infrastructure for large surveys such as DES and the Large Synoptic Survey Telescope. The capability of creating science-ready catalogs efficiently and with full control of the inputs and configurations used is an important asset for supporting science analysis using data from large astronomical surveys.

Assessing Bilingual Knowledge Organization in Secondary Science Classrooms =

Science.gov (United States)

Wu, Jason S.

Improving outcomes for English language learners (ELLs) in secondary science remains an area of high need. The purpose of this study is to investigate bilingual knowledge organization in secondary science classrooms. This study involved thirty-nine bilingual students in three biology classes at a public high school in The Bronx, New York City. Methods included an in-class survey on language use, a science content and English proficiency exam, and bilingual free-recalls. Fourteen students participated in bilingual free-recalls which involved a semi-structured process of oral recall of information learned in science class. Free-recall was conducted in both English and Spanish and analyzed using flow-map methods. Novel methods were developed to quantify and visualize the elaboration and mobilization of ideas shared across languages. It was found that bilingual narratives displayed similar levels of organizational complexity across languages, though English recalls tended to be longer. English proficiency was correlated with narrative complexity in English. There was a high degree of elaboration on concepts shared across languages. Finally, higher Spanish proficiency correlated well with greater overlapping elaboration across languages. These findings are discussed in light of current cognitive theory before presenting the study's limitations and future directions of research.

A comparative study of Swedish generation Y decision-making style between high involvement and low involvement products.

OpenAIRE

Pakdeejirakul, Warangkhana; Agosi, Micheal

2013-01-01

Title A comparative study of Swedish generation Y decision-making style between high involvement and low involvement products. Research questions  How does product involvement influence consumer decision-making styles in Generation Y of Swedish nationals for the two selected products?  To what level does the model proposed by Sproles and Kendall in 1986 now apply to the modern-day Generation Y in Sweden as they decide on both of the selected products? Purpose The purpose of this research unde...

Understanding the Influence of Learners' Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning

Science.gov (United States)

Dunn, Karee E.; Lo, Wen-Juo

2015-01-01

Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of…

An evaluative study of the impact of the "Curriculum Alignment Toolbox" on middle school science achievement

Science.gov (United States)

Jones, Carol L.

The number of computer-assisted education programs on the market is overwhelming science teachers all over the Michigan. Though the need is great, many teachers are reluctant to procure computer-assisted science education programs because they are unsure of the effectiveness of such programs. The Curriculum Alignment Toolbox (CAT) is a computer-based program, aligned to the Michigan Curriculum Framework's Benchmarks for Science Education and designed to supplement science instruction in Michigan middle schools. The purpose of this study was to evaluate the effectiveness of CAT in raising the standardized test scores of Michigan students. This study involved 419 students from one urban, one suburban and one rural middle school. Data on these students was collected from 4 sources: (1) the 8th grade Michigan Education Assessment Program (MEAP) test, (2) a 9 question, 5-point Likert-type scale student survey, (3) 4 open-response student survey questions and (4) classroom observations. Results of this study showed that the experimental group of 226 students who utilized the CAT program in addition to traditional instruction did significantly better on the Science MEAP test than the control group of 193 students who received only traditional instruction. The study also showed that the urban students from a "high needs" school seemed to benefit most from the program. Additionally, though both genders and all identified ethnic groups benefited from the program, males benefited more than females and whites, blacks and Asian/Pacific Islander students benefited more than Hispanic and multi-racial students. The CAT program's success helping raise the middle school MEAP scores may well be due to some of its components. CAT provided students with game-like experiences all based on the benchmarks required for science education and upon which the MEAP test is based. The program also provided visual and auditory stimulation as well as numerous references which students indicated

Transformative Multicultural Science curriculum: A case study of middle school robotics

Science.gov (United States)

Grimes, Mary Katheryn

Multicultural Science has been a topic of research and discourse over the past several years. However, most of the literature concerning this topic (or paradigm) has centered on programs in tribal or Indigenous schools. Under the framework of instructional congruence, this case study explored how elementary and middle school students in a culturally diverse charter school responded to a Multicultural Science program. Furthermore, this research sought to better understand the dynamics of teaching and learning strategies used within the paradigm of Multicultural Science. The school's Robotics class, a class typically stereotyped as fitting within the misconceptions associated with the Western Modern Science paradigm, was the center of this case study. A triangulation of data consisted of class observations throughout two semesters; pre and post student science attitude surveys; and interviews with individual students, Robotic student teams, the Robotics class instructor, and school administration. Three themes emerged from the data that conceptualized the influence of a Multicultural Science curriculum with ethnically diverse students in a charter school's Robotics class. Results included the students' perceptions of a connection between science (i.e., Robotics) and their personal lives, a positive growth in the students' attitude toward science (and engineering), and a sense of personal empowerment toward being successful in science. However, also evident in the findings were the students' stereotypical attitudes toward science (and scientists) and their lack of understanding of the Nature of Science. Implications from this study include suggestions toward the development of Multicultural Science curricula in public schools. Modifications in university science methods courses to include the Multicultural Science paradigm are also suggested.

Toward making the invisible visible: Studying science teaching self-efficacy beliefs

Science.gov (United States)

Perkins, Catherine J.

This dissertation consists of two articles to be submitted for publication. The first, a literature review, makes visible common influences on science teaching self-efficacy beliefs and also points to potentially invisible validation concerns regarding the instrument used. The second investigates the participants' invisible science teaching self-efficacy beliefs and, through the use of a more focused interview, makes those beliefs visible. Science teaching self-efficacy beliefs are science teachers' perceptions of their abilities to teach science effectively. The construct "teaching self-efficacy" originated in social cognitive theory (Bandura, 1977). The first article reviews the mixed results from teaching self-efficacy research in science contexts. The review focuses upon factors that facilitate or inhibit the development of self-efficacy beliefs among science teachers across stages of their careers. Although many studies of science teaching self-efficacy beliefs have utilized the Science Teaching Efficacy Belief Instrument - STEBI (Enochs & Riggs, 1990; Riggs & Enochs, 1990), this review also includes non-STEBI studies in order to represent diverse lines of research methodology. The review's findings indicate that antecedent factors such as science activities in and out of school, teacher preparation, science teaching experiences and supportive job contexts are significant influences on the development of science teaching self-efficacy beliefs. The review also indicates that the majority of these studies are short term and rely on a single STEBI administration with the collection of antecedent/demographic and/or interview data. The second article documents a study that responded to the above literature review findings. This study utilized multiple STEBI administrations during the preservice and beginning year of teaching for two science teachers. Rather than general questions, these participants were asked item specific, yet open-ended, questions to determine

Hispanic women overcoming deterrents to computer science: A phenomenological study

Science.gov (United States)

Herling, Lourdes

The products of computer science are important to all aspects of society and are tools in the solution of the world's problems. It is, therefore, troubling that the United States faces a shortage in qualified graduates in computer science. The number of women and minorities in computer science is significantly lower than the percentage of the U.S. population which they represent. The overall enrollment in computer science programs has continued to decline with the enrollment of women declining at a higher rate than that of men. This study addressed three aspects of underrepresentation about which there has been little previous research: addressing computing disciplines specifically rather than embedding them within the STEM disciplines, what attracts women and minorities to computer science, and addressing the issues of race/ethnicity and gender in conjunction rather than in isolation. Since women of underrepresented ethnicities are more severely underrepresented than women in general, it is important to consider whether race and ethnicity play a role in addition to gender as has been suggested by previous research. Therefore, this study examined what attracted Hispanic women to computer science specifically. The study determines whether being subjected to multiple marginalizations---female and Hispanic---played a role in the experiences of Hispanic women currently in computer science. The study found five emergent themes within the experiences of Hispanic women in computer science. Encouragement and role models strongly influenced not only the participants' choice to major in the field, but to persist as well. Most of the participants experienced a negative atmosphere and feelings of not fitting in while in college and industry. The interdisciplinary nature of computer science was the most common aspect that attracted the participants to computer science. The aptitudes participants commonly believed are needed for success in computer science are the Twenty

The impact of consumer involvement in research: an evaluation of consumer involvement in the London Primary Care Studies Programme.

Science.gov (United States)

Wyatt, Katrina; Carter, Mary; Mahtani, Vinita; Barnard, Angela; Hawton, Annie; Britten, Nicky

2008-06-01

The value of consumer involvement in health services research is widely recognized. While there is a growing body of evidence about the principles of good consumer involvement, there is little research about the effect that involvement can have on the research. This evaluation assessed the level and impact of consumer involvement in the London Primary Care Studies Programme (LPCSP), all of whose individual projects had to demonstrate substantial involvement as a condition of funding. To evaluate consumer involvement in the LPSCP and understand what impact consumers had on the research process and outcomes. A multi-method case study approach was undertaken, using survey techniques, interviews, focus groups, observation and scrutiny of written documents. The overall data set comprised 61 questionnaires, 44 semi-structured interviews, 2 focus groups and 15 hours of observation of meetings. Eleven primary care-based research projects which together made up the LPCSP. An in-depth description of consumer involvement in the Programme was produced. Nine projects had consumers as co-applicants, four projects had been completed before the evaluation began and one was still ongoing at the time of the evaluation. Of the eight projects which have produced final reports, all met their aims and objectives. Consumers had had an additional impact in the research, in the initial design of the study, in recruitment of the research subjects, in developing data collection tools, in collecting the data, in analysis and disseminating the findings. Consumer involvement in National Health Service research is a relatively recent policy development and while there is an increasing amount of literature about how and why consumers should be involved in research, there is less evidence about the impact of such involvement. This evaluation provides evidence about the impact that consumers have not only on the research process but also on the outcomes of the research.

Life Science Students' Attitudes, Interest, and Performance in Introductory Physics for Life Sciences: An Exploratory Study

Science.gov (United States)

Crouch, Catherine H.; Wisittanawat, Panchompoo; Cai, Ming; Renninger, K. Ann

2018-01-01

In response to national calls for improved physical sciences education for students pursuing careers in the life sciences and medicine, reformed introductory physics for life sciences (IPLS) courses are being developed. This exploratory study is among the first to assess the effect of an IPLS course on students' attitudes, interest, and…

The making of a bilingual science educator: An autobiographical study

Science.gov (United States)

Chacon, Hugo Alejandro

This qualitative study explores the journey of a Latino educator in becoming a bilingual high school science teacher and university professor. It focuses on discovering how the practice of teaching and learning is shaped through social, psychological, and cultural factors. Through the use of an autobiographical method known as currere, the researcher recounts personal and educational experiences that address important issues in education related to language, science, culture, and social class through the perspective of one doing the work. The study reviews the literature on autobiographical forms of research in the field of education and suggests how autobiography in education, an emerging genre, holds the promise for creating new meanings of the self while at the same time attempts to develop a theory of autobiography that acknowledges the importance of people of color and other marginalized groups. Data collected include 22 hours of audiotaped recordings, conversations, and educational artifacts including notes from innovative classroom projects, lesson plans, conference presentations, computer files, graduate coursework, classroom videotaping, university course evaluations, and department memos. Findings of this study revealed that: (a) the process of becoming a transformative educator involves critical self-reflection on one's cultural/ethnic identity and linguistic heritage; (b) the importance of self-reflection on one's teaching is a critical component in moving towards a more culturally and linguistically responsive curriculum; (c) the bilingual educator can achieve a greater understanding of the important role in the maintenance, implementation, and promotion of minority language education through a reflective practice; and (d) the development of the underrepresented voice in education and the awakening to one's personal and philosophical worldviews is as important as the preparation one receives in becoming a bilingual teacher.

Citizen Science in Grand Teton National Park Reveals Phenological Response of Wildlife to Climate Change and Increases Public Involvement in Earth Science

Science.gov (United States)

Bloom, T. D. S.; Riginos, C.

2017-12-01

Around the world, phenology —or the timing of ecological events — is shifting as the climate warms. This can lead to a variety of consequences for individual species and for ecological communities as a whole, most notably through asynchronies that can develop between plants and animals that depend upon each other (e.g. nectar-consuming pollinators). Within the Greater Yellowstone Ecosystem (GYE) and Grand Teton National Park (GTNP), there is little understanding of how climate change is affecting plant and animal phenology, yet through detailed scientific and citizen science observation there is tremendous potential to further our knowledge of this topic and increase public awareness. Detailed historic data are rare, but in GTNP we have the opportunity to capitalize on phenology data gathered by Dr. Frank Craighead, Jr. in the 1970s, before significant warming had occurred. We have already gathered, digitized, and quality-controlled Craighead's observations of plant first flowering dates. First flowering date for 87% of a 72-species data set correlate significantly with spring temperatures in the 1970s, suggesting that these plants are now flowering earlier and will continue to flower earlier in the future. Our multi-year project has project has 3 primary goals: (1) initiate a citizen science project, Wildflower Watch GTNP, to train volunteer scientists to collect contemporary phenology data on these species (2) gather further historical records of plant phenology in the region, and (3) model continued phenological changes under future climate change scenarios using satellite derived climate data and on the ground observations. This project simultaneously increases public involvement in climate research, collaborates with the National Park Service to inform management strategies for at-risk species, and furthers scientific understanding of phenological response to climate change in the Rocky Mountains.

Young children's emergent science competencies in family and school contexts: A case study

Science.gov (United States)

Andrews, Kathryn Jean

To address the lack of research in early science learning and on young children's informal science experiences, this 6-month long case study investigated an 8-year-old boy's emergent science competencies and his science experiences in family and school contexts. The four research questions used to guide this investigation were: (1) What are Nathan's emergent science competencies? (2) What are Nathan's science experiences in a family context? How does family learning contribute to his emergent science competencies? (3) What are Nathan's science experiences in school? How does school learning contribute to his emergent science competencies? (4) What is the role of parents and teachers in fostering emergent science competencies? My intensive 6-month fieldwork generated multiple data sources including field notes of 12 classroom observations, one parent interview, eight child interviews, one classroom teacher interview, and observation of eight family produced videos. In addition, I collected a parent journal including 38 entries of the child's how and why questions, a child digital photo journal including 15 entries of when Nathan saw or participated in science, and 25 various documents of work completed in the classroom. First, I analyzed data through an on-going and recursive process. Then, I applied several cycles of open coding to compare and contrast science learning between home and school, establish clear links between research questions and data, and form categories. Finally, I applied a cycle of holistic coding to categorized data that eventually culminated into themes. As a method of quality control, I shared my interpretations with the family and classroom teacher throughout the study. Findings revealed, Nathan's pre-scientific views of science were fluid and playful, he saw differences between the science he did at home and that he did in school, but he was able to articulate a relatively complex understanding of scientists' collaborative efforts. Nathan

Science teachers' meaning-making when involved in a school-based professional development project

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund

2012-01-01

A group of teachers’ meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-making maps. The interpretation of the teachers......’ meaningmaking includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students’ learning. Furthermore, they all...... felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed....

Science teachers' meaning-making when involved in a school-based professional development project

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund

2012-01-01

A group of teachers' meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-makig maps. The interpretation of the teachers......' meaning-making includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students' learning. Furthermore......, they all felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed....

Whistleblowing: An integrative literature review of data-based studies involving nurses.

Science.gov (United States)

Jackson, Debra; Hickman, Louise D; Hutchinson, Marie; Andrew, Sharon; Smith, James; Potgieter, Ingrid; Cleary, Michelle; Peters, Kath

2014-01-01

Abstract Aim: To summarise and critique the research literature about whistleblowing and nurses. Whistleblowing is identified as a crucial issue in maintenance of healthcare standards and nurses are frequently involved in whistleblowing events. Despite the importance of this issue, to our knowledge an evaluation of this body of the data-based literature has not been undertaken. An integrative literature review approach was used to summarise and critique the research literature. A comprehensive search of five databases including Medline, CINAHL, PubMed and Health Science: Nursing/Academic Edition, and Google, were searched using terms including: 'Whistleblow*,' 'nurs*.' In addition, relevant journals were examined, as well as reference lists of retrieved papers. Papers published during the years 2007-2013 were selected for inclusion. Fifteen papers were identified, capturing data from nurses in seven countries. The findings in this review demonstrate a growing body of research for the nursing profession at large to engage and respond appropriately to issues involving suboptimal patient care or organisational wrongdoing. Nursing plays a key role in maintaining practice standards and in reporting care that is unacceptable although the repercussions to nurses who raise concerns are insupportable. Overall, whistleblowing and how it influences the individual, their family, work colleagues, nursing practice and policy overall, requires further national and international research attention.

Using science soundly: The Yucca Mountain standard

International Nuclear Information System (INIS)

Fri, R.W.

1995-01-01

Using sound science to shape government regulation is one of the most hotly argued topics in the ongoing debate about regulatory reform. Even though no one advaocates using unsound science, the belief that even the best science will sweep away regulatory controversy is equally foolish. As chair of a National Research Council (NRC) committee that studied the scientific basis for regulating high-level nuclear waste disposal, the author learned that science alone could resolve few of the key regulatory questions. Developing a standard that specifies a socially acceptable limit on the human health effects of nuclear waste releases involves many decisions. As the NRC committee learned in evaluating the scientific basis for the Yucca Mountain standard, a scientifically best decision rarely exists. More often, science can only offer a useful framework and starting point for policy debates. And sometimes, science's most helpful contribution is to admit that it has nothing to say. The Yucca mountain study clearly illustrates that excessive faith in the power of science is more likely to produce messy frustration than crisp decisions. A better goal for regulatory reform is the sound use of science to clarify and contain the inevitable policy controversy

Purchase Involvement of New Car Buyers: A Descriptive Study

OpenAIRE

Joseph Abramson; Peggy D. Brewer

1993-01-01

The purchase of a new automobile is often cited as the quintessence of a high involvement purchase decision; the financial risks and personal relevance of the purchase dictate that car buyers put forth much effort before making a decision. In this research such efforts as dealers shopped, brands shopped, and information sources used are studied in a large sample of new car buyers in West Virginia. The purchase behavior of respondents in this study seems more like low-involvement than high inv...

Life science students' attitudes, interest, and performance in introductory physics for life sciences: An exploratory study

Science.gov (United States)

Crouch, Catherine H.; Wisittanawat, Panchompoo; Cai, Ming; Renninger, K. Ann

2018-06-01

In response to national calls for improved physical sciences education for students pursuing careers in the life sciences and medicine, reformed introductory physics for life sciences (IPLS) courses are being developed. This exploratory study is among the first to assess the effect of an IPLS course on students' attitudes, interest, and performance. The IPLS course studied was the second semester of introductory physics, following a standard first semester course, allowing the outcomes of the same students in a standard course and in an IPLS course to be compared. In the IPLS course, each physics topic was introduced and elaborated in the context of a life science example, and developing students' skills in applying physics to life science situations was an explicitly stated course goal. Items from the Colorado Learning about Science Survey were used to assess change in students' attitudes toward and their interest in physics. Whereas the same students' attitudes declined during the standard first semester course, we found that students' attitudes toward physics hold steady or improve in the IPLS course. In particular, students with low initial interest in physics displayed greater increases in both attitudes and interest during the IPLS course than in the preceding standard course. We also find that in the IPLS course, students' interest in the life science examples is a better predictor of their performance than their pre-IPLS interest in physics. Our work suggests that the life science examples in the IPLS course can support the development of student interest in physics and positively influence their performance.

Life science students’ attitudes, interest, and performance in introductory physics for life sciences: An exploratory study

Directory of Open Access Journals (Sweden)

Catherine H. Crouch

2018-03-01

Full Text Available In response to national calls for improved physical sciences education for students pursuing careers in the life sciences and medicine, reformed introductory physics for life sciences (IPLS courses are being developed. This exploratory study is among the first to assess the effect of an IPLS course on students’ attitudes, interest, and performance. The IPLS course studied was the second semester of introductory physics, following a standard first semester course, allowing the outcomes of the same students in a standard course and in an IPLS course to be compared. In the IPLS course, each physics topic was introduced and elaborated in the context of a life science example, and developing students’ skills in applying physics to life science situations was an explicitly stated course goal. Items from the Colorado Learning about Science Survey were used to assess change in students’ attitudes toward and their interest in physics. Whereas the same students’ attitudes declined during the standard first semester course, we found that students’ attitudes toward physics hold steady or improve in the IPLS course. In particular, students with low initial interest in physics displayed greater increases in both attitudes and interest during the IPLS course than in the preceding standard course. We also find that in the IPLS course, students’ interest in the life science examples is a better predictor of their performance than their pre-IPLS interest in physics. Our work suggests that the life science examples in the IPLS course can support the development of student interest in physics and positively influence their performance.

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...

Quantifying Engagement: Measuring Player Involvement in Human-Avatar Interactions

Science.gov (United States)

Norris, Anne E.; Weger, Harry; Bullinger, Cory; Bowers, Alyssa

2014-01-01

This research investigated the merits of using an established system for rating behavioral cues of involvement in human dyadic interactions (i.e., face-to-face conversation) to measure involvement in human-avatar interactions. Gameplay audio-video and self-report data from a Feasibility Trial and Free Choice study of an effective peer resistance skill building simulation game (DRAMA-RAMA™) were used to evaluate reliability and validity of the rating system when applied to human-avatar interactions. The Free Choice study used a revised game prototype that was altered to be more engaging. Both studies involved girls enrolled in a public middle school in Central Florida that served a predominately Hispanic (greater than 80%), low-income student population. Audio-video data were coded by two raters, trained in the rating system. Self-report data were generated using measures of perceived realism, predictability and flow administered immediately after game play. Hypotheses for reliability and validity were supported: Reliability values mirrored those found in the human dyadic interaction literature. Validity was supported by factor analysis, significantly higher levels of involvement in Free Choice as compared to Feasibility Trial players, and correlations between involvement dimension sub scores and self-report measures. Results have implications for the science of both skill-training intervention research and game design. PMID:24748718

A study in the use of the position of discrepant events in the teaching of science

Science.gov (United States)

Frassinelli, John James

The purpose of this study was to determine whether alternative placement of discrepant events would impact affective and cognitive outcomes of ninth-grade physical science students grouped into intact classes and classified as either "high" or "low" in prior academic achievement. Although researchers have found discrepant events to be effective in terms of cognition and recall, their chronological placement within science lessons had not been empirically researched. In this study, discrepant events were presented before, during, and after specific science lessons involving thermodynamics and heat. Discrepant events were withheld from the control group. To measure affective outcomes, the "enjoyment" and "motivation" scales taken from Sandman's (1973) Attitudes Towards Science Inventory (ATSI) were used to index subjects' global feelings about studying science, while a 20-item set of Semantic Differential (SD) scales was employed to determine their attitudes regarding the specific subject matter taught. To measure cognitive outcomes, a 20-item, selected response test was constructed by the researcher, with 6 items intended to assess subjects' knowledge of unit materials, and 14 items designed to query their understanding of unit concepts. Each subject (N = 131) was administered identical forms of each test in both pre-and post-test formats, both before and after the four-week study. Analyzed using a 4 x 2 mixed Analysis of Variance (ANOVA) model, data pertinent to the ATSI suggested neither between- nor within-group differences in subjects' global attitudes about studying science, although data pertinent to the SD scales indicated generally improved attitudes about studying thermodynamics and heat (F (1,122) = 2.759, p < .10). On the cognitive pretests and posttests, significant two-way interactions were observed for the overall test and experimental condition (F (3,121) = 4.068, p < .01), as well as for the overall test and higher prior achievement in physical

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

Science.gov (United States)

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

2018-05-21

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

Science@NASA: Direct to People!

Science.gov (United States)

Koczor, Ronald J.; Adams, Mitzi; Gallagher, Dennis; Whitaker, Ann (Technical Monitor)

2002-01-01

Science@NASA is a science communication effort sponsored by NASA's Marshall Space Flight Center. It is the result of a four year research project between Marshall, the University of Florida College of Journalism and Communications and the internet communications company, Bishop Web Works. The goals of Science@NASA are to inform, inspire, and involve people in the excitement of NASA science by bringing that science directly to them. We stress not only the reporting of the facts of a particular topic, but also the context and importance of the research. Science@NASA involves several levels of activity from academic communications research to production of content for 6 websites, in an integrated process involving all phases of production. A Science Communications Roundtable Process is in place that includes scientists, managers, writers, editors, and Web technical experts. The close connection between the scientists and the writers/editors assures a high level of scientific accuracy in the finished products. The websites each have unique characters and are aimed at different audience segments: 1. http://science.nasa.gov. (SNG) Carries stories featuring various aspects of NASA science activity. The site carries 2 or 3 new stories each week in written and audio formats for science-attentive adults. 2. http://liftoff.msfc.nasa.gov. Features stories from SNG that are recast for a high school level audience. J-Track and J-Pass applets for tracking satellites are our most popular product. 3. http://kids. msfc.nasa.gov. This is the Nursemaids site and is aimed at a middle school audience. The NASAKids Club is a new feature at the site. 4. http://www.thursdaysclassroom.com . This site features lesson plans and classroom activities for educators centered around one of the science stories carried on SNG. 5. http://www.spaceweather.com. This site gives the status of solar activity and its interactions with the Earth's ionosphere and magnetosphere.

What science are you singing? A study of the science image in the mainstream music of Taiwan.

Science.gov (United States)

Huang, Chun-Ju; Allgaier, Joachim

2015-01-01

Previous research showed that pop music bands in the Western world have sometimes included science imagery in their lyrics. Their songs could potentially be helpful facilitators for science communication and public engagement purposes. However, so far no systematic research has been conducted for investigating science in popular music in Eastern cultures. This study explores whether science has been regarded as an element in the creation of popular mainstream music, and examines the content and quantity of distribution through an analysis of mainstream music lyrics, to reflect on the conditions of the absorption of science into popular culture. The results indicate that expressions related to astronomy and space science feature very prominently. Most of the lyrics are connected to emotional states and mood expressions and they are only very rarely related to actual issues of science. The implications for science communication and further research are discussed in the final section. © The Author(s) 2014.

Influence of science and technology magnet middle schools on students' motivation and achievement in science

Science.gov (United States)

Allen, David

Some informal discussions among educators regarding motivation of students and academic performance have included the topic of magnet schools. The premise is that a focused theme, such as an aspect of science, positively affects student motivation and academic achievement. However, there is limited research involving magnet schools and their influence on student motivation and academic performance. This study provides empirical data for the discussion about magnet schools influence on motivation and academic ability. This study utilized path analysis in a structural equation modeling framework to simultaneously investigate the relationships between demographic exogenous independent variables, the independent variable of attending a science or technology magnet middle school, and the dependent variables of motivation to learn science and academic achievement in science. Due to the categorical nature of the variables, Bayesian statistical analysis was used to calculate the path coefficients and the standardized effects for each relationship in the model. The coefficients of determination were calculated to determine the amount of variance each path explained. Only five of 21 paths had statistical significance. Only one of the five statistically significant paths (Attended Magnet School to Motivation to Learn Science) explained a noteworthy amount (45.8%) of the variance.

Citizen Science as a Tool in Biological Recording—A Case Study of Ailanthus altissima (Mill. Swingle

Directory of Open Access Journals (Sweden)

Barbara Sladonja

2018-01-01

Full Text Available Non-native invasive species frequently appear in urban and non-urban ecosystems and may become a threat to biodiversity. Some of these newcomers are introduced accidentally, and others are introduced through a sequence of events caused by conscious human decisions. Involving the general public in biodiversity preservation activities could prevent the negative consequences of these actions. Accurate and reliable data collecting is the first step in invasive species management, and citizen science can be a useful tool to collect data and engage the public in science. We present a case study of biological recording of tree of heaven (Ailanthus altissima (Mill. Swingle using a participatory citizen model. The first goal in this case study was to develop a cheap, widely accessible, and effective inventory method, and to test it by mapping tree of heaven in Croatia. A total of 90.61 km of roads and trails was mapped; 20 single plants and 19 multi-plant clusters (mapped as polygons were detected. The total infested area was 2610 m2. The second goal was to educate citizens and raise awareness of this invasive species. The developed tool and suggested approach aided in improving invasive risk management in accordance with citizen science principles and can be applied to other species or areas.

Informing, involving or engaging? Science communication, in the ages of atom-, bio- and nanotechnology.

Science.gov (United States)

Kurath, Monika; Gisler, Priska

2009-09-01

Science communication has shifted considerably in Europe over the last decades. Three technology controversies on atoms, genes, and nanoscale sciences and nanotechnologies (NST) turned the style of communication from one-way information, participation and dialogues to the idea of an early and more democratic engagement of the public. Analyzing science communication developing over the three controversies, this article shows that what happened in one technology field fed forward to and contributed to shaping the subsequent field and that communication was initiated at a progressively earlier stage of technology development. The article concludes with an empirical analysis of six public engagement projects in NST, saying that the shift towards more democratic engagement of the public hasn't been as profound and complete as has been thought. This is particularly due to the continuing adoption of a simplistic contrast structure that opposes science and the public as two self-contained, antagonistic social entities.

Analysis of brand personality to involve event involvement and loyalty: A case study of Jakarta Fashion Week 2017

Science.gov (United States)

Nasution, A. H.; Rachmawan, Y. A.

2018-04-01

Fashion trend in the world changed extremely fast. Fashion has become the one of people’s lifestyle in the world. Fashion week events in several areas can be a measurement of fahion trend nowadays. There was a fashion week event in Indonesia called Jakarta Fashion Week (JFW) aims to show fashion trend to people who want to improve their fashion style. People will join some events if the event has involvement to them, hence they will come to that event again and again. Annually and continuously event is really important to create loyalty among people who are involved in it, in order to increase positive development towards the organizer in organizing the next event. Saving a huge amount from the marketing budget, and creating a higher quality event. This study aims to know the effect of 5 brand personality dimension to event involvement and loyalty in Jakarta Fashion Week (JFW). This study use quantitative confirmative method with Structural Equation Model (SEM) analysis technique. The sample of this study is 150 respondents who became a participant of Jakarta Fashion Week 2017. Result show that there was significant effect of 5 brand personality dimension to 3 dimension of event involvement and loyalty. Meanwhile, there was one dimension of event involvement called personal self-expression that has not effect to loyalty.

An interactional ethnographic study of the construction of literate practices of science and writing in a university science classroom

Science.gov (United States)

Sena, Nuno Afonso De Freitas Lopes De

An interactional ethnographic study informed by a sociocultural perspective was conducted to examine how a professor and students discursively and interactionally shaped the basis for engaging in the work of a community of geologists. Specifically, the study examined the role the Question of the Day, an interactive writing activity in the lecture, in affording students opportunities for learning the literate practices of science and how to incorporate them in thinking critically. A writing-intensive, introductory oceanography course given in the Geological Sciences Department was chosen because the professor designed it to emphasize writing in the discipline and science literacy within a science inquiry framework. The study was conducted in two phases: a pilot in 2002 and the current study in the Spring Quarter of 2003. Grounded in the view that members in a classroom construct a culture, this study explored the daily construction of the literate practices of science and writing. This view of classrooms was informed by four bodies of research: interactional ethnography, sociolinguistics sociology of science and Writing In the Disciplines. Through participant observation, data were collected in the lecture and laboratory settings in the form of field notes, video, interviews, and artifacts to explore issues of science literacy in discourse, social action, and writing. Examination of participation in the Question of the Day interactive writing activity revealed that it played a key role in initiating and supporting a view of science and inquiry. As the activity permitted collaboration, it encouraged students to engage in the social process to critically explore a discourse of science and key practices with and through their writing. In daily interaction, participants were shown to take up social positions as scientist and engage in science inquiry to explore theory, examine data, and articulately reformulate knowledge in making oral and written scientific arguments

Technology-Enhanced Science Partnership Initiative: Impact on Secondary Science Teachers

Science.gov (United States)

Ng, Wan; Fergusson, Jennifer

2017-07-01

The issue of student disengagement in school science continues to pose a threat to lifting the participation rates of students undertaking STEM courses and careers in Australia and other countries globally. In Australia, several science initiatives to reverse the problem have been funded over the last two decades. Many of these initiatives involve partnerships with scientists, science educators and with industries, as is the case in this paper. The research in this paper investigated a recent partnership initiative between secondary science teachers, scientists and an educational technology company to produce science e-modules on adaptive learning platforms, enabling students to engage in personalised, inquiry-based learning and the investigation of real-world problems. One of the objectives of the partnership project was to build theoretical and pedagogical skills in teachers to deliver science by exposing them to new ways of engaging students with new digital tools, for example analytics. Using a mixed methods approach, the research investigated science teachers' pedagogical involvement in the partnership project and their perceptions of the project's impact on their teaching and students' learning. The findings indicate that the teachers believed that new technology could enhance their teaching and students' learning and that while their students were motivated by the online modules, there was still a need for scaffolding for many of the students. The effectiveness of this would depend on the teachers' ability to internalise the new technological and content knowledge resulting from the partnership and realign them with their existing pedagogical framework. The research is significant in identifying elements for successful partnership projects as well as challenges that need to be considered. It is significant in facilitating continuous discourse about new evidence-based pedagogical approaches to science education in engaging students to learn STEM subjects in a

SOCIAL SCIENCE CONTRIBUTIONS TO DISCUSSIONS AFFECT THE SCIENCE, TECHNOLOGY AND INNOVATION

Directory of Open Access Journals (Sweden)

Renato Santiago Quintal

2015-04-01

Full Text Available In its origins, the social sciences have focused on technological issues. Social scientists have devoted much attention to the subject affects the action of technological progress on the conformation of human life in General, as well as keeping an eye on more concreteness about the aspects related to the way the technique is acquired, the ways employed to protect her and the tools used to Exchange and protection. In this context, the article aims to identify the contributions of social sciences-notably of the applied social sciences-to discussions involving science, technology and innovation. The survey used the inductive method, applied to the literature review. The findings point to multidisciplinarity of significant thematic affects to science, technology and innovation. Keywords: Scientific knowledge; Social Sciences; Technology and society.

Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science

Directory of Open Access Journals (Sweden)

Amanda L. Glaze

2018-01-01

Full Text Available It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisions, and evaluate information in a manner that is logical. Unfortunately, science literacy appears to be an area where we struggle across levels of study, including with students who are majoring in the sciences in university settings. One reason for this problem is that we have opted to continue to approach teaching science in a way that fails to consider the critical assumptions that faculties in the sciences bring into the classroom. These assumptions include expectations of what students should know before entering given courses, whose responsibility it is to ensure that students entering courses understand basic scientific concepts, the roles of researchers and teachers, and approaches to teaching at the university level. Acknowledging these assumptions and the potential for action to shift our teaching and thinking about post-secondary education represents a transformative area in science literacy and preparation for the future of science as a field.

Uncovering Students' Environmental Identity: An Exploration of Activities in an Environmental Science Course

Science.gov (United States)

Blatt, Erica

2014-01-01

This study at a public high school in the Northeastern United States explores how students' environmental identities are affected by various activities in an Environmental Science course. Data was collected as part of an ethnographic study involving an Environmental Science teacher and her tenth-twelfth grade students. The results focus on…

Signs of taste for science: a methodology for studying the constitution of interest in the science classroom

Science.gov (United States)

Anderhag, P.; Wickman, P.-O.; Hamza, K. M.

2015-06-01

In this paper we present a methodological approach for analyzing the transformation of interest in science through classroom talk and action. To this end, we use the construct of taste for science as a social and communicative operationalization, or proxy, to the more psychologically oriented construct of interest. To gain a taste for science as part of school science activities means developing habits of performing and valuing certain distinctions about ways to talk, act and be that are jointly construed as belonging in the school science classroom. In this view, to learn science is not only about learning the curriculum content, but also about learning a normative and aesthetic content in terms of habits of distinguishing and valuing. The approach thus complements previous studies on students' interest in science, by making it possible to analyze how taste for science is constituted, moment-by-moment, through talk and action in the science classroom. In developing the method, we supplement theoretical constructs coming from pragmatism and Pierre Bourdieu with empirical data from a lower secondary science classroom. The application of the method to this classroom demonstrates the potential that the approach has for analyzing how conceptual, normative, and aesthetic distinctions within the science classroom interact in the constitution of taste for, and thereby potentially also in the development of interest in science among students.

Information Memory Processing and Retrieval: The Use of Information Theory to Study Primacy and Recency Characteristics of Ninth Grade Science Students Processing Learning Tasks.

Science.gov (United States)

Dunlop, David L.

Reported is another study related to the Project on an Information Memory Model. This study involved using information theory to investigate the concepts of primacy and recency as they were exhibited by ninth-grade science students while processing a biological sorting problem and an immediate, abstract recall task. Two hundred randomly selected…

Increasing High School Student Interest in Science: An Action Research Study

Science.gov (United States)

Vartuli, Cindy A.

2016-01-01

An action research study was conducted to determine how to increase student interest in learning science and pursuing a STEM career. The study began by exploring 10th-grade student and teacher perceptions of student interest in science in order to design an instructional strategy for stimulating student interest in learning and pursuing science.…

Enhancing Science Education Instruction: A Mixed-Methods Study on University and Middle School Collaborations

Science.gov (United States)

Owen-Stone, Deborah S.

The purpose of this concurrent mixed methods study was to examine the collaborative relationship between scientists and science teachers and to incorporate and advocate scientific literacy based on past and current educational theories such as inquiry based teaching. The scope of this study included archived student standardized test scores, semi-structured interviews, and a Likert scale survey to include open-ended comments. The methodology was based on the guiding research question: To what extent and in what ways does the collaboration and inquiry methodology, with GTF and PT teams, serve toward contributing to a more comprehensive and nuanced understanding of this predicting relationship between student PASS scores, inquiry skills, and increased scientific literacy for GTF's, PT's, and students via an integrative mixed methods analysis? The data analysis considerations were derived from the qualitative data collected from the three GTF/PT teams by the use of recorded interviews and text answered survey comments. The quantitative data of archived student Palmetto Assessment of State Standards (PASS) scores on scientific literacy and inquiry tests and the Likert-scale portion of the survey were support data to the aforementioned qualitative data findings. Limitations of the study were (1) the population of only the GK-12 teachers and their students versus the inclusion of participants that did not experience the GK-12 Fellow partnerships within their classrooms, should they be considered as participants, (2) involved the researcher as a participant for two years of the program and objectivity remained through interpretation and well documented personal reflections and experiences to inform accuracy, and (3) cultural diversity contributed to the relationship formed between the research Fellow and science educator and communication and scientific language did form a barrier between the Fellow, educator, and student rapport within the classroom. This study

Comparative Study of Middle School Students' Attitudes towards Science: Rasch Analysis of Entire TIMSS 2011 Attitudinal Data for England, Singapore and the U.S.A. as Well as Psychometric Properties of Attitudes Scale

Science.gov (United States)

Oon, Pey Tee; Subramaniam, R.

2018-01-01

We report here on a comparative study of middle school students' attitudes towards science involving three countries: England, Singapore and the U.S.A. Complete attitudinal data sets from TIMSS (Trends in International Mathematics and Science Study) 2011 were used, thus giving a very large sample size (N = 20,246), compared to other studies in the…

Expecting the Unexpected: a Comparative Study of African-American Women's Experiences in Science during the High School Years

Science.gov (United States)

Hanson, Sandra L.; Johnson, Elizabeth Palmer

Data from the National Educational Longitudinal Study (NELS) for the years 1988 to 1992 are used to explore the science experiences of young African-American women during the high school years. The comparison groups we use in trying to understand these experiences involve White women (for a race contrast) and African-American men (for a gender contrast). Within the context of a critical feminist perspective, it is argued that gender is constructed in a different way in White and African-American communities. Instead of expecting a disadvantage for young African-American women because of their gender and minority statuses, it is suggested that unique gender ideologies and work-family arrangements in the African-American community give these young women the resources and agency that allow them to compete with their White female counterparts and their African-American male counterparts in the science domain. Results from our analyses of the NELS data confirm these expectations. We find that on a majority of science measures, African-American women do as well as - and sometimes better than - White women and African-American men. For example, there are no differences between African-American women and men on attitudes toward science. And when compared with White women, African-American women tend to have more positive attitudes. When disadvantages appear for these young African-American women, they are more likely to be race effects then gender effects. The minimal gender effects in the science experiences of young African-Americans is in contrast to the more frequent male advantage in the White sample. A careful examination of family and individual resources shows that African-American families compensate for disadvantages on some resources (e.g., family socioeconomic status) by providing young women with an excess of other resources (e.g., unique gender ideologies, work expectations, and maternal expectations and involvement). And, unlike White parents, they sometimes

NST and NST integration: nuclear science and technique and nano science and technique

International Nuclear Information System (INIS)

Zhao Yuliang; Chai Zhifang; Liu Yuanfang

2008-01-01

Nuclear science is considered as a big science and also the frontier in the 20 th century, it developed many big scientific facilities and many technique platforms (e.g., nuclear reactor, synchrotron radiation, accelerator, etc.) Nuclear Science and Technology (NST) provide us with many unique tools such as neutron beams, electron beams, gamma rays, alpha rays, beta rays, energetic particles, etc. These are efficient and essential probes for studying many technique and scientific issues in the fields of new materials, biological sciences, environmental sciences, life sciences, medical science, etc. Nano Science and Technology (NST) is a newly emerging multidisciplinary science and the frontier in the 21 st century, it is expected to dominate the technological revolution in diverse aspects of our life. It involves diverse fields such as nanomaterials, nanobiological sciences, environmental nanotechnology, nanomedicine, etc. nanotechnology was once considered as a futuristic science with applications several decades in the future and beyond. But, the rapid development of nanotechnology has broken this prediction. For example, diverse types of manufactured nanomaterials or nanostructures have been currently utilized in industrial products, semiconductors, electronics, stain-resistant clothing, ski wax, catalysts, other commodity products such as food, sunscreens, cosmetics, automobile parts, etc., to improve their performance of previous functions, or completely create novel functions. They will also be increasingly utilized in medicines for purposes of clinic therapy, diagnosis, and drug delivery. In the talk, we will discuss the possibility of NST-NST integration: how to apply the unique probes of advanced radiochemical and nuclear techniques in nanoscience and nanotechnology. (authors)

Snowmass 2002: The Fusion Energy Sciences Summer Study

International Nuclear Information System (INIS)

Sauthoff, N.; Navratil, G.; Bangerter, R.

2002-01-01

The Fusion Summer Study 2002 will be a forum for the critical technical assessment of major next-steps in the fusion energy sciences program, and will provide crucial community input to the long-range planning activities undertaken by the DOE [Department of Energy] and the FESAC [Fusion Energy Sciences Advisory Committee]. It will be an ideal place for a broad community of scientists to examine goals and proposed initiatives in burning plasma science in magnetic fusion energy and integrated research experiments in inertial fusion energy. This meeting is open to every member of the fusion energy science community and significant international participation is encouraged. The objectives of the Fusion Summer Study are three: (1) Review scientific issues in burning plasmas to establish the basis for the following two objectives and to address the relations of burning plasma in tokamaks to innovative magnetic fusion energy (MFE) confinement concepts and of ignition in inertial fusion energy (IFE) to integrated research facilities. (2) Provide a forum for critical discussion and review of proposed MFE burning plasma experiments (e.g., IGNITOR, FIRE, and ITER) and assess the scientific and technological research opportunities and prospective benefits of these approaches to the study of burning plasmas. (3) Provide a forum for the IFE community to present plans for prospective integrated research facilities, assess present status of the technical base for each, and establish a timetable and technical progress necessary to proceed for each. Based on significant preparatory work by the fusion community prior to the July Snowmass meeting, the Snowmass working groups will prepare a draft report that documents the scientific and technological benefits of studies of burning plasmas. The report will also include criteria by which the benefits of each approach to fusion science, fusion engineering/technology, and the fusion development path can be assessed. Finally, the report

Genetic Variants Involved in Mitochondrial Oxidative Metabolism are associated with Type 2 Diabetes Mellitus in studies of 9,132 Danes

DEFF Research Database (Denmark)

Snogdal, Lena Sønder

Genetic Variants Involved in Mitochondrial Oxidative Metabolism are associated with Type 2 Diabetes Mellitus in studies of 9,132 Danes Lena Soender Snogdal, Mette Wod, Marie Vestmar, Thomas Sparsø, Daniel R Witte, Torben Jørgensen, Torsten Lauritzen, Anneli Sandbæk, Niels Grarup, Henning Beck......; Research Centre for Prevention and Health, Glostrup University Hospital, Denmark; Faculty of Health Sciences, University of Aarhus, Denmark; Faculty of Health Sciences, University of Aarhus, Denmark Type 2 Diabetes (T2D) is characterized by insulin resistance and failure of the pancreatic beta cells......, the rs9915302 variant in COX10 showed strong association with T2D (OR=1.14, p=7.7x10-6). Our data suggest that genetic variants in or near genes encoding subunits in complex IV (COX5B, COX6B1, COX10) contribute to the pathogenesis of T2D. The observed association of variants in COX5B, COX10 and NDUFV3...

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

Science.gov (United States)

Bergman, Daniel J.; Morphew, Jason

2015-01-01

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

A Comparative Study of the Quality of Teaching Learning Process at Post Graduate Level in the Faculty of Science and Social Science

Science.gov (United States)

Shahzadi, Uzma; Shaheen, Gulnaz; Shah, Ashfaque Ahmed

2012-01-01

The study was intended to compare the quality of teaching learning process in the faculty of social science and science at University of Sargodha. This study was descriptive and quantitative in nature. The objectives of the study were to compare the quality of teaching learning process in the faculty of social science and science at University of…

Society, reality and STEM-education : challenging contributions to ‘science as practice’

NARCIS (Netherlands)

Taconis, R.; Pepin, B.

2017-01-01

Connecting school science and mathematics to real-life is a key issue in STEM education. This symposium presents four studies on ‘realistic’ STEM-education from various STEM-domains that all involve ‘science as practice’. Key issues addressed are: How can students’ understanding and appreciation of

Is science metaphysically neutral?

Science.gov (United States)

Fry, Iris

2012-09-01

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

Physical experience enhances science learning.

Science.gov (United States)

Kontra, Carly; Lyons, Daniel J; Fischer, Susan M; Beilock, Sian L

2015-06-01

Three laboratory experiments involving students' behavior and brain imaging and one randomized field experiment in a college physics class explored the importance of physical experience in science learning. We reasoned that students' understanding of science concepts such as torque and angular momentum is aided by activation of sensorimotor brain systems that add kinetic detail and meaning to students' thinking. We tested whether physical experience with angular momentum increases involvement of sensorimotor brain systems during students' subsequent reasoning and whether this involvement aids their understanding. The physical experience, a brief exposure to forces associated with angular momentum, significantly improved quiz scores. Moreover, improved performance was explained by activation of sensorimotor brain regions when students later reasoned about angular momentum. This finding specifies a mechanism underlying the value of physical experience in science education and leads the way for classroom practices in which experience with the physical world is an integral part of learning. © The Author(s) 2015.

NASA/MSFC/NSSTC Science Communication Roundtable

Science.gov (United States)

Adams, M. L.; Gallagher, D. L.; Koczor, R.; Six, N. Frank (Technical Monitor)

2002-01-01

The Science Directorate at Marshall Space Flight Center (MSFC) conducts a diverse program of Internet-based science communication through a Science Roundtable process. The Roundtable includes active researchers, writers, NASA public relations staff, educators, and administrators. The Science@NASA award-winning family of Web sites features science, mathematics, and space news to inform, involve, and inspire students and the public about science. We describe here the process of producing stories, results from research to understand the science communication process, and we highlight each member of our Web family.

Art and Science Education Collaboration in a Secondary Teacher Preparation Programme

Science.gov (United States)

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

2012-01-01

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

Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science

Science.gov (United States)

Glaze, Amanda L.

2018-01-01

It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisions, and evaluate information in a manner that is logical. Unfortunately, science literacy appears to be an…

Public involvement in danish energy policy

International Nuclear Information System (INIS)

Refslund Poulsen, N.; Breinholt Larsen, F.

1977-01-01

A preliminary investigation on ''Public involvment in the Danish energy policy. The nuclear power issue'' was carried out as part of the project on ''Public involvment in decision-making related to science and technology'' performed by the Directorate for Science, Technology and Industry of the OECD in Paris. The historical development of Danish energy policy is briefly described. An account is given of the nuclear controversy, and the development of public opinion is outlined. The public debate has been very widespread and intense, by far the most comprehensive debate since that concerning the European Communities. Assuming that the development of public opinion reflects the relative success or failure of the contending parties, the opponents of nuclear energy seem to have done best. Opinion polls showed some marked deviations among the electorate according to different variables. The most striking were those observed in relation to sex, age, education, and political preferences. One chapter treats the attitude of public authorities to extended public involvment, and special accounts are given of the Energy Information Committee, and the Energy Council. Finally the prime movers of the nuclear debate are dealt with, in particular the Organization for Information on Nuclear Energy OOA, which opposes nuclear power. (B.P.)

Acting Antarctica: science on stage

Science.gov (United States)

Ciceri, Piera; Tizzoni, Paola; Pierro, Luigia

2016-04-01

Key-words: Polar science, Earth science, Theatre, Hands on activities The legendary Antarctic Expedition of sir E. Shackleton and his crew of 27 aboard the Endurance (1914/16) trapped in the Antarctic ice has become the starting point to learn about Polar Science and Climate Change. While the students were involved into this incredible adventure by the astonishing images of the Australian photographer Frank Hurley (who joined the crew), they discovered the world in which this story happened. Students were then involved in hands-on activities and role plays and have become the writers of the play "Uomini a scienza ai confini del mondo". They act the story of Shackelton's expedition and they tell at the same time to the audience about ice pack, ice cores and their role in understanding the past of the climate, physical and geographical characteristic of polar regions, thermal phenomena related to adaptations of polar animals, solar radiation at different latitude, day/night duration. The theater was the place to "stage" some scientific experiments and to explain the current research carried out in polar regions and their importance in climate change studies and to stress some similarities between Antarctica and space. The project was carried out from teachers of science, letters and geography and was born in collaboration with the "Piccolo Teatro di Milano" and the association "Science Under 18" with the support of a professional actor and director and was played for other schools at "EXPO 2015" in Milano (Italy). In our opinion drama activities improve reading comprehension, and both verbal and non-verbal communication skills. To be able to write and to act, students need a deep understanding of contents. Arts, including theatre, are a good key to involve emotionally students. To have an audience different from their own teachers and classmates offers a real task and the opportunity to play and let grow real skills.

Sciences literacy on nutrition program for improving public wellness

Science.gov (United States)

Rochman, C.; Nasrudin, D.; Helsy, I.; Rokayah; Kusbudiah, Y.

2018-05-01

Increased wellness for a person becomes a necessity now and for the future. Various ways people do to get fit include following and understanding nutrition. This review will inventory the concepts of science involved to understand the nutritional program and its impact on fitness levels. The method used is a quantitative and qualitative descriptive mixed method based on treatment to a number of nutrition group participants in a nutrition group in Bandung. The concepts of science that are the subject of study are the concepts of physics, chemistry, and biology. The results showed that the ability of science literacy and respondent's wellness level varies and there is a relationship between science literacy with one's wellness level. The implications of this research are the need for science literacy and wellness studies for community based on educational level and more specific scientific concepts.

NASA/MSFC/NSSTC Science Communication Roundtable

Science.gov (United States)

Adams, Mitzi L.; Gallagher, D. L.; Koczor, R. J.; Whitaker, Ann F. (Technical Monitor)

2001-01-01

For the last several years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of Internet-based science communication. The Directorate's Science Roundtable includes active researchers, NASA public relations, educators, and administrators. The Science@NASA award-winning family of Web sites features science, mathematics, and space news. The program includes extended stories about NASA science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. Science stories cover a variety of space-related subjects and are expressed in simple terms everyone can understand. The sites address such questions as: what is space weather, what's in the heart of a hurricane, can humans live on Mars, and what is it like to live aboard the International Space Station? Along with a new look, the new format now offers articles organized by subject matter, such as astronomy, living in space, earth science or biology. The focus of sharing real-time science related events has been to involve and excite students and the public about science. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases broadcasts accommodate active feedback and questions from Internet participants. Information will be provided about each member of the Science@NASA web sites.

Welcome to Quantum Science and Technology

Science.gov (United States)

Thew, Rob

2016-03-01

Quantum information science and related technologies now involve thousands of researchers worldwide, cutting across physics, chemistry, engineering, bioscience, applied mathematics and computer science, extending from fundamental science to novel applications and industry. This situation defines the scope and mission of Quantum Science and Technology, a new IOP journal serving the interests of this multidisciplinary field by publishing research of the highest quality and impact.

Plasma Science Committee. Final progress report, July 15, 1994 - December 31, 1997

International Nuclear Information System (INIS)

1998-01-01

Organized in 1988 as a standing activity of the National Research Council (NRC), the PLSC [Plasma Science Committee] is charged with monitoring the continuing health and development of plasma science in the United States. Its goals are to identify the needs of the plasma science community, make recommendations about those needs, and provide guidance about existing research programs in plasma science. Its operating guidelines include the following tasks: (1) to provide a continuing forum for the discussion of problems in the field of plasma science; (2) to initiate, develop, and oversee special studies focused on high-priority topics; (3) to maintain a broad and unified definition of plasma science as a field; (4) to maintain a clear and comprehensive formulation of current plasma science policy issues and give guidance to decisionmakers in universities, nonprofit research centers, and government agencies; (5) to promote coordination among institutions involved in plasma science; (6) to make recommendations aimed at plasma science education; (7) to monitor the plasma-related industrial technological base; and (8) to sponsor workshops and symposia as a means of communication among different branches of the field. During this reporting period, the PLSC was involved with two major projects: a decadal assessment of the field as a whole, conducted by the Panel on Opportunities in Plasma Science and Technology (OPST), and a study of data needs in the modeling and simulation of plasma processing of materials, conducted by the Panel on Database Needs in Plasma Processing

Science, Society, and Social Networking

Science.gov (United States)

White, K. S.; Lohwater, T.

2009-12-01

The increased use of social networking is changing the way that scientific societies interact with their members and others. The American Association for the Advancement of Science (AAAS) uses a variety of online networks to engage its members and the broader scientific community. AAAS members and non-members can interact with AAAS staff and each other on AAAS sites on Facebook, YouTube, and Twitter, as well as blogs and forums on the AAAS website (www.aaas.org). These tools allow scientists to more readily become engaged in policy by providing information on current science policy topics as well as methods of involvement. For example, members and the public can comment on policy-relevant stories from Science magazine’s ScienceInsider blog, download a weekly policy podcast, receive a weekly email update of policy issues affecting the scientific community, or watch a congressional hearing from their computer. AAAS resource websites and outreach programs, including Communicating Science (www.aaas.org/communicatingscience), Working with Congress (www.aaas.org/spp/cstc/) and Science Careers (http://sciencecareers.sciencemag.org) also provide tools for scientists to become more personally engaged in communicating their findings and involved in the policy process.

Involving lay People in Research and Professional Development Through Gaming

DEFF Research Database (Denmark)

Magnussen, Rikke

2017-01-01

a systematic mapping review methodology, the focus was to map and examine research in these types of games or game environments, and to identify potentials and gaps in the field to inform future research. 89 studies were identified through iterative searching and identification processes applying keywords......Due to the increasing significance of games where lay people are involved in generating knowledge for research or development, the current paper presents a mapping review of status and trends in research of games designed for citizen science, crowdsourcing or community driven research. Using...... they were involved and studies where participants develop knowledge for professional use. The 32 studies were selected for a grounded theory inspired qualitative review and six themes were identified: 1. Motivation; 2. Quality of participant contribution; 3. Learning/education; 4. System/task analysis; 5...

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

Science.gov (United States)

Vanderlinden, David Winston

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

Involving Families and Community through Gardening

Science.gov (United States)

Starbuck, Sara; Olthof, Maria

2008-01-01

Gardens are complex and require a variety of skills. Gross- and fine-motor activities, science concepts, language and literacy development, math, and community involvement are all part of the preschool gardening project the authors describe. They list gardening books for children and suggest container gardens for urban school settings. The authors…

Romanian, Spanish and US Secondary Science Teacher Perceptions of Threats to the Biosphere

Science.gov (United States)

Robinson, Michael; Naumescu, Adrienne Kozan; Ives, Bob

2009-01-01

This paper presents the data from a current study involving 41 Romanian secondary science teachers and a previously published study that compared 89 Spanish and 42 US secondary science teachers. All three groups were convenience samples who answered a two part questionnaire that was given in English, Spanish or Romanian, depending on the sample.…

Exploring inductive risk case studies of values in science

CERN Document Server

Richards, Ted

2017-01-01

Science is the most reliable means available for understanding the world around us and our place in it. But, since science draws conclusions based on limited empirical evidence, there is always a chance that a scientific inference will be incorrect. That chance, known as inductive risk, is endemic to science. Though inductive risk has always been present in scientific practice, the role of values in responding to it has only recently gained extensive attention from philosophers, scientists, and policy-makers. Exploring Inductive Risk brings together a set of eleven concrete case studies with the goals of illustrating the pervasiveness of inductive risk, assisting scientists and policymakers in responding to it, and moving theoretical discussions of this phenomenon forward. The case studies range over a wide variety of scientific contexts, including the drug approval process, high energy particle physics, dual-use research, climate science, research on gender disparities in employment, clinical trials, and to...

Learning science through talk: A case study of middle school students engaged in collaborative group investigation

Science.gov (United States)

Zinicola, Debra Ann

Reformers call for change in how science is taught in schools by shifting the focus towards conceptual understanding for all students. Constructivist learning is being promoted through the dissemination of National and State Science Standards that recommend group learning practices in science classrooms. This study examined the science learning and interactions, using case study methodology, of one collaborative group of 4 students in an urban middle school. Data on science talk and social interaction were collected over 9 weeks through 12 science problem solving sessions. To determine student learning through peer interaction, varied group structures were implemented, and students reflected on the group learning experience. Data included: field notes, cognitive and reflective journals, audiotapes and videotapes of student talk, and audiotapes of group interviews. Journal data were analyzed quantitatively and all other data was transcribed into The Ethnograph database for qualitative analysis. The data record was organized into social and cognitive domains and coded with respect to interaction patterns to show how group members experienced the social construction of science concepts. The most significant finding was that all students learned as a result of 12 talk sessions as evidenced by pre- and post-conceptual change scores. Interactions that promoted learning involved students connecting their thoughts, rephrasing, and challenging ideas. The role structure was only used by students about 15% of the time, but it started the talk with a science focus, created awareness of scientific methods, and created an awareness of equitable member participation. Students offered more spontaneous, explanatory talk when the role structure was relaxed, but did not engage in as much scientific writing. They said the role structure was important for helping them know what to do in the talk but they no longer needed it after a time. Gender bias, status, and early adolescent

Achieving equity through critical science agency: An ethnographic study of African American students in a health science career academy

Science.gov (United States)

Haun-Frank, Julie

The purpose of this study was to examine the potential of a High School Health Science Career Academy to support African American students' science career trajectories. I used three key theoretical tools---critical science agency (Basu, 2007; Calabrese Barton & Tan, 2008), power (Nespor, 1994), and cultural production (Carlone, 2004; Eisenhart & Finkel, 1998) to highlight the intersections between the career trajectory implied by the Academy (its curriculum, classroom activities, and clinical experiences) and the students' pursued career trajectories. Data was collected over five months and included individual student interviews, group interviews, parent and administrator interviews, field notes from a culminating medical course and clinical internship, and Academy recruitment documents. The results of this study suggest that participants pursued a health science career for altruistic purposes and the Academy was a resource they drew upon to do so. However, the meanings of science and science person implied by the Academy hindered the possibility for many participants' to advance their science career trajectories. While the Academy promised to expose students to a variety of high-status health care roles, they were funneled into feminine, entry-level positions. This study adds to previous underrepresentation literature by contextualizing how identity-related factors influence African American students' career attainment.

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

Science.gov (United States)

Martin, Anita M.; Hand, Brian

2009-01-01

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

Science Diplomacy: New Global Challenges, New Trend

OpenAIRE

Van Langenhove, Luk

2016-01-01

As new challenges such as the critical need for a universal sustainable development agenda confront mankind, science and diplomacy are converging as common tools for trouble-shooting. Science Diplomacy can be seen as a new phenomenon involving the role of science in diplomacy.

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

... Journals; Proceedings – Mathematical Sciences; Volume 118; Issue 4. An Optimal Version of an Inequality Involving the Third Symmetric Means. Wen Jiajin Yuan Jun Yuan Shufeng. Volume 118 Issue 4 November ... Keywords. Third symmetric mean of degree; optimal values; inequality; descending dimension method.

Pathways from parental stimulation of children's curiosity to high school science course accomplishments and science career interest and skill

Science.gov (United States)

Eskeles Gottfried, Adele; Johnson Preston, Kathleen Suzanne; Gottfried, Allen W.; Oliver, Pamella H.; Delany, Danielle E.; Ibrahim, Sirena M.

2016-08-01

Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children's involvement in science. This longitudinal study examined pathways from parental stimulation of children's curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high school science course accomplishments, career interest, and skill. A conceptual model investigated parental stimulation of children's curiosity as related to SA via science intrinsic motivation and science achievement. The Fullerton Longitudinal Study provided data spanning school entry through high school (N = 118). Parental stimulation of curiosity at age 8 years comprised exposing children to new experiences, promoting curiosity, encouraging asking questions, and taking children to a museum. Intrinsic motivation was measured at ages 9, 10, and 13 years, and achievement at ages 9, 10, and 11 years. Structural equation modelling was used for analyses. Controlling for socio-economic status, parental stimulation of curiosity bore positive and significant relations to science intrinsic motivation and achievement, which in turn related to SA. Gender neither related to stimulation of curiosity nor contributed to the model. Findings highlight the importance of parental stimulation of children's curiosity in facilitating trajectories into science, and relevance to science education is discussed.

Results of Studying Astronomy Students’ Science Literacy, Quantitative Literacy, and Information Literacy

Science.gov (United States)

Buxner, Sanlyn; Impey, Chris David; Follette, Katherine B.; Dokter, Erin F.; McCarthy, Don; Vezino, Beau; Formanek, Martin; Romine, James M.; Brock, Laci; Neiberding, Megan; Prather, Edward E.

2017-01-01

Introductory astronomy courses often serve as terminal science courses for non-science majors and present an opportunity to assess non future scientists’ attitudes towards science as well as basic scientific knowledge and scientific analysis skills that may remain unchanged after college. Through a series of studies, we have been able to evaluate students’ basic science knowledge, attitudes towards science, quantitative literacy, and informational literacy. In the Fall of 2015, we conducted a case study of a single class administering all relevant surveys to an undergraduate class of 20 students. We will present our analysis of trends of each of these studies as well as the comparison case study. In general we have found that students basic scientific knowledge has remained stable over the past quarter century. In all of our studies, there is a strong relationship between student attitudes and their science and quantitative knowledge and skills. Additionally, students’ information literacy is strongly connected to their attitudes and basic scientific knowledge. We are currently expanding these studies to include new audiences and will discuss the implications of our findings for instructors.

The effects of hands-on-science instruction on the science achievement of middle school students

Science.gov (United States)

Wiggins, Felita

Student achievement in the Twenty First Century demands a new rigor in student science knowledge, since advances in science and technology require students to think and act like scientists. As a result, students must acquire proficient levels of knowledge and skills to support a knowledge base that is expanding exponentially with new scientific advances. This study examined the effects of hands-on-science instruction on the science achievement of middle school students. More specifically, this study was concerned with the influence of hands-on science instruction versus traditional science instruction on the science test scores of middle school students. The subjects in this study were one hundred and twenty sixth-grade students in six classes. Instruction involved lecture/discussion and hands-on activities carried out for a three week period. Specifically, the study ascertained the influence of the variables gender, ethnicity, and socioeconomic status on the science test scores of middle school students. Additionally, this study assessed the effect of the variables gender, ethnicity, and socioeconomic status on the attitudes of sixth grade students toward science. The two instruments used to collect data for this study were the Prentice Hall unit ecosystem test and the Scientific Work Experience Programs for Teachers Study (SWEPT) student's attitude survey. Moreover, the data for the study was treated using the One-Way Analysis of Covariance and the One-Way Analysis of Variance. The following findings were made based on the results: (1) A statistically significant difference existed in the science performance of middle school students exposed to hands-on science instruction. These students had significantly higher scores than the science performance of middle school students exposed to traditional instruction. (2) A statistically significant difference did not exist between the science scores of male and female middle school students. (3) A statistically

Different understanding: science through the eyes of visual thinkers

Energy Technology Data Exchange (ETDEWEB)

Sesko, S.C.; Marchant, M.

1997-09-11

The objective of this emergent study was to follow the cognitive and creative processes demonstrated by five art student participants as they integrated a developing knowledge of big science, as practiced at the Department of Energy`s Lawrence Livermore National Laboratory, into a personal and idiosyncratic visual, graphical, or multimedia product. The non-scientist participants involved in this process attended design classes sponsored by the Laboratory at the Art Center College of Design in California. The learning experience itself, and how the students arrived at their product, were the focus of the class and the research. The study was emergent in that we found no applicable literature on the use of art to portray a cognitive understanding of science. This lack of literature led us to the foundation literature on creativity and to the corpus of literature on public understanding of science. We believe that this study contributes to the literature on science education, art education, cognitive change, and public understanding of science. 20 refs., 11 figs.

Challenges of science-society interactions in the frame of sustainable development: A case-study of contemporary Bulgaria

Directory of Open Access Journals (Sweden)

Paneva Aneliya

2016-01-01

Full Text Available Effectively tackling problems of sustainable development such as climate change, poverty, and biodiversity loss requires a different perspective on the role of science in society. Building on the understanding that knowledge production processes shall go hand in hand with governance processes, sustainability science and ecological economics promote transdisciplinarity and participatory procedures as a key requirement for scientific work on nature-society interactions. Involving non-academic actors such as local lay persons, civil society representatives, businesses, and decision makers in the research process promises the discovery of practical solutions to related problems and empowerment of communities. While this novel research approach has been increasingly applied in Western societies, its adoption by scientific actors in the context of Central and Eastern Europe, however, remains relatively low. Employing Bulgaria as a case study, this investigation examined the inter-actions between academia and practice through a series of expert interviews and a review of policy documents, thus offering insights into the specific conditions of implementing science for sustainable development. It emerges that knowledge transfer and experience exchange in the field are needed. Promoting social learning in this domain requires clarification of the roles of actors and institutions for sustainable development. Finally, recommendations for science related policies and scientific work are given.

Can Science Test Supernatural Worldviews?

Science.gov (United States)

Fishman, Yonatan I.

2009-01-01

Several prominent scientists, philosophers, and scientific institutions have argued that science cannot test supernatural worldviews on the grounds that (1) science presupposes a naturalistic worldview (Naturalism) or that (2) claims involving supernatural phenomena are inherently beyond the scope of scientific investigation. The present paper…

Introduction to High Explosives Science

Energy Technology Data Exchange (ETDEWEB)

Skidmore, Cary Bradford [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Preston, Daniel N. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2016-11-17

These are a set of slides for educational outreach to children on high explosives science. It gives an introduction to the elements involved in this science: carbon, hydrogen, nitrogen, and oxygen. Combined, these form the molecule HMX. Many pictures are also included to illustrate explosions.

Customizing Process to Align with Purpose and Program: The 2003 MS PHD'S in Ocean Sciences Program Evaluative Case Study

Science.gov (United States)

Williamson, V. A.; Pyrtle, A. J.

2004-12-01

How did the 2003 Minorities Striving and Pursuing Higher Degrees of Success (MS PHD'S) in Ocean Sciences Program customize evaluative methodology and instruments to align with program goals and processes? How is data captured to document cognitive and affective impact? How are words and numbers utilized to accurately illustrate programmatic outcomes? How is compliance with implicit and explicit funding regulations demonstrated? The 2003 MS PHD'S in Ocean Sciences Program case study provides insightful responses to each of these questions. MS PHD'S was developed by and for underrepresented minorities to facilitate increased and sustained participation in Earth system science. Key components of this initiative include development of a community of scholars sustained by face-to-face and virtual mentoring partnerships; establishment of networking activities between and among undergraduate, graduate, postgraduate students, scientists, faculty, professional organization representatives, and federal program officers; and provision of forums to address real world issues as identified by each constituent group. The evaluative case study of the 2003 MS PHD'S in Ocean Sciences Program consists of an analysis of four data sets. Each data set was aligned to document progress in the achievement of the following program goals: Goal 1: The MS PHD'S Ocean Sciences Program will successfully market, recruit, select, and engage underrepresented student and non-student participants with interest/ involvement in Ocean Sciences; Goal 2: The MS PHD'S Ocean Sciences Program will provide meaningful engagement for participants as determined by quantitative analysis of user-feedback; Goal 3: The MS PHD'S Ocean Sciences Program will provide meaningful engagement for participants as determined by qualitative analysis of user-feedback, and; Goal 4: The MS PHD'S Ocean Sciences Program will develop a constituent base adequate to demonstrate evidence of interest, value, need and sustainability in

An Empirical Study about China: Gender Equity in Science Education.

Science.gov (United States)

Wang, Jianjun; Staver, John R.

A data base representing a random sample of more than 10,000 grade 9 students in an SISS (Second IEA Science Study) Extended Study (SES), a key project supported by the China State Commission of Education in the late 1980s, was employed in this study to investigate gender equity in student science achievement in China. This empirical data analysis…

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....

Figures of speech, signs of knowing: Towards a semiotic view of science conceptualization

Science.gov (United States)

Wizinowich, Janice Ingrid

Models for science education, rather than paralleling the process of scientific discovery, have traditionally involved the dissemination of information through texts and controlled lab experiences. These have had limited effect in the development of science concepts. Therefore, the focus of this study was to investigate alternative avenues, such as the use of narrative, for science conceptualization. Despite the potential for narrative as an avenue for science conceptualization, for the most part studies involving literature have not explored this relationship. The purpose of this study was to investigate the process of science conceptualization, with a specific focus on narrative. This was done through a fifth grade classroom based study where learning experiences were created, focused on the concept of interdependence in relationship to water. These experiences included open-ended, hands-on science experiences, literature discussion groups, self-selected research projects and the creation of narrative pieces based on those research projects. Data sources included: (a) audio and videotaped literature discussion group sessions; (b) audio and videotaped study group interviews and curricular sessions; (c) individual interviews; (d) learning log entries and reflections; and (e) student narratives. Data analysis was conducted within a semiotic theoretical framework and involved the process of retroduction. Retroduction entails a kind of spiraling dialectic between theoretical considerations and data incidences, from which are generated possible explanations. These possible explanations or abductions, provide direction for further forays into the data. The process of retroduction lends itself to the creation of data analysis chapters that highlight theoretical issues in relationship to the data or "theoretical memos". Three theoretical memos emerged from this process. Theoretical memo one explores the role of experience in conceptualization; theoretical memo two focuses

Listening and empowering crossing the social inclusion and the science in society agendas

CERN Document Server

Mignan, Vanessa; Rodari, Paola

2015-01-01

This book collects a series of papers originally published in JCOM, the Journal of Science Communication or presented at the PCST 2014 conference They are all related to the project “SiS Catalyst — Children as change agents for science in society”, funded within the framework of the FP7 Mobilisation and Mutual Learning actions. Some of these papers are more focused on case studies, others are more theoretical, but all of them relate to the main objective of the SiS Catalyst project: to cross science in society and social inclusion agendas, focusing on science communication activities that involve children. The collection of papers has been organised into three parts. The first is devoted to the importance of listening to young people in science communication activities. The second part delves deeper into the issue of social inclusion in science in society activities involving direct contact with audiences. The final part indicates some training and activity options that promote the value of child partic...

Factors related to food involvement in the adult population

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Bárbara de ALENCAR

2016-06-01

Full Text Available ABSTRACT Objective This study aimed to investigate aspects associated with food involvement and to ascertain whether individuals with higher food involvement consume larger amounts of fruits and vegetables. Methods This cross-sectional, analytical study was conducted with 301 adults (19-59 years old from the Federal District, Brazil. Sample size calculation was based on numbers from the Brazilian Demographic Census and on consumption data for fruits and vegetables obtained from the Surveillance of Risk and Protective Factors for Chronic Diseases by Telephone Interviews survey. Data were collected in October of 2012. The questionnaire comprised 28 questions and included socio-demographic variables, reported fruit and vegetable consumption, and an adapted food involvement scale. Data were analyzed using Statistical Package for the Social Sciences software. Descriptive and comparative analyses were performed to determine population characteristics . Results Women and older individuals displayed a higher degree of food involvement than did men and younger individuals ( p <0.001. Among the factors included in food involvement, the highest influence was attributed to satisfaction in preparing food (cooking, pre-preparation of food, and pleasure in cooking for other people ( p <0.001. Conclusion The results presented here suggest that food involvement can be stimulated through innovative strategies of communication that go beyond the biological arguments and focus on the cultural expression of the elements of socialization, whose relationship with eating is well established.

An Ongoing Investigation of Science Literacy: Results of a 22-Year Study Probing Students' Knowledge and Attitude Towards Science

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Impey, C.; Buxner, S.; Antonellis, J.; CATS

2013-04-01

This talk presents findings related to our ongoing work investigating students' knowledge and attitudes towards science and technology. We present an overview of research studies and findings including a comparison of the science literacy measures of University of Arizona students compared to national studies, conceptions related to astrology, views of radiation, and students' pseudoscience and religious beliefs. We discuss implications for instructors and researchers interested in improving students' science literacy scores and diagnosing alternative beliefs.

INDIAN ACADEMY OF SCIENCES Scientific Values: Ethical ...

Indian Academy of Sciences (India)

vedamurthy

Science has many applied ... activities pursued by the Fellows not only involve conducting research and publishing its results, but ... See for example, the announcements on “ethical guidelines for biomedical research on human .... therefore it is important for the selection committee members to study each case carefully.

Science Operations Management

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Squibb, Gael F.

1984-10-01

The operation teams for the Infrared Astronomical Satellite (IRAS) included scientists from the IRAS International Science Team. The scientific decisions on an hour-to-hour basis, as well as the long-term strategic decisions, were made by science team members. The IRAS scientists were involved in the analysis of the instrument performance, the analysis of the quality of the data, the decision to reacquire data that was contaminated by radiation effects, the strategy for acquiring the survey data, and the process for using the telescope for additional observations, as well as the processing decisions required to ensure the publication of the final scientific products by end of flight operations plus one year. Early in the project, two science team members were selected to be responsible for the scientific operational decisions. One, located at the operations control center in England, was responsible for the scientific aspects of the satellite operations; the other, located at the scientific processing center in Pasadena, was responsible for the scientific aspects of the processing. These science team members were then responsible for approving the design and test of the tools to support their responsibilities and then, after launch, for using these tools in making their decisions. The ability of the project to generate the final science data products one year after the end of flight operations is due in a large measure to the active participation of the science team members in the operations. This paper presents a summary of the operational experiences gained from this scientific involvement.

Societal and ethical issues in human biomonitoring – a view from science studies

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Bauer Susanne

2008-01-01

Full Text Available Abstract Background Human biomonitoring (HBM has rapidly gained importance. In some epidemiological studies, the measurement and use of biomarkers of exposure, susceptibility and disease have replaced traditional environmental indicators. While in HBM, ethical issues have mostly been addressed in terms of informed consent and confidentiality, this paper maps out a larger array of societal issues from an epistemological perspective, i.e. bringing into focus the conditions of how and what is known in environmental health science. Methods In order to analyse the effects of HBM and the shift towards biomarker research in the assessment of environmental pollution in a broader societal context, selected analytical frameworks of science studies are introduced. To develop the epistemological perspective, concepts from "biomedical platform sociology" and the notion of "epistemic cultures" and "thought styles" are applied to the research infrastructures of HBM. Further, concepts of "biocitizenship" and "civic epistemologies" are drawn upon as analytical tools to discuss the visions and promises of HBM as well as related ethical problematisations. Results In human biomonitoring, two different epistemological cultures meet; these are environmental science with for instance pollution surveys and toxicological assessments on the one hand, and analytical epidemiology investigating the association between exposure and disease in probabilistic risk estimation on the other hand. The surveillance of exposure and dose via biomarkers as envisioned in HBM is shifting the site of exposure monitoring to the human body. Establishing an HBM platform faces not only the need to consider individual decision autonomy as an ethics issue, but also larger epistemological and societal questions, such as the mode of evidence demanded in science, policy and regulation. Conclusion The shift of exposure monitoring towards the biosurveillance of human populations involves fundamental

Syllabus for Weizmann Course: Earth System Science 101

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Wiscombe, Warren J.

2011-01-01

This course aims for an understanding of Earth System Science and the interconnection of its various "spheres" (atmosphere, hydrosphere, etc.) by adopting the view that "the microcosm mirrors the macrocosm". We shall study a small set of microcosims, each residing primarily in one sphere, but substantially involving at least one other sphere, in order to illustrate the kinds of coupling that can occur and gain a greater appreciation of the complexity of even the smallest Earth System Science phenomenon.

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

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Halai, Nelofer

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

NASA's Earth Science Enterprise: Future Science Missions, Objectives and Challenges

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Habib, Shahid

1998-01-01

NASA has been actively involved in studying the planet Earth and its changing environment for well over thirty years. Within the last decade, NASA's Earth Science Enterprise has become a major observational and scientific element of the U.S. Global Change Research Program. NASA's Earth Science Enterprise management has developed a comprehensive observation-based research program addressing all the critical science questions that will take us into the next century. Furthermore, the entire program is being mapped to answer five Science Themes (1) land-cover and land-use change research (2) seasonal-to-interannual climate variability and prediction (3) natural hazards research and applications (4) long-term climate-natural variability and change research and (5) atmospheric ozone research. Now the emergence of newer technologies on the horizon and at the same time continuously declining budget environment has lead to an effort to refocus the Earth Science Enterprise activities. The intent is not to compromise the overall scientific goals, but rather strengthen them by enabling challenging detection, computational and space flight technologies those have not been practically feasible to date. NASA is planning faster, cost effective and relatively smaller missions to continue the science observations from space for the next decade. At the same time, there is a growing interest in the world in the remote sensing area which will allow NASA to take advantage of this by building strong coalitions with a number of international partners. The focus of this presentation is to provide a comprehensive look at the NASA's Earth Science Enterprise in terms of its brief history, scientific objectives, organization, activities and future direction.

Health Sciences Library Support of a University Common Reading Program: A Case Study.

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Delwiche, Frances A

2017-01-01

Common reading programs have become increasingly popular on college and university campuses as a means for increasing student engagement, retention, and success. This article describes the characteristics, goals, and benefits of common reading programs and provides examples from the literature of academic library involvement in them. Finally, an example is provided of how one academic health sciences library participated in its institution's First-Year Summer Reading program.

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

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

2001-05-01

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

Children's books and the nature of science: A multisite naturalistic case study of three elementary teachers in the rural southeast

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Bricker, Patricia Lynn

This naturalistic case study describes the efforts of three elementary teachers in a rural southeastern school to use children's books in support of inquiry-based science and specifically addresses issues related to the nature of science. Data were collected through 26 classroom and meeting observations, 16 semi-structured and informal interviews, 35 documents and 76 children's books used by the teachers. Three themes were identified related to the nature of science and the selection and use of children's books in the teachers' second, fourth, and fifth grade classrooms. (1) Science was portrayed as a human endeavor that connects to the lives of people and that involves fascination, passion, and interest; imagination and creativity; values; and diverse views. The collection of books was analyzed to look specifically at race, culture, and gender issues. While women, people of color, and different cultures were represented in the book collection, they were not represented well when considering the collection as a whole. (2) Books and the teachers' use of them supported firsthand investigation of the natural world and the idea that empirical evidence underlies scientific understanding. This theme involved observation and journaling, identification of questions to investigate and procedures to use, reasonable interpretations of results, and inferential thinking. (3) Books helped teach about the durable body of scientific knowledge we have discovered over time. They were used to broaden background knowledge and as references after firsthand investigations. The complexity of science education is revealed in these cases. The teachers were able to artfully balance multiple aspects of the nature of science in their book selection and presentation. Particularly promising aspects include their work to use fiction and poetry to promote connections between imagination, creativity and science and their innovative use of books to help students interpret data and infer. Important

Caregiver Involvement in the Education of Youth in Foster Care: An Exploratory Study

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Beisse, Kay; Tyre, Ashli

2013-01-01

This study was an exploratory investigation of caregiver involvement in the education of youth in foster care. In this study, foster caregivers reported that they are involved in the education of children in their care and participate in at-home involvement activities more often than at-school involvement activities. Caregivers in this study…

STEM development: A study of 6th--12th grade girls' interest and confidence in mathematics and science

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Heaverlo, Carol Ann

Researchers, policymakers, business, and industry have indicated that the United States will experience a shortage of professionals in the Science, Technology, Engineering, and Mathematics (STEM) fields. Several strategies have been suggested to address this shortage, one of which includes increasing the representation of girls and women in the STEM fields. In order to increase the representation of women in the STEM fields, it is important to understand the developmental factors that impact girls' interest and confidence in STEM academics and extracurricular programs. Research indicates that greater confidence leads to greater interest and vice versa (Denissen et al., 2007). This study identifies factors that impact girls' interest and confidence in mathematics and science, defined as girls' STEM development. Using Bronfenbrenner's (2005) bioecological model of human development, several factors were hypothesized as having an impact on girls' STEM development; specifically, the macrosystems of region of residence and race/ethnicity, and the microsystems of extracurricular STEM activities, family STEM influence, and math/science teacher influence. Hierarchical regression analysis results indicated that extracurricular STEM involvement and math teacher influence were statistically significant predictors for 6--12th grade girls' interest and confidence in mathematics. Furthermore, hierarchical regression analysis results indicated that the only significant predictor for 6--12th grade girls' interest and confidence in science was science teacher influence. This study provides new knowledge about the factors that impact girls' STEM development. Results can be used to inform and guide educators, administrators, and policy makers in developing programs and policy that support and encourage the STEM development of 6--12th grade girls.

Gender differences in the use of computers, programming, and peer interactions in computer science classrooms

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Stoilescu, Dorian; Egodawatte, Gunawardena

2010-12-01

Research shows that female and male students in undergraduate computer science programs view computer culture differently. Female students are interested more in the use of computers than in doing programming, whereas male students see computer science mainly as a programming activity. The overall purpose of our research was not to find new definitions for computer science culture but to see how male and female students see themselves involved in computer science practices, how they see computer science as a successful career, and what they like and dislike about current computer science practices. The study took place in a mid-sized university in Ontario. Sixteen students and two instructors were interviewed to get their views. We found that male and female views are different on computer use, programming, and the pattern of student interactions. Female and male students did not have any major issues in using computers. In computing programming, female students were not so involved in computing activities whereas male students were heavily involved. As for the opinions about successful computer science professionals, both female and male students emphasized hard working, detailed oriented approaches, and enjoying playing with computers. The myth of the geek as a typical profile of successful computer science students was not found to be true.

Nerve and muscle involvement in mitochondrial disorders: an electrophysiological study.

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Mancuso, Michelangelo; Piazza, Selina; Volpi, Leda; Orsucci, Daniele; Calsolaro, Valeria; Caldarazzo Ienco, Elena; Carlesi, Cecilia; Rocchi, Anna; Petrozzi, Lucia; Calabrese, Rosanna; Siciliano, Gabriele

2012-04-01

Involvement of the peripheral nervous system in mitochondrial disorders (MD) has been previously reported. However, the exact prevalence of peripheral neuropathy and/or myopathy in MD is still unclear. In order to evaluate the prevalence of neuropathy and myopathy in MD, we performed sensory and motor nerve conduction studies (NCS) and concentric needle electromyography (EMG) in 44 unselected MD patients. NCS were abnormal in 36.4% of cases, and were consistent with a sensori-motor axonal multineuropathy (multifocal neuropathy), mainly affecting the lower limbs. EMG evidence of myopathy was present in 54.5% of patients, again mainly affecting the lower limbs. Nerve and muscle involvement was frequently subclinical. Peripheral nerve and muscle involvement is common in MD patients. Our study supports the variability of the clinical expression of MD. Further studies are needed to better understand the molecular basis underlying the phenotypic variability among MD patients.

Highly qualified does not equal high quality: A study of urban stakeholders' perceptions of quality in science teaching

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Miranda, Rommel Joseph

By employing qualitative methods, this study sought to determine the perceptions that urban stakeholders hold about what characteristics should distinguish a high school science teacher whom they would consider to demonstrate high quality in science teaching. A maximum variation sample of six science teachers, three school administrators, six parents and six students from a large urban public school district were interviewed using semi-structured, in-depth interview techniques. From these data, a list of observable characteristics which urban stakeholders hold as evidence of high quality in science teaching was generated. Observational techniques were utilized to determine the extent to which six urban high school science teachers, who meet the NCLB Act criteria for being "highly qualified", actually possessed the characteristics which these stakeholders hold as evidence of high quality in science teaching. Constant comparative analysis was used to analyze the data set. The findings suggest that urban stakeholders perceive that a high school science teacher who demonstrates high quality in science teaching should be knowledgeable about their subject matter, their student population, and should be resourceful; should possess an academic background in science and professional experience in science teaching; should exhibit professionalism, a passion for science and teaching, and a dedication to teaching and student learning; should be skillful in planning and preparing science lessons and in organizing the classroom, in presenting the subject matter to students, in conducting a variety of hands-on activities, and in managing a classroom; and should assess whether students complete class goals and objectives, and provide feedback about grades for students promptly. The findings further reveal that some of the urban high school science teachers who were deemed to be "highly qualified", as defined by the NCLB Act, engaged in practices that threatened quality in science

Non-Determinism: An Abstract Concept in Computer Science Studies

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Armoni, Michal; Gal-Ezer, Judith

2007-01-01

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

Books and Stories in Children's Science

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McCullagh, John; Walsh, Glenda; Greenwood, Julian

2010-01-01

A group of third-year undergraduate student teachers used books and stories during science enquiry lessons as part of the BASICS (Books And Stories In Children's Science) project funded by the AstraZeneca Science Teaching Trust. This three-year project involved a cluster of five primary schools in the greater Belfast area. The aim of the project…

A Cognitive Model for Problem Solving in Computer Science

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Parham, Jennifer R.

2009-01-01

According to industry representatives, computer science education needs to emphasize the processes involved in solving computing problems rather than their solutions. Most of the current assessment tools used by universities and computer science departments analyze student answers to problems rather than investigating the processes involved in…

NATO Advanced Study Institute on Synthetic Membranes : Science, Engineering and Applications

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Lonsdale, H; Pinho, M

1986-01-01

The chapters in this book are based upon lectures given at the NATO Advanced Study Institute on Synthetic Membranes (June 26-July 8, 1983, Alcabideche, Portugal), which provided an integrated presentation of syn­ thetic membrane science and technology in three broad areas. Currently available membrane formation mechanisms are reviewed, as well as the manner in which synthesis conditions can be controlled to achieve desired membrane structures. Membrane performance in a specific separa­ tionprocess involves complex phenomena, the understanding of which re­ quires a multidisciplinary approach encompassing polymer chemistry, phys­ ical chemistry, and chemical engineering. Progress toward a global understanding of membrane phenomena is described in chapters on the principles of membrane transport. The chapters on membrane processes and applications highlight both established and emerging membrane processes, and elucidate their myriad applications. It is our hope that this book will be an enduring, comprehensi...

Mental health in social studies of science: notes about knowledge production

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Alana de Paiva Nogueira Fornereto Gozzi

2017-09-01

Full Text Available Mental problems have considerable impact on individuals, on families and on the communities where they live. For this reason, mental health has been the subject of several recent surveys, given its complexity, emergent discussion and increased incidence of mental disorders in the world. The investigation of the scientific /international production and knowledge about the connection of this theme with the field of Science, Technology and Society (STS is, therefore, very timely. This study aims to carry out an integrative and retrospective literature review guided by a prerogative involving the peculiarities of mental health in the STS field as presented in the international literature. The review discusses the trends and ongoing research lines, linking mental health and STS and indicating possible gaps. It is hoped that this work brings contributions and reveal the importance of discussing mental health in the STS field.

Persistent Confusions about Hypothesis Testing in the Social Sciences

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Christopher Thron

2015-05-01

Full Text Available This paper analyzes common confusions involving basic concepts in statistical hypothesis testing. One-third of the social science statistics textbooks examined in the study contained false statements about significance level and/or p-value. We infer that a large proportion of social scientists are being miseducated about these concepts. We analyze the causes of these persistent misunderstandings, and conclude that the conventional terminology is prone to abuse because it does not clearly represent the conditional nature of probabilities and events involved. We argue that modifications in terminology, as well as the explicit introduction of conditional probability concepts and notation into the statistics curriculum in the social sciences, are necessary to prevent the persistence of these errors.

Increasing High School Student Interest in Science: An Action Research Study

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Vartuli, Cindy A.

An action research study was conducted to determine how to increase student interest in learning science and pursuing a STEM career. The study began by exploring 10th-grade student and teacher perceptions of student interest in science in order to design an instructional strategy for stimulating student interest in learning and pursuing science. Data for this study included responses from 270 students to an on-line science survey and interviews with 11 students and eight science teachers. The action research intervention included two iterations of the STEM Career Project. The first iteration introduced four chemistry classes to the intervention. The researcher used student reflections and a post-project survey to determine if the intervention had influence on the students' interest in pursuing science. The second iteration was completed by three science teachers who had implemented the intervention with their chemistry classes, using student reflections and post-project surveys, as a way to make further procedural refinements and improvements to the intervention and measures. Findings from the exploratory phase of the study suggested students generally had interest in learning science but increasing that interest required including personally relevant applications and laboratory experiences. The intervention included a student-directed learning module in which students investigated three STEM careers and presented information on one of their chosen careers. The STEM Career Project enabled students to explore career possibilities in order to increase their awareness of STEM careers. Findings from the first iteration of the intervention suggested a positive influence on student interest in learning and pursuing science. The second iteration included modifications to the intervention resulting in support for the findings of the first iteration. Results of the second iteration provided modifications that would allow the project to be used for different academic levels

Robotic Fish to Aid Animal Behavior Studies and Informal Science Learning

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Phamduy, Paul

The application of robotic fish in the fields of animal behavior and informal science learning are new and relatively untapped. In the context of animal behavior studies, robotic fish offers a consistent and customizable stimulus that could contribute to dissect the determinants of social behavior. In the realm of informal science learning, robotic fish are gaining momentum for the possibility of educating the general public simultaneously on fish physiology and underwater robotics. In this dissertation, the design and development of a number of robotic fish platforms and prototypes and their application in animal behavioral studies and informal science learning settings are presented. Robotic platforms for animal behavioral studies focused on the utilization replica or same scale prototypes. A novel robotic fish platform, featuring a three-dimensional swimming multi-linked robotic fish, was developed with three control modes varying in the level of robot autonomy offered. This platform was deployed at numerous science festivals and science centers, to obtain data on visitor engagement and experience.

Science at the interface

International Nuclear Information System (INIS)

Knorr Cetina, K.

2004-01-01

Laboratories have advantages One of these is that a laboratory science does not have to put up with its objects of investigation as they occur in nature. First, it does not need to accommodate a natural object where it is, anchored in a natural environment; laboratory sciences bring objects inside and manipulate them on their own terms in the lab. Second, a laboratory science need not accommodate an event when it happens; it can dispense with natural cycles of occurrence and make events happen frequently enough for continuous study. Third, a laboratory science does not have to put up with an object as it is; it can substitute transformed and partial versions. Dissociating natural objects from their environment and re-configuring them in the lab is not simple, but it has epistemic advantages when it can be accomplished. For example, the objects of interest tend to become miniaturized (cell cultures rather than whole plants, image measurements rather than cosmological objects), they tend to become continually available in laboratories world-wide for inquiry, and planetary and stellar time scales are replaced by the time scales of the social order. Laboratories also impose conditions, for example sharp boundaries between the internal and the external world. Most laboratories in the natural sciences have procedures (and walls) to fend off unwanted transgressions of objects from the natural and human environment which they see as potential contaminants. A wild-type mouse in a molecular biology lab is not, for example, an animal caught in the wild. It is a special mouse strain inbred over many generations in breeding labs to serve as a control in relevant experiments. Animals that live in the wild (or in the buildings where labs are located) are strictly prohibited from entering a lab facility as potential disease carriers and pollutants. Laboratories, then, are not only specialized places, they are places that set up barriers against the environment and attempt to raise

Administrative support of novice science teachers: A multiple case study

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Iacuone, Leann

Novice science teachers leave the confines of colleges and universities to embark on a new adventure in education where they aim to influence young minds, make a difference in the world, and share their love for their content. They have learned their pedagogical skills with the support and assistance of fellow classmates, a supporting professor, and a cooperating teacher. These teachers enter their new place of employment and are met with many unexpected challenges, such as a lack of resources, no one to ask questions of, and a busy staff with already established relationships, causing them to feel an overall lack of support and resulting in many new teachers rethinking their career choice and leaving the field of education within 5 years of entering. This multiple-case study investigated the administrative support 4 novice science teachers received during an academic year and the novice teachers' perceptions of the support they received to answer the following research question: How do novice science teachers who have consistent interactions with administrators develop during their first year? To answer this question, semistructured interviews, reflection journals, observations, resumes, long-range plans, and student discipline referrals were collected. The findings from this study show novice science teachers who had incidents occur in the classroom requiring administrative assistance and guidance felt more confident in enforcing their classroom management policies and procedures as the year progressed to change student behavior. The novice science teachers perceived administrators who provided resources including technology, office supplies, science supplies, and the guidance of a mentor as supportive. Novice science teachers who engaged in dialogue after administrative observations, were provided the opportunity to attend professional development outside the district, and had a mentor who taught the same discipline made more changes to their instructional

Project, building and utilization of a tomograph of micro metric resolution to application in soil science

International Nuclear Information System (INIS)

Macedo, Alvaro; Torre Neto, Andre; Cruvinel, Paulo Estevao; Crestana, Silvio

1996-08-01

This paper describes the project , building and utilization of a tomograph of micro metric resolution in soil science. It describes the problems involved in soil's science study and it describes the system and methodology

Bringing values and deliberation to science communication.

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Dietz, Thomas

2013-08-20

Decisions always involve both facts and values, whereas most science communication focuses only on facts. If science communication is intended to inform decisions, it must be competent with regard to both facts and values. Public participation inevitably involves both facts and values. Research on public participation suggests that linking scientific analysis to public deliberation in an iterative process can help decision making deal effectively with both facts and values. Thus, linked analysis and deliberation can be an effective tool for science communication. However, challenges remain in conducting such process at the national and global scales, in enhancing trust, and in reconciling diverse values.

Design and validation of a standards-based science teacher efficacy instrument

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Kerr, Patricia Reda

National standards for K--12 science education address all aspects of science education, with their main emphasis on curriculum---both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous---basing the theoretical underpinnings on the work of either Rotter's Locus of Control theory or on Bandura's explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together---K--12 science standards, teacher education standards, and efficacy beliefs---in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura's explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers' responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA

Student Motivation in Science Subjects in Tanzania, Including Students' Voices

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Mkimbili, Selina Thomas; Ødegaard, Marianne

2017-12-01

Fostering and maintaining students' interest in science is an important aspect of improving science learning. The focus of this paper is to listen to and reflect on students' voices regarding the sources of motivation for science subjects among students in community secondary schools with contextual challenges in Tanzania. We conducted a group-interview study of 46 Form 3 and Form 4 Tanzanian secondary school students. The study findings reveal that the major contextual challenges to student motivation for science in the studied schools are limited resources and students' insufficient competence in the language of instruction. Our results also reveal ways to enhance student motivation for science in schools with contextual challenges; these techniques include the use of questioning techniques and discourse, students' investigations and practical work using locally available materials, study tours, more integration of classroom science into students' daily lives and the use of real-life examples in science teaching. Also we noted that students' contemporary life, culture and familiar language can be utilised as a useful resource in facilitating meaningful learning in science in the school. Students suggested that, to make science interesting to a majority of students in a Tanzanian context, science education needs to be inclusive of students' experiences, culture and contemporary daily lives. Also, science teaching and learning in the classroom need to involve learners' voices.

Future Tense: Science Fiction Confronts the New Science.

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Antczak, Janice

1990-01-01

Describes 10 science fiction stories for young readers whose contents address recent developments on the frontiers of scientific research, including genetic engineering, artificial intelligence, and robotics. The use of these materials to inform young readers about the issues and dangers involved in scientific developments is discussed. (CLB)

Space science--a fountain of exploration and discovery

International Nuclear Information System (INIS)

Gu Yidong

2014-01-01

Space science is a major part of space activities, as well as one of the most active areas in scientific exploration today. This paper gives a brief introduction regarding the main achievements in space science involving solar physics and space physics, space astronomy, moon and planetary science, space geo- science, space life science, and micro- gravity science. At the very frontier of basic research, space science should be developed to spearhead breakthroughs in China's fundamental sciences. (author)

Community-based science education for fourth to sixth graders: Influences of a female role model

Science.gov (United States)

Acklie, Deanna S.

Women in the United States are underrepresented in science related careers. The Wonderwise curriculum was designed to encourage young women to become more involved in science and science careers. The Wonderwise kits have won numerous awards for quality science curriculum for formal educational environments. In 2000 the kits were adapted and new kits were developed to meet the needs of a nonformal Teaming environment (i.e., 4-H). The kits contain a video field trip with a featured female scientist demonstrating her work, an activity guidebook with five activities based on this scientist's work, and a CD-Rom serving as an additional resource. This study contributes to our understanding of a group of 4H youth who used the Wonderwise curriculum. It describes their view on science, their perspective about people who do science, the importance of role models within their lives, and their career visions. This study was a multi-method case study design. The subjects were youth ages 9--11 involved in 4H events in a three state area. Events such as overnight camps, day camps, special events and after school programs featuring the Wonderwise curriculum were used as sites for this study. The subjects studied in the Wonderwise 4-H project were primarily female youth who had some interest in science. Nearly half were Caucasian; the remainder were Hispanic, African American and Native American. The 25 youth involved in this study took part in a semi-structure interview process including four research methodologies: open-ended questions, drawing or writing a story about the featured scientist, a card sort activity and a relationship map drawn by the youth. Youths' prior experiences in formal, informal and nonformal settings impacted how they made sense of and incorporated Wonderwise experiences in their frame of reference. Through the experiential learning process youth experienced science activities and connected to individuals with science backgrounds, particularly those

Exploring the Dialogic Space of Public Participation in Science

DEFF Research Database (Denmark)

Nielsen, Kristian Hvidtfelt

of public understanding of science and scientific literacy approaches: that scientific knowledge in some sense is privileged, that understanding the science will lead to appreciative attitudes toward science and technology in general, and that controversial issues involving science and the public are rooted...... in public misconceptions of science. This paper uses the dialogic space proposed by Callon et al. to explore relationships between public and science. The dialogic space spans collective versus scientific dimensions. The collective (or public) is constituted by aggregation (opinion polls) or by composition...... (organized groups of concerned citizens), whereas scientific research is characterized as either secluded research that is performed exclusively by expert scientists or as collaborative research that involves lay people in the production and communication of knowledge....

The Pluto Case and the Nature of Science

Science.gov (United States)

Nóbrega de Albuquerque, Vanessa; Leite, Cristina

2016-08-01

Pluto had its classification changed in 2006, from planet to “dwarf planet”. This change had great impact in the media. Pluto returned to the news due to the arrival of New Horizons probe to Pluto in July 2015. Whereas the understanding of the complexity involved in the definition of celestial bodies could help us to show science as a historic, social, collective, non-linear and non-neutral process, it is presented a historical survey of the episodes involving the various definitions for planet, since the first observations of the sky made by our ancestors until the resolutions that defined which are the attributes of a "planet " made at the 26th General Assembly of the International Astronomical Union, meeting at which it was decided to reclassify Pluto. In order contribute to help perform discussions about the nature of science involving Astronomy themes, it is explained which features of scientific knowledge become evident during the study of the mentioned episodes.

Who and What Does Involvement Involve?

DEFF Research Database (Denmark)

Hansen, Jeppe Oute; Petersen, Anders; Huniche, Lotte

2015-01-01

This article gives an account of aspects of a multi-sited field study of involvement of relatives in Danish psychiatry. By following metaphors of involvement across three sites of the psychiatric systema family site, a clinical site and a policy sitethe first author (J.O.) investigated how...... theoretical perspective laid out by Ernesto Laclau and Chantal Mouffe, the aim of this study is to show how the dominant discourse about involvement at the political and clinical sites is constituted by understandings of mentally ill individuals and by political objectives of involvement. The analysis...... the responsibility toward the mental health of the ill individual as well as toward the psychological milieu of the family....

Science for Survival: The Modern Synthesis of Evolution and The Biological Sciences Curriculum Study

Science.gov (United States)

Green, Lisa Anne

In this historical dissertation, I examined the process of curriculum development in the Biological Sciences Curriculum Study (BSCS) in the United States during the period 1959-1963. The presentation of evolution in the high school texts was based on a more robust form of Darwinian evolution which developed during the 1930s and 1940s called "the modern synthesis of evolution." Building primarily on the work of historians Vassiliki Smocovitis and John L. Rudolph, I used the archival papers and published writings of the four architects of the modern synthesis and the four most influential leaders of the BSCS in regards to evolution to investigate how the modern synthetic theory of evolution shaped the BSCS curriculum. The central question was "Why was evolution so important to the BSCS to make it the central theme of the texts?" Important answers to this question had already been offered in the historiography, but it was still not clear why every citizen in the world needed to understand evolution. I found that the emphasis on natural selection in the modern synthesis shifted the focus away from humans as passive participants to the recognition that humans are active agents in their own cultural and biological evolution. This required re-education of the world citizenry, which was accomplished in part by the BSCS textbooks. I also found that BSCS leaders Grobman, Glass, and Muller had serious concerns regarding the effects of nuclear radiation on the human gene pool, and were actively involved in informing th public. Lastly, I found that concerns of 1950s reform eugenicists were addressed in the BSCS textbooks, without mentioning eugenics by name. I suggest that the leaders of the BSCS, especially Bentley Glass and Hermann J. Muller, thought that students needed to understand genetics and evolution to be able to make some of the tough choices they might be called on to make as the dominant species on earth and the next reproductive generation in the nuclear age. This

Science concept learning by English as second language junior secondary students

Science.gov (United States)

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

1995-03-01

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

A Tale of Two scientists and their Involvement in Education & Outreach

Science.gov (United States)

McDonnell, J.

2004-12-01

Many scientists, when faced with developing an education and outreach plan for their research proposals, are unclear on what kinds of impacts they can have on broader non scientist audiences. Many scientists feel their only options are to develop a website or invite a teacher to get involved in their sampling or research cruises. Scientists, who are constrained by time and resources, are not aware of the range of education and outreach options available to them and of the great value their involvement can bring to the public. In an recent survey at the National Science Foundation sponsored ORION conference (January 2004), respondents stated that the greatest public benefits to having scientists involved in public education are (1) that they can present the benefits and relevance of research (26%), (2) focus awareness on environmental issues (26%), (3) serve as models for teachers and motivators for children (25%) and (4) increase public understanding, awareness and appreciation of science (about 22%). As a member of the Mid-Atlantic Center for Ocean Sciences Education Excellence (MACOSEE), the Institute of Marine & Coastal Sciences (IMCS) at Rutgers University is dedicated to helping scientists and educators realize the benefits of working together to advance ocean discovery and make known the vital role of the ocean in our lives. A website called "Scientist Connection" (www.macosee.net) was developed to help busy scientists choose a role in education and outreach that will make the most of their talent and time. The goal of the web site is to help scientists produce a worthwhile education project that complements and enriches their research. In this session, the author will present two case studies that demonstrate very different but effective approaches to scientist's involvement in education and outreach projects. In the first case, we will chronicle how a team of biologists and oceanographers in the Rutgers University, Coastal Ocean Observation Laboratory (or

Schooling girls in a rural community: An examination of female science identity and science career choices

Science.gov (United States)

Fowler, Melisa Diane Creasy