WorldWideScience

Sample records for science literacy pvd

  1. Science Fairs for Science Literacy

    Science.gov (United States)

    Mackey, Katherine; Culbertson, Timothy

    2014-03-01

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

  2. Writing and Science Literacy

    Science.gov (United States)

    Weiss-Magasic, Coleen

    2012-01-01

    Writing activities are a sure way to assess and enhance students' science literacy. Sometimes the author's students use technical writing to communicate their lab experiences, just as practicing scientists do. Other times, they use creative writing to make connections to the topics they're learning. This article describes both types of writing…

  3. Writing for Science Literacy

    Science.gov (United States)

    Chamberlin, Shannon Marie

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

  4. Disciplinary Literacy in Science: Developing Science Literacy through Trade Books

    Science.gov (United States)

    Fang, Zhihui

    2014-01-01

    Developing science literacy requires not only firsthand explorations of the material world but also secondhand investigations with text. A potentially powerful kind of text in science is trade books. This column describes four classroom ploys for using science trade books to enhance students' secondhand experiences.

  5. The Intersection of Information and Science Literacy

    Science.gov (United States)

    Klucevsek, Kristin

    2017-01-01

    To achieve higher science literacy, both students and the public require discipline-specific information literacy in the sciences. Scientific information literacy is a core component of the scientific process. In addition to teaching how to find and evaluate resources, scientific information literacy should include teaching the process of…

  6. Science Fiction & Scientific Literacy

    Science.gov (United States)

    Czerneda, Julie E.

    2006-01-01

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

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

    Science.gov (United States)

    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.

  8. Adapting Practices of Science Journalism to Foster Science Literacy

    Science.gov (United States)

    Polman, Joseph L.; Newman, Alan; Saul, Ellen Wendy; Farrar, Cathy

    2014-01-01

    In this paper, the authors describe how the practices of expert science journalists enable them to act as "competent outsiders" to science. We assert that selected science journalism practices can be used to design reform-based science instruction; these practices not only foster science literacy that is useful in daily life, but also…

  9. Defining science literacy: A pedagogical approach

    Science.gov (United States)

    Brilakis, Kathryn

    A functional knowledge of science is required to capably evaluate the validity of conflicting positions on topics such as fracking, climate change, and the safety of genetically modified food. Scientifically illiterate individuals are at risk of favoring the persuasive arguments of those championing partisan, anti-science agendas. In an effort to enhance the scientific literacy of community college students and equip them with the skill set necessary to make informed decisions, this study generated a pedagogical definition of science literacy using survey methodology and then utilized the definition to construct an accessible, comprehensive, and pragmatic web-based science literacy program. In response to an email solicitation, college and university science educators submitted lists of topics within their specialty they considered essential when assessing science literacy. Their responses were tabulated and those topics cited most frequently by the participating physicists, biologists, chemists and geoscientists were assembled into a definition of science literacy. This definition was translated into a modular, web-based course suitable for both online and classroom learning published as: www.scienceliteracyforum.com.

  10. Science literacy in local communities

    International Nuclear Information System (INIS)

    Sasagawa, Sumiko

    2005-01-01

    The Institute for Environmental Sciences was established in December, 1990 at Rokkasho, Aomori, as a focal point in the research activities necessary to solve the problems between nuclear energy and the environment. In 2001 the Public Relations and Research Information Office was newly organized in the institute in order to facilitate the communication of scientific knowledge and information with the local inhabitants. The office is expected to play a role, as the communication window opens, to the local community neighboring the nuclear fuel cycle facilities as well as other communities in the prefecture. It seems, however, that the methodology for pursuing this aim is not generally provided but needs to be developed on a trial-and-error basis suitable to each situation. The author would like to take this opportunity to consider the given subjects and introduce the experiences, in which the author succeeded in communicating with neighboring people through the common interests regarding the Nobel Prize. The Nobel Prize is recognized as the greatest honor and authority over the world and is awarded to genuine human wisdom. The public with admiration receives the laureates, and their ways of life along with their arts of thinking are always matters which attract the interest of all the citizens. The people, who sometimes easily understand the scientific background behind the Prizes, always accept the stories of the laureates. The Nobel Prize has played an important role, therefore, not only in disseminating scientific knowledge or information so far, but will function also in cultivating the so-called science literacy'' among the public in the future, even in the issues on acceptance of nuclear energy. (author)

  11. Life Science Literacy of an Undergraduate Population

    Science.gov (United States)

    Medina, Stephanie R.; Ortlieb, Evan; Metoyer, Sandra

    2014-01-01

    Science content knowledge is a concern for educators in the United States because performance has stagnated for the past decade. Investigators designed this study to determine the current levels of scientific literacy among undergraduate students in a freshman-level biology course (a core requirement for majors and nonmajors), identify factors…

  12. Statistical Literacy in the Data Science Workplace

    Science.gov (United States)

    Grant, Robert

    2017-01-01

    Statistical literacy, the ability to understand and make use of statistical information including methods, has particular relevance in the age of data science, when complex analyses are undertaken by teams from diverse backgrounds. Not only is it essential to communicate to the consumers of information but also within the team. Writing from the…

  13. 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.

  14. Measuring Science Literacy in College Undergraduates

    Science.gov (United States)

    Impey, Chris David; Buxner, S. R.; Antonellis, J.; King, C.; Johnson, E.; CATS

    2010-01-01

    Initial results from a major study of scientific literacy are presented, involving nearly 10,000 undergraduates in science classes at a large Southwestern Land Grant public university over a 20-year period. The science content questions overlap with those in the NSF's Science Indicators series. About 10% of all undergraduates in the US take a General Education astronomy course, and NSF data and the work of Jon Miller show that the number of college science courses taken is the strongest predictor of civic scientific literacy. Our data show that gains in knowledge on any particular item through the time students graduate are only 10-15%. Among students who have taken most or all of their science requirements, one-in-three think that antibiotics kill viruses as well as bacteria, one-in-four think lasers work by focusing sound waves, one-in-five think atoms are smaller than electrons, and the same fraction is unaware that humans evolved from earlier species of animals and that the Earth takes a year to go around the Sun. The fraction of undergraduates saying that astrology is "not at all” scientific increases from 17% to a still-low 34% as they move through the university. Equally worrying, half of all science majors say that astrology is "sort of” or "very” scientific. Education majors - the cohort of future teachers - perform worse than average on most individual questions and in terms of their overall scientific literacy. Assuming the study institution is representative of the nation's higher education institutions, our instruction is not raising students to the level we would expect for educated citizens who must vote on many issues that relate to science and technology. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

  15. Reconceptualising Science Education Practices from New Literacies Research

    Science.gov (United States)

    Tang, K. S.

    2015-01-01

    In light of profound socio-economic and technological changes, the research from New Literacies has raised fundamental questions on the nature of literacy in the way we read, write, and communicate. Yet, in science education, research in literacy has been largely restricted to the domain of print-oriented academic language. This paper aims to set…

  16. Science Literacy: Hand in Glove with Numeracy

    Directory of Open Access Journals (Sweden)

    Gerry G. Meisels

    2010-07-01

    Full Text Available Science Literacy requires numeracy as part of its foundation, and much of Numeracy draws on examples and applications from the sciences. They share the goal of creating a society that is mathematics numerate and science literate, and are interrelated. National priorities to strengthen both among all our students are driven by practical considerations of economic competitiveness that increasingly depend on technological innovation. It is also critical to each individual for long-term job opportunities and for informed citizenship. With up to 80% of 21st century jobs requiring mathematics and science skills, a large majority of the 2,900,000 students who graduate from America’s high schools every year must become Numerate and Science Literate. Many of these students are not motivated to learn, requiring a change in teaching strategies. Societal will and substantial resources are required to help teachers adopt new approaches that are much more demanding than traditional lectures. Major organizational changes may be needed to strengthen student experience in elementary schools. Advocates of Numeracy and Science Literacy need to work hand in glove to create a citizenry prepared to compete in the 21st century.

  17. Earth Science Literacy: Building Community Consensus

    Science.gov (United States)

    Wysession, M.; Ladue, N.; Budd, D.; Campbell, K.; Conklin, M.; Lewis, G.; Raynolds, R.; Ridky, R.; Ross, R.; Taber, J.; Tewksbury, B.; Tuddenham, P.

    2008-12-01

    During 2008, the Earth Sciences Literacy Initiative (ESLI) constructed a framework of earth science "Big Ideas" and "Supporting Concepts". Following the examples of recent literacy efforts in the ocean, atmosphere and climate research communities, ESLI has distilled the fundamental understandings of the earth science community into a document that all members of the community will be able to refer to when working with educators, policy-makers, the press and members of the general public. This document is currently in draft form for review and will be published for public distribution in 2009. ESLI began with the construction of an organizing committee of a dozen people who represent a wide array of earth science backgrounds. This group then organized and ran two workshops in 2008: a 2-week online content workshop and a 3-day intensive writing workshop. For both workshops, participants were chosen so as to cover the full breadth of earth science related to the solid earth, surficial processes, and fresh-water hydrology. The asynchronous online workshop included 350 scientists and educators participating from around the world and was a powerful way to gather ideas and information while retaining a written record of all interactions. The writing workshop included 35 scientists, educators and agency representatives to codify the extensive input of the online workshop. Since September, 2008, drafts of the ESLI literacy framework have been circulated through many different channels to make sure that the document accurately reflects the current understandings of earth scientists and to ensure that it is widely accepted and adopted by the earth science communities.

  18. Editorial: Challenges of Social Science Literacy

    Directory of Open Access Journals (Sweden)

    Birgit Weber

    2010-12-01

    Full Text Available Since international tests compare the performance of students in different subjects, the issue of literacy in the social science subject is becoming more pressing. The successes and failures in international tests influence the national education policies considerably. First, the inclusion of subjects in international comparisons has consequences for their importance. Second, the race in the Olympics of education leads to an increasing focus on the output of educational processes, also measured in the central exams. Social Sciences can refuse to take part in the national comparison studies with the price of losing much more importance; they can participate with the danger of undermining their goals. This raises a lot of questions: What competences students need in this social world to reason about it und to act responsibly? What is the foundation of concepts from social science students need for guidance and understanding their place and role as an individual in society? The social science disciplines, as sociology, political science and economics in a narrow sense, history, law and geography in a broader sense, supported by philosophy, pedagogy and psychology are able to select them for educational purposes or determine such educational aims. This Journal wants to resume und discuss competences and core con¬cepts for political and economic teaching and learning as Social Science Literacy”. Contributions in this issue do not only discuss and recommend competences and core concepts from a domain specific political or economic point of view, but also from an interdisciplinary or psychological point of view. They analyse preconditions and interdependencies as well as obstacles und problems of development and diagnosis core concepts and competences of Social Science Literacy.

  19. The Influence of Reading Literacy on Mathematics and Science Achievement

    Science.gov (United States)

    Caponera, Elisa; Sestito, Paolo; Russo, Paolo M.

    2016-01-01

    The aim of this study was to evaluate the influence of students' reading literacy, measured by the PIRLS (Progress in International Reading Literacy Study) test, on their performance in the TIMSS (Trends in International Mathematics and Science Study) mathematics and science tests. The data on 4,125 Italian students from 199 schools were analyzed:…

  20. The Value of Civic Science Literacy (Invited)

    Science.gov (United States)

    Kahan, D.

    2013-12-01

    The persistence of public conflict over climate change is commonly understood to be evidence of the cost borne by our democracy by the failure of citizens to recognize the best available decision-relevant science. This conclusion is true; what's not is the usual understanding of cause and effect that accompanies this perspective. Ordinarily, the inability of citizens to comprehend decision-relevant science is identified as the source of persistent political conflict over climate change (along myriad other issues that feature disputed facts that admit of scientific investigation). The truth, however, is it is the persistence of public conflict that disables citizens from recognizing and making effective use of decision-relevant science. As a result, efforts to promote civic science literacy can't be expected to dissipate such conflict. Instead, the root, cultural and psychological sources of such conflict must themselves be extinguished (with the use of tools and strategies themselves identified through valid scientific inquiry) so our democracy can realize the value of educators' considerable skills in making citizens science literate.

  1. Information Literacy in Science Writing: How Students Find, Identify, and Use Scientific Literature

    Science.gov (United States)

    Klucevsek, Kristin M.; Brungard, Allison B.

    2016-01-01

    For undergraduate students to achieve science literacy, they must first develop information literacy skils. These skills align with Information Literacy Standards and include determining appropriate databases, distinguishing among resource types, and citing resources ethically. To effectively improve information literacy and science literacy, we…

  2. Examining the literacy component of science literacy: 25 years of language arts and science research

    Science.gov (United States)

    Yore, Larry D.; Bisanz, Gay L.; Hand, Brian M.

    2003-06-01

    This review, written to celebrate the 25th anniversary of the International Journal of Science Education, revealed a period of changes in the theoretical views of the language arts, the perceived roles of language in science education, and the research approaches used to investigate oral and written language in science, science teaching, and learning. The early years were dominated by behavioralist and logico-mathematical interpretations of human learning and by reductionist research approaches, while the later years reflected an applied cognitive science and constructivist interpretations of learning and a wider array of research approaches that recognizes the holistic nature of teaching and learning. The early years focus on coding oral language into categories reflecting source of speech, functional purpose, level of question and response, reading research focused on the readability of textbooks using formulae and the reader's decoding skills, and writing research was not well documented since the advocates for writing in service of learning were grass roots practitioners and many science teachers were using writing as an evaluation technique. The advent of applied cognitive science and the constructivist perspectives ushered in interactive-constructive models of discourse, reading and writing that more clearly revealed the role of language in science and in science teaching and learning. A review of recent research revealed that the quantity and quality of oral interactions were low and unfocused in science classrooms; reading has expanded to consider comprehension strategies, metacognition, sources other than textbooks, and the design of inquiry environments for classrooms; and writing-to-learn science has focused on sequential writing tasks requiring transformation of ideas to enhance science learning. Several promising trends and future research directions flow from the synthesis of this 25-year period of examining the literacy component of science literacy

  3. Investigate the relation between the media literacy and information literacy of students of communication science and information science and knowledge

    Directory of Open Access Journals (Sweden)

    Elham Esmaeil Pounaki

    2017-03-01

    Full Text Available The new millennium is called Information Age, in which information and communication technologies have been developed. The transfer from industrial society to information society has changed the form and level of education and information from those of the past times. In the past, literacy meant the ability of reading and writing, but today the meaning of literacy has been changed through the time and such a type of literacy is not enough to meet people’s needs in the industrial society of the 21st century. Today’s life requires media and information literacy especially for the students, whose duty is to research and who have a significant role in the development of their country from any perspective. This research aims to study the relation between the media literacy and information literacy of the students of the fields of communication science and information science and knowledge. This is an applied research in terms of its objective and uses a survey-correlation method. The statistical population of this research consists of the postgraduate students studying in the fields of study of information science and knowledge and communication science at Tehran University and Allameh Tabatabai University. The data required for this research were collected by a researcher-made questionnaire. The reliability of the questionnaire has been evaluated by Cronbach’s Alpha, which was equal to 0.936. The data were analyzed using descriptive and inferential statistic methods. The results showed that the level of media literacy and information literacy of students is desirable. There is a significant relationship between the economic status of students and their media literacy. However, the social status of students was directly related to their "ability to communicate" variable of media literacy. Also the Pearson correlation test showed a significant relationship between the variables of media literacy and information literacy.

  4. Relationship between Pre-School Preservice Teachers' Environmental Literacy and Science and Technology Literacy Self Efficacy Beliefs

    Science.gov (United States)

    Surmeli, Hikmet

    2013-01-01

    This study examined the relationship between preschool teachers' environmental literacy and their science and technology self efficacy beliefs. 120 preschool teachers from teacher education programme at one university participated in this study. Data were collected by using Environmental Literacy Scale and Science and Technology Literacy Self…

  5. Student’s profile about science literacy in Surakarta

    Science.gov (United States)

    Nur’aini, D.; Rahardjo, S. B.; Elfi Susanti, V. H.

    2018-05-01

    This research was conducted to find out student’s initial profile of science literacy. The method used was descriptive with 46 students as subjects. The instrument used is science literacy question referring to PISA 2015. Data processing technique used are scoring on each question, changing the score values, grouping the level subjects obtain based on the value and conclusion. Competencies measure in this test are explaining scientific phenomena, interpretation of data and evidence scientifically, and evaluate and design scientific inquiry. The results of the three competencies are 30,87%, 40,20% and 24,90%. Achievement level of science literacy achieved by students in level 1 47,82%, level 2 33,82%, level 3 42,93%, level 4 26,50%, level 5 21,73%. Based on the result of research, it can be concluded that the ability of science literacy students in Surakarta relatively low.

  6. Uniting Science and Literacy: A WIn for All (Invited)

    Science.gov (United States)

    Cobabe-Ammann, E. A.

    2009-12-01

    Science is all about inquiry in our natural world. Yet all of the observational skills at our fingertips are useless if we don’t have the ability to communicate it effectively to our friends, family, and classmates. The development of language skills is critical for students to be able to codify their ideas, integrate observations from the outside, and synthesize both to create the next step in their educational journey. The connections between science and literacy in the classroom have received increasing attention over the last two decades, as more and more evidence demonstrates that science offers an important opportunity to excite and engage students in the area of literacy improvement. When students are actively participating in science activities, including making observations, formulating hypotheses, and explicating their findings, they are also learning to utilize language to express then ideas. In addition, combining literacy with science allows students to increase their ability to explore their world or universe by taking vicarious journeys to the bottom of the ocean or the edge of our solar system. Combining science and literacy helps both, improving both reading and science scores, as well as increasing students’ interest in science. This talk explores the importance of connecting science and literacy as a pathway to allowing students to excel at both.

  7. Fostering Scientific Literacy and Critical Thinking in Elementary Science Education

    Science.gov (United States)

    Vieira, Rui Marques; Tenreiro-Vieira, Celina

    2016-01-01

    Scientific literacy (SL) and critical thinking (CT) are key components of science education aiming to prepare students to think and to function as responsible citizens in a world increasingly affected by science and technology (S&T). Therefore, students should be given opportunities in their science classes to be engaged in learning…

  8. Links in the Chain: Bringing Together Literacy and Science

    Science.gov (United States)

    Taylor, Neil; Hansford, Diane; Rizk, Nadya; Taylor, Subhashni

    2017-01-01

    In Australia, the Federal Government and the Australian Academy of Science have developed a programme entitled "Primary Connections" (primaryconnections.org. au), aimed at supporting the teaching of science in the primary sector. The programme makes strong and explicit links between science and literacy through the use of word walls,…

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

    Science.gov (United States)

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

    2008-12-01

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

  10. 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.

  11. Using Primary Literature to Teach Science Literacy to Introductory Biology Students

    OpenAIRE

    Johanna Krontiris-Litowitz

    2013-01-01

    Undergraduate students struggle to read the scientific literature and educators have suggested that this may reflect deficiencies in their science literacy skills. In this two-year study we develop and test a strategy for using the scientific literature to teach science literacy skills to novice life science majors. The first year of the project served as a preliminary investigation in which we evaluated student science literacy skills, created a set of science literacy learning objectives al...

  12. Improving science literacy and education through space life sciences

    Science.gov (United States)

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

    2001-01-01

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

  13. Charting a Course to Earth System Science Literacy

    Science.gov (United States)

    Karsten, J. L.; Koch, L.; Ridky, R.; Wei, M.; Ladue, N.

    2008-12-01

    Public literacy of fundamental ideas in Earth System Science (ESS) is immensely important, both because of its relevance to the daily lives of individual citizens and the role played by informed policy decisions related to water, energy, climate change, and hazards in securing our Nation's well-being and prosperity. The National Science Education Standards (NRC, 1996) argued that topics which comprise ESS also have tremendous value in providing context and meaning for the teaching of Biology, Chemistry, and Physics concepts and their applications, thereby serving the goals of the America COMPETES Act. Yet, as documented in the 2006 Program for International Student Assessment (PISA) results, the U.S. continues to lag significantly behind other developed nations in science literacy. A major obstacle to improving public ESS literacy, specifically, and strengthening science literacy, in general, is the fact that fewer than 30% of students in U.S. high schools take any courses related to ESS. Often, these courses are taught by teachers with limited preparation in this content area. A new grass-roots movement within the geoscience research and education communities, fueled by interagency collaboration, is seeking to overcome these obstacles and steer a new course for ESS education in the Nation. The Earth System Science Literacy Initiative (ESSLI) builds on recent efforts within portions of the geosciences community to reach consensus on what defines scientific literacy within their fields. Individual literacy frameworks now exist for the ocean, atmospheric science, Earth science, and climate topic areas, and others are under development. The essential principles and fundamental concepts articulated in these frameworks provide consistent core messages that can be delivered and reinforced not only through formal education channels, but also through informal education activities and the media, thereby avoiding the inherent obstacles of the formal education setting

  14. Relationship between Teacher Candidates’ Literacy of Science and Information Technology

    OpenAIRE

    Orhan Karamustafaoğlu; Recep Çakır; Mert Kaya

    2013-01-01

    This study aims to determine the science teacher candidates’ literacy levels of science and information technology and intends to find out the relationship between them. In the study, correlational research methodology was used in the scope of correlational screening model. Research sample consists of totally 264 teacher candidates who are in their 3rd and 4th years and studying at the Department of Science and Technology Education in Amasya University. As the data collection instruments, the...

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

    Science.gov (United States)

    Drew, Sally Valentino; Thomas, Jeffrey

    2018-01-01

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

  16. Morphology of PVD films

    International Nuclear Information System (INIS)

    Carr, M.J.; Grotzky, V.K.; Helms, C.J.; Johns, W.L.; Naimon, E.R.; Rafalski, A.L.; Smith, C.J.

    1982-01-01

    Experimental data show that the morphology of PVD chromium coatings is dependent on substrate temperature, deposition rate, and the oxygen content of the chromium source material. For chromium containing about 700-ppM oxygen, a variety of morphologies can form depending on substrate temperature and deposition rate. For chromium contaning 1000 to 2000 ppM of oxygen, porous coatings of the Type IV variety are produced over essentially the full range of temperatures and rates possible with current coating equipment. For chromium containing less than about 400 ppM of oxygen, dense coatings of the Type I variety are produced over the range of temperatures and rates investigated

  17. Specifying a Curriculum for Biopolitical Critical Literacy in Science Teacher Education: Exploring Roles for Science Fiction

    Science.gov (United States)

    Gough, Noel

    2017-01-01

    In this essay I suggest some ways in which science teacher educators in Western neoliberal economies might facilitate learners' development of a critical literacy concerning the social and cultural changes signified by the concept of "biopolitics." I consider how such a biopolitically inflected critical literacy might find expression in…

  18. 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.

  19. Analysis of preservice science teacher information literacy towards research skills

    Science.gov (United States)

    Subekti, H.; Purnomo, A. R.; Susilo, H.; Ibrohim; Suwono, H.

    2018-04-01

    Information literacy is an important component for university students necessary to support personal development both in academic and real-life setting. This research aimed to analyze the drawing picture of information literacy ability among preservice science teacher in Universitas Negeri Surabaya related to research skills. Purposive sampling was used to determine the amount of participants, thereby involving 208 participants from class year 2014, 2015, and 2016. For gathering the data, the instruments being applied were questionnaire based information literacy test. The data then were analyzed in descriptive manner. The results indicated that the male students outperformed the female students by which they obtained 51.1% correct answer, 2% higher than the female students. Based on the duration of the study, the percentage of correct answers varies among students of class year 2014, 2015, and 2016; 56.2%, 45.1%, and 48.4% respectively. When looked at the average percentage of all students, however, most of items were scored in low category (below 50%) except for type of notification, strategy to accessing information, mastery of terminologies used in research and the essence of the copyright . To conclude, the literacy ability of preservice science teachers is still relatively low and the tendency of information literacy possessed by male students is relatively higher than female students.

  20. Utilizing Multi-Modal Literacies in Middle Grades Science

    Science.gov (United States)

    Saurino, Dan; Ogletree, Tamra; Saurino, Penelope

    2010-01-01

    The nature of literacy is changing. Increased student use of computer-mediated, digital, and visual communication spans our understanding of adolescent multi-modal capabilities that reach beyond the traditional conventions of linear speech and written text in the science curriculum. Advancing technology opens doors to learning that involve…

  1. An Investigation of Literacy Practices in High School Science Classrooms

    Science.gov (United States)

    Wexler, Jade; Mitchell, Marisa A.; Clancy, Erin E.; Silverman, Rebecca D.

    2017-01-01

    This study reports findings from an exploration of the literacy practices of 10 high school science teachers. Based on observations of teachers' instruction, we report teachers' use of text, evidence-based vocabulary and comprehension practices, and grouping practices. Based on interviews with teachers, we also report teachers' perceptions…

  2. Educator Perspectives on Earth System Science Literacy: Challenges and Priorities

    Science.gov (United States)

    LaDue, Nicole; Clark, Scott K.

    2012-01-01

    The challenges and priorities of defining and achieving Earth System Science (ESS) literacy are examined through surveys of geoscience educators attending a professional geological meeting. Two surveys with Likert-style and free-response questions were distributed to geoscientists and K-12 teachers to elicit what instructors think are important…

  3. 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.

  4. Marine Science Summer Enrichment Camp's Impact Ocean Literacy for Middle School Students

    Science.gov (United States)

    Young, Victoria Jewel

    2017-01-01

    Although careers in science, technology, engineering, and mathematics have expanded in the United States, science literacy skills for K-12 students have declined from 2001 to 2011. Limited research has been conducted on the impact of science enrichment programs on the science literacy skills of K-12 students, particularly in marine science. The…

  5. STUDENTS’ SCIENCE LITERACY ABILITY PROFILE IN ENVIRONMENTAL POLLUTION AND GLOBAL WARMING MATERIAL

    Directory of Open Access Journals (Sweden)

    Laela Ulfa

    2017-12-01

    Full Text Available This research head for measure profile of students’ science literacy ability in environmental pollution and global warming material. The study was conducted in one of SMP Negeri Semarang with samples of 70 students from grade VII D and VII E. The profile of literacy science of students from the highest percentage till the lowest was science as a body of a knowledge was 70,36%, science as a way of thinking was 61,71%, the interaction between science, technology, and society was 61,43% categorized enough level, and science as a way for investigating was 38,21 categorized too less. keywords: science literacy, scince literacy ability

  6. Critical Science Literacy: What Citizens and Journalists Need to Know to Make Sense of Science

    Science.gov (United States)

    Priest, Susanna

    2013-01-01

    Increasing public knowledge of science is a widely recognized goal, but what that knowledge might consist of is rarely unpacked. Existing measures of science literacy tend to focus on textbook knowledge of science. Yet constructing a meaningful list of facts, even facts in application, is not only difficult but less than satisfying as an indicator…

  7. Writing poetry through the eyes of science a teacher's guide to scientific literacy and poetic response

    CERN Document Server

    Gorrell, Nancy

    2012-01-01

    Writing Poetry Through the Eyes of Science: A Teacher's Guide to Scientific Literacy and Poetic Response presents a unique and effective interdisciplinary approach to teaching science poems and science poetry writing in secondary English and science classrooms.

  8. Science Literacy: Concepts, Contexts, and Consequences

    Science.gov (United States)

    Snow, Catherine E., Ed.; Dibner, Kenne A., Ed.

    2016-01-01

    Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science--whether using knowledge or creating it--necessitates some level of familiarity with the enterprise and…

  9. Popularity and Relevance of Science Education and Scientific Literacy

    DEFF Research Database (Denmark)

    Graeber, Wolfgang; Blonder, Ron; Bolte, Claus

    2008-01-01

    A consortium of researchers from 8 European nations has successfully applied to the EU commission for funding the PARSEL (Popularity and Relevance in Science Education for Scientific Literacy) project, which aims at raising the popularity and relevance of science teaching and enhancing students...... of a range of personal and social skills (including cognitive skills associated with investigatory scientific problem solving and socio-scientific decision making) and clarify the relevancy of science education for the 21st century. This symposium will introduce and discuss the project PARSEL ideas within...

  10. Science and ecological literacy in undergraduate field studies education

    Science.gov (United States)

    Mapp, Kim J.

    There is an ever-increasing number of issues that face our world today; from climate change, water and food scarcity, to pollution and resource extraction. Science and ecology play fundamental roles in these problems, and yet the understanding of these fields is limited in our society (Miller, 2002; McBride, Brewer, Berkowitz, and Borrie, 2013). Across the nation students are finishing their undergraduate degrees and are expected to enter the workforce and society with the skills needed to succeed. The deficit of science and ecological literacy in these students has been recognized and a call for reform begun (D'Avanzo, 2003 and NRC, 2009). This mixed-methods study looked at how a field studies course could fill the gap of science and ecological literacy in undergraduates. Using grounded theory, five key themes were data-derived; definitions, systems thinking, human's role in the environment, impetus for change and transference. These themes where then triangulated for validity and reliability through qualitative and quantitative assessments. A sixth theme was also identified, the learning environment. Due to limited data to support this themes' development and reliability it is discussed in Chapter 5 to provide recommendations for further research. Key findings show that this field studies program influenced students' science and ecological literacy through educational theory and practice.

  11. Science Literacy and Prior Knowledge of Astronomy MOOC Students

    Science.gov (United States)

    Impey, Chris David; Buxner, Sanlyn; Wenger, Matthew; Formanek, Martin

    2018-01-01

    Many of science classes offered on Coursera fall into fall into the category of general education or general interest classes for lifelong learners, including our own, Astronomy: Exploring Time and Space. Very little is known about the backgrounds and prior knowledge of these students. In this talk we present the results of a survey of our Astronomy MOOC students. We also compare these results to our previous work on undergraduate students in introductory astronomy courses. Survey questions examined student demographics and motivations as well as their science and information literacy (including basic science knowledge, interest, attitudes and beliefs, and where they get their information about science). We found that our MOOC students are different than the undergraduate students in more ways than demographics. Many MOOC students demonstrated high levels of science and information literacy. With a more comprehensive understanding of our students’ motivations and prior knowledge about science and how they get their information about science, we will be able to develop more tailored learning experiences for these lifelong learners.

  12. Science Literacy of Undergraduates in the United States

    Science.gov (United States)

    Impey, Chris

    2013-01-01

    Science literacy is a matter of broad concern among scientists, educators, and many policy-makers. National Science Foundation surveys of the general public for biannual Science Indicators series show that respondents on average score less than 2/3 correct on a series of science knowledge questions, and less than half display an understanding of the process of scientific inquiry. Both measures are essentially unchanged over two decades. At the University of Arizona, we have gathered over 11,000 undergraduate student responses to a survey of knowledge and beliefs that is tethered in the NSF survey. This non-science major population demographically represents ten million students nationwide. There is a less than 10% gain in performance in the science knowledge score between the incoming freshmen and seniors who graduate having completed their requirement of three science classes. Belief levels in pseudoscience and supernatural phenomena are disconcertingly high, mostly resistant to college science instruction, and weakly correlated with performance on the science knowledge questions. The Internet is rapidly becoming the primary information source for anyone interested in science so students may not get most of their information from the classroom. Educators and policy makers need to decide what aspects of science knowledge and process are important for adults to know. College science educators have major challenges in better in preparing graduates for participation in a civic society largely driven by science and technology.

  13. Is Computer Science Compatible with Technological Literacy?

    Science.gov (United States)

    Buckler, Chris; Koperski, Kevin; Loveland, Thomas R.

    2018-01-01

    Although technology education evolved over time, and pressure increased to infuse more engineering principles and increase links to STEM (science technology, engineering, and mathematics) initiatives, there has never been an official alignment between technology and engineering education and computer science. There is movement at the federal level…

  14. 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

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

    Science.gov (United States)

    Gough, Noel

    2017-12-01

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

  16. New Literacy Implementation: The Impact of Professional Development on Middle School Student Science Learning

    Science.gov (United States)

    Hsu, Hui-Yin; Wang, Shaing-Kwei; Coster, Daniel

    2017-01-01

    With advancing technology, "literacy" evolves to include new forms of literacy made possible by digital technologies. "New literacy" refers to using technology to research, locate, evaluate, synthesize and communication information. The purpose of the study is to develop a framework to guide science teachers' new literacy…

  17. Scientific Literacy and Student Attitudes: Perspectives from PISA 2006 science

    Science.gov (United States)

    Bybee, Rodger; McCrae, Barry

    2011-01-01

    International assessments provide important knowledge about science education and help inform decisions about policies, programmes, and practices in participating countries. In 2006, science was the primary domain for the Programme for International Student Assessment (PISA), supported by the Organisation for Economic Cooperation and Development (OECD) and conducted by the Australian Council for Educational Research (ACER). Compared to the school curriculum orientation of Trends in International Math and Science Study (TIMSS), PISA provides a perspective that emphasises the application of knowledge to science and technology-related life situations. The orientation of PISA includes both knowledge and attitudes as these contribute to students' competencies that are central to scientific literacy. In addition to students' knowledge and competencies, the 2006 PISA survey gathered data on students' interest in science, support for scientific enquiry, and responsibility towards resources and environments. The survey used both a non-contextualised student questionnaire and contextualised questions. The latter is an innovative approach which embedded attitudinal questions at the conclusion of about two-thirds of the test units. The results presented in this article make connections between students' attitudes and interests in science and scientific literacy.

  18. STEM for Non-STEM Majors: Enhancing Science Literacy in Large Classes

    Science.gov (United States)

    Jin, Guang; Bierma, Tom

    2013-01-01

    This study evaluated a strategy using "clickers," POGIL (process oriented guided inquiry learning), and a focused science literacy orientation in an applied science course for non-STEM undergraduates taught in large classes. The effectiveness of these interventions in improving the science literacy of students was evaluated using a…

  19. The Contribution of Trade Books to Early Science Literacy: In and out of School

    Science.gov (United States)

    Schroeder, Meadow; Mckeough, Anne; Graham, Susan; Stock, Hayli; Bisanz, Gay

    2009-01-01

    Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e., a literary work intended for sale to the general public) in North American school classrooms to support the development of science literacy invites an examination of the quality of science content disseminated to students. A…

  20. Science Literacy Project, August 2006 - August 2008

    Energy Technology Data Exchange (ETDEWEB)

    Nasseh, Bizhan [Ball State Univ., Muncie, IN (United States)

    2008-08-01

    Ball State University (BSU) was the recipient of a U.S. Department of Energy award to develop educational games teaching science and math. The Science Media Program will merge Ball State University’s nationally recognized capabilities in education, technology, and communication to develop new, interactive, game-based media for the teaching and learning of science and scientific principles for K-12 students. BSU established a team of educators, researchers, scientists, animators, designers, technology specialists, and hired a professional media developer company (Outside Source Design) from Indianapolis. After six months discussions and assessments the project team selected the following 8 games in Math, Physics, Chemistry, and Biology, 2 from each discipline. The assembled teams were innovative and unique. This new model of development and production included a process that integrated all needed knowledge and expertise for the development of high quality science and math games for K-12 students. This new model has potential to be used by others for the development of the educational games. The uniqueness of the model is to integrate domain experts’ knowledge with researchers/quality control group, and combine a professional development team from the game development company with the academic game development team from Computer Science and Art departments at Ball State University. The developed games went through feasibility tests with selected students for improvement before use in the research activities.

  1. Science literacy and natural history museums

    Indian Academy of Sciences (India)

    2010-10-15

    Oct 15, 2010 ... Paradoxically, this is probably the period in the history of advanced countries in which increasing public and personal efforts have been directed toward the dissemination of scientific knowledge to increase public understanding of science. This article vindicates the role of natural history museums in ...

  2. Ecosystem Services in Environmental Science Literacy

    Science.gov (United States)

    Ruppert, John Robert

    2015-01-01

    Human beings depend on a set of benefits that emerge from functioning ecosystems, termed Ecosystem Services (ES), and make decisions in everyday life that affect these ES. Recent advancements in science have led to an increasingly sophisticated understanding of ES and how they can be used to inform environmental decision-making. Following suit, US…

  3. Popularization of science and scientific journalism: possibilities of scientific literacy

    Directory of Open Access Journals (Sweden)

    Alessandro Augusto Barros Façanha

    2017-07-01

    Full Text Available This study evidences the intersection between science education and communication in the perspective of the popularization of sciences based on the evidence produced in a specific column of a large circulation newspaper of the city of Teresina / PI. The discussions were based on the analysis of content carried out in the context of science classes in a school of basic education with elementary students, where journalistic texts were used with diverse themes that involved science and daily life in order to understand the interpretation of texts And the relationship with the context of scientific dissemination and citizenship. The analysis of the content was used and the answers were stratified into categories of conceptual nature and application of the themes. The analyses show that the texts of scientific dissemination have a contribution in relation to the popularization of Sciences, fomentation to the debate in the classroom, didactic increment in the classes of sciences, in spite of their insertion still incipient in the context of science education. However, the results of the research denote the difficulty faced by the students in understanding the text of dissemination in their conceptual comprehension and resolution of daily problems, as well as the distance between the context of the sciences in their theoretical scope and their presentation in everyday situations, Despite this, the texts of divulgation corroborated as an important way of real insertion in the process of scientific literacy and promotion of citizenship.

  4. High speed PVD thermal barrier coatings

    Energy Technology Data Exchange (ETDEWEB)

    Beele, W. [Sulzer Metco Coatings BV (Netherlands); Eschendorff, G. [Sulzer Metco Coatings BV (Netherlands); Eldim BV (Netherlands)

    2006-07-15

    The high speed PVD process (HS-PVD) combines gas phase coating synthesis with high deposition rates. The process has been demonstrated for high purity YSZ deposited as a chemically bonded top thermal barrier with columnar structure of EB-PVD features. The process can manufacture EB-PVD like coatings that match in regards to their TGO-formation and columnar structure. Coatings with a columnar structure formed by individual columns of 1/4 of the diameter of a classical EB-PVD type TBC have been deposited. These coatings have the potential to prove a significant reduction in thermal conductivity and in erosion performance. (Abstract Copyright [2006], Wiley Periodicals, Inc.)

  5. High speed PVD thermal barrier coatings

    International Nuclear Information System (INIS)

    Beele, W.; Eschendorff, G.

    2006-01-01

    The high speed PVD process (HS-PVD) combines gas phase coating synthesis with high deposition rates. The process has been demonstrated for high purity YSZ deposited as a chemically bonded top thermal barrier with columnar structure of EB-PVD features. The process can manufacture EB-PVD like coatings that match in regards to their TGO-formation and columnar structure. Coatings with a columnar structure formed by individual columns of 1/4 of the diameter of a classical EB-PVD type TBC have been deposited. These coatings have the potential to prove a significant reduction in thermal conductivity and in erosion performance. (Abstract Copyright [2006], Wiley Periodicals, Inc.)

  6. Enhancing students' science literacy using solar cell learning multimedia containing science and nano technology

    Science.gov (United States)

    Eliyawati, Sunarya, Yayan; Mudzakir, Ahmad

    2017-05-01

    This research attempts to enhance students' science literacy in the aspects of students' science content, application context, process, and students' attitude using solar cell learning multimedia containing science and nano technology. The quasi-experimental method with pre-post test design was used to achieve these objectives. Seventy-two students of class XII at a high school were employed as research's subject. Thirty-six students were in control class and another thirty-six were in experiment class. Variance test (t-test) was performed on the average level of 95% to identify the differences of students' science literacy in both classes. As the result, there were significant different of learning outcomes between experiment class and control class. Almost half of students (41.67%) in experiment class are categorized as high. Therefore, the learning using solar cell learning multimedia can improve students' science literacy, especially in the students' science content, application context, and process aspects with n-gain(%) 59.19 (medium), 63.04 (medium), and 52.98 (medium). This study can be used to develop learning multimedia in other science context.

  7. Teaching Climate Social Science and Its Practices: A Two-Pronged Approach to Climate Literacy

    Science.gov (United States)

    Shwom, R.; Isenhour, C.; McCright, A.; Robinson, J.; Jordan, R.

    2014-12-01

    The Essential Principles of Climate Science Literacy states that a climate-literate individual can: "understand the essential principles of Earth's climate system, assess scientifically credible information about climate change, communicate about climate and climate change in a meaningful way, and make informed and responsible decisions with regard to actions that may affect climate." We argue that further integration of the social science dimensions of climate change will advance the climate literacy goals of communication and responsible actions. The underlying rationale for this argues: 1) teaching the habits of mind and scientific practices that have synergies across the social and natural sciences can strengthen students ability to understand and assess science in general and that 2) understanding the empirical research on the social, political, and economic processes (including climate science itself) that are part of the climate system is an important step for enabling effective action and communication. For example, while climate literacy has often identified the public's faulty mental models of climate processes as a partial explanation of complacency, emerging research suggests that the public's mental models of the social world are equally or more important in leading to informed and responsible climate decisions. Building student's ability to think across the social and natural sciences by understanding "how we know what we know" through the sciences and a scientific understanding of the social world allows us to achieve climate literacy goals more systematically and completely. To enable this integration we first identify the robust social science insights for the climate science literacy principles that involve social systems. We then briefly identify significant social science contributions to climate science literacy that do not clearly fit within the seven climate literacy principles but arguably could advance climate literacy goals. We conclude

  8. Scientists and Educators: Joining Forces to Enhance Ocean Science Literacy

    Science.gov (United States)

    Keener-Chavis, P.

    2004-12-01

    The need for scientists to work with educators to enhance the general public's understanding of science has been addressed for years in reports like Science for All Americans (1990), NSF in a Changing World (1995), Turning to the Sea: America's Ocean Future (1999), Discovering the Earth's Final Frontier, A U.S. Strategy for Ocean Exploration (2000), and most recently, the U.S. Commission on Ocean Policy Report (2004). As reported in The National Science Foundation's Center for Ocean Science Education Excellence (COSEE) Workshop Report (2000), "The Ocean Sciences community did not answer (this) call, even though their discovery that the ocean was a more critical driving force in the natural environment than previously thought possessed great educational significance." It has been further acknowledged that "rapid and extensive improvement of science education is unlikely to occur until it becomes clear to scientists that they have an obligation to become involved in elementary- and secondary-level science (The Role of Scientists in the Professional Development of Science Teachers, National Research Council, 1996.) This presentation will focus on teachers' perceptions of how scientists conduct research, scientists' perceptions of how teachers should teach, and some misconceptions between the two groups. Criteria for high-quality professional development for teachers working with scientists will also be presented, along with a brief overview of the National Oceanic and Atmospheric Administration's Ocean Exploration program efforts to bring teachers and ocean scientists together to further ocean science literacy at the national level through recommendations put forth in the U.S. Commission on Ocean Policy Report (2004).

  9. Increasing Scientific Literacy about Global Climate Change through a Laboratory-Based Feminist Science Course

    Science.gov (United States)

    George, Linda A.; Brenner, Johanna

    2010-01-01

    The authors have developed and implemented a novel general education science course that examines scientific knowledge, laboratory experimentation, and science-related public policy through the lens of feminist science studies. They argue that this approach to teaching general science education is useful for improving science literacy. Goals for…

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

    Science.gov (United States)

    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.

  11. Pacific CRYSTAL Project: Explicit Literacy Instruction Embedded in Middle School Science Classrooms

    Science.gov (United States)

    Anthony, Robert J.; Tippett, Christine D.; Yore, Larry D.

    2010-01-01

    Science literacy leading to fuller and informed participation in the public debate about science, technology, society, and environmental (STSE) issues that produce justified decisions and sustainable actions is the shared and central goal of the Pacific CRYSTAL Project. There is broad agreement by science education researchers that learners need to be able to construct and interpret specific scientific discourses and texts to be literate in science. We view these capabilities as components in the fundamental sense of science literacy and as interactive and synergetic to the derived sense of science literacy, which refers to having general knowledge about concepts, principles, and methods of science. This article reports on preliminary findings from Years 1, 2, and 3 of the 5-year Pacific CRYSTAL project that aims to identify, develop, and embed explicit literacy instruction in science programs to achieve both senses of science literacy. A community-based, opportunistic, engineering research and development approach has been utilized to identify problems and concerns and to design instructional solutions for teaching middle school (Grades 6, 7, and 8) science. Initial data indicate (a) opportunities in programs for embedding literacy instruction and tasks; (b) difficulties generalist teachers have with new science curricula; (c) difficulties specialist science teachers have with literacy activities, strategies, genre, and writing-to-learn science tasks; and (d) potential literacy activities (vocabulary, reading comprehension, visual literacy, genre, and writing tasks) for middle school science. Preinstruction student assessments indicate a range of challenges in achieving effective learning in science and the need for extensive teacher support to achieve the project’s goals. Postinstructional assessments indicate positive changes in students’ ability to perform target reading and writing tasks. Qualitative data indicate teachers’ desire for external direction

  12. 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.

  13. It's in the Bag!: Going beyond the Science Classroom with Take-Home Literacy Bags

    Science.gov (United States)

    Martin, Susan Ferguson; Daughenbaugh, Lynda; Shaw, Edward L., Jr.; Burch, Katrina

    2013-01-01

    Although literacy plays a large role in elementary science classrooms, one thing that offers a challenge for educators is meeting the linguistic needs of English language learners (ELLs) while also meeting their content needs. An additional challenge is ensuring that academic literacy extends beyond the classroom. This article presents ways of…

  14. A Diagnosis of the Levels of Information Literacy Competency among Social Sciences Undergraduates

    Science.gov (United States)

    Pinto, María; Fernández-Pascual, Rosaura

    2017-01-01

    Restricted to five Spanish public universities, this paper examines knowledge about information literacy competencies--that is, the objective dimension--among a population of social sciences students, as well as two subjective dimensions: students' belief in the importance of information literacy, hereafter called "belief-in-importance",…

  15. Constructing and Reading Visual Information: Visual Literacy for Library and Information Science Education

    Science.gov (United States)

    Ma, Yan

    2015-01-01

    This article examines visual literacy education and research for library and information science profession to educate the information professionals who will be able to execute and implement the ACRL (Association of College and Research Libraries) Visual Literacy Competency Standards successfully. It is a continuing call for inclusion of visual…

  16. Integrating the Liberal Arts and Chemistry: A Series of General Chemistry Assignments to Develop Science Literacy

    Science.gov (United States)

    Miller, Diane M.; Chengelis Czegan, Demetra A.

    2016-01-01

    This paper describes assignments that have been implemented in a General Chemistry I course to promote science literacy. This course was chosen in particular because it reaches a broad audience, which includes nonscience majors. The assignment series begins with several discussions and tasks to develop information literacy, in which students find…

  17. A Reconstructed Vision of Environmental Science Literacy: The Case of Qatar

    Science.gov (United States)

    Khishfe, Rola

    2014-01-01

    The purpose of this study was twofold: (a) develop a conceptual framework for environmental science literacy; and consequently (b) examine the potential of science standards/curricula to prepare environmentally literate citizens. The framework comprised four pillars: science content knowledge, scientific inquiry, nature of science (NOS), and…

  18. The Effectiveness of Data Science as a Means to Achieve Proficiency in Scientific Literacy

    Science.gov (United States)

    Ceccucci, Wendy; Tamarkin, Dawn; Jones, Kiku

    2015-01-01

    Data Science courses are becoming more prevalent in recent years. Increasingly more universities are offering individual courses and majors in the field of Data Science. This study evaluates data science education as a means to become proficient in scientific literacy. The results demonstrate how the educational goals of a Data Science course meet…

  19. Addressing the dynamics of science in curricular reform for scientific literacy: Towards authentic science education in the case of genomics.

    NARCIS (Netherlands)

    Eijck, van M.W.

    2010-01-01

    Science education reform must anticipate the scientific literacy required by the next generation of citizens. Particularly, this counts for rapidly emerging and evolving scientific disciplines such as genomics. Taking this discipline as a case, such anticipation is becoming increasingly problematic

  20. Information literacy in science writing: how students find, identify, and use scientific literature

    Science.gov (United States)

    Klucevsek, Kristin M.; Brungard, Allison B.

    2016-11-01

    For undergraduate students to achieve science literacy, they must first develop information literacy skils. These skills align with Information Literacy Standards and include determining appropriate databases, distinguishing among resource types, and citing resources ethically. To effectively improve information literacy and science literacy, we must identify how students interact with authentic scientific texts. In this case study, we addressed this aim by embedding a science librarian into a science writing course, where students wrote a literature review on a research topic of their choice. Library instruction was further integrated through the use of an online guide and outside assistance. To evaluate the evolution of information literacy in our students and provide evidence of student practices, we used task-scaffolded writing assessments, a reflection, and surveys. We found that students improved their ability and confidence in finding research articles using discipline-specific databases as well as their ability to distinguish primary from secondary research articles. We also identified ways students improperly used and cited resources in their writing assignments. While our results reveal a better understanding of how students find and approach scientific research articles, additional research is needed to develop effective strategies to improve long-term information literacy in the sciences.

  1. Individuals with greater science literacy and education have more polarized beliefs on controversial science topics

    Science.gov (United States)

    2017-01-01

    Although Americans generally hold science in high regard and respect its findings, for some contested issues, such as the existence of anthropogenic climate change, public opinion is polarized along religious and political lines. We ask whether individuals with more general education and greater science knowledge, measured in terms of science education and science literacy, display more (or less) polarized beliefs on several such issues. We report secondary analyses of a nationally representative dataset (the General Social Survey), examining the predictors of beliefs regarding six potentially controversial issues. We find that beliefs are correlated with both political and religious identity for stem cell research, the Big Bang, and human evolution, and with political identity alone on climate change. Individuals with greater education, science education, and science literacy display more polarized beliefs on these issues. We find little evidence of political or religious polarization regarding nanotechnology and genetically modified foods. On all six topics, people who trust the scientific enterprise more are also more likely to accept its findings. We discuss the causal mechanisms that might underlie the correlation between education and identity-based polarization. PMID:28827344

  2. Individuals with greater science literacy and education have more polarized beliefs on controversial science topics.

    Science.gov (United States)

    Drummond, Caitlin; Fischhoff, Baruch

    2017-09-05

    Although Americans generally hold science in high regard and respect its findings, for some contested issues, such as the existence of anthropogenic climate change, public opinion is polarized along religious and political lines. We ask whether individuals with more general education and greater science knowledge, measured in terms of science education and science literacy, display more (or less) polarized beliefs on several such issues. We report secondary analyses of a nationally representative dataset (the General Social Survey), examining the predictors of beliefs regarding six potentially controversial issues. We find that beliefs are correlated with both political and religious identity for stem cell research, the Big Bang, and human evolution, and with political identity alone on climate change. Individuals with greater education, science education, and science literacy display more polarized beliefs on these issues. We find little evidence of political or religious polarization regarding nanotechnology and genetically modified foods. On all six topics, people who trust the scientific enterprise more are also more likely to accept its findings. We discuss the causal mechanisms that might underlie the correlation between education and identity-based polarization.

  3. Maintaining Quality While Expanding Our Reach: Using Online Information Literacy Tutorials in the Sciences and Health Sciences

    OpenAIRE

    Talitha Rosa Matlin; Tricia Lantzy

    2017-01-01

    Abstract Objective – This article aims to assess student achievement of higher-order information literacy learning outcomes from online tutorials as compared to in-person instruction in science and health science courses. Methods – Information literacy instruction via online tutorials or an in-person one-shot session was implemented in multiple sections of a biology (n=100) and a kinesiology course (n=54). After instruction, students in both instructional environments completed an ide...

  4. Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies

    Science.gov (United States)

    Dillon, Deborah R.; O'Brien, David G.; Moje, Elizabeth B.; Stewart, Roger A.

    The purpose of this cross-case analysis is to illustrate how and why literacy was incorporated into science teaching and learning in three secondary classrooms. Research questions guiding the analysis include: (a) How were literacy events shaped by the teachers' philosophies about teaching science content and teaching students? and (b) How was literacy (reading, writing, and oral language) structured by the teachers and manifested in science lessons? The methodology of ethnography and the theoretical framework of symbolic interactionism were employed in the three studies on which the cross-case analysis was based. The researchers assumed the role of participant observers, collecting data over the period of 1 year in each of the three classrooms. Data, in the form of fieldnotes, interviews, and artifacts, were collected. In each study, data were analyzed using the constant comparative method (Glaser & Strauss, 1967) to determine patterns in the teachers' beliefs about learning and how these influenced their choice of literacy activities. The cross-case analysis was conducted to determine patterns across the three teachers and their classrooms. The findings from this analysis are used to compare how the teachers' philosophies of teaching science and their beliefs about how students learn influenced their use of literacy practices during lessons. Specifically, each teacher's use of literacy activities varied based on his or her beliefs about teaching science concepts. Furthermore, reading, writing, and oral language were important vehicles to learning science concepts within daily classroom activities in the three classrooms.Received: 1 April 1993; Revised: 30 August 1993;

  5. Social Science Boot Camp: Development and Assessment of a Foundational Course on Academic Literacy in the Social Sciences

    Science.gov (United States)

    Eaton, Judy; Long, Jennifer; Morris, David

    2018-01-01

    We developed a course, as part of our institution's core program, which provides students with a foundation in academic literacy in the social sciences: how to find, read, critically assess, and communicate about social science research. It is not a research methods course; rather, it is intended to introduce students to the social sciences and be…

  6. The Information Book Genre: Its Role in Integrated Science Literacy Research and Practice

    Science.gov (United States)

    Pappas, Christine C.

    2006-01-01

    There has been a call for approaches that connect science learning with literacy, yet the use of, and research on, children's literature information books in science instruction has been quite limited. Because the discipline of science involves distinctive generic linguistic registers, what information books should be integrated in science…

  7. Analysis on the science literacy ability of vocational school physics teacher using NOSLiT indicators

    Science.gov (United States)

    Rahayu, P. P.; Masykuri, M.; Soeparmi

    2018-04-01

    Professional Physics teacher must be able to manage science learning process by associating science itself with the daily life. At first the teacher must have competency in the ability of science literacy. The target of this research is vocational school Physics teachers for the purpose to describe their ability on science literacy. This research is a survey research using test method. The test instrument is The NOSLiT by Wenning.Research results are: 1) Scientific Nomenclature : 38.46 %, 2) Basic experimental and observational abilities : 38.46 %, 3) Rules of scientific evidence : 0%, 4) Postulate science: 15.38%, 5) scientific disposition: 7. 69%.Conclusion: The result of each indicator shows that the ability of science literacy of vocational school Physics teachers has not met the expectations yet. It’s can be used as the reflection for education experts to improve their science literacy ability so that can be applied to the learning process that directly or indirectly will have an impact on improving the students’ science literacy.

  8. Assessing the impact participation in science journalism activities has on scientific literacy among high school students

    Science.gov (United States)

    Farrar, Cathy

    As part of the National Science Foundation Science Literacy through Science Journalism (SciJourn) research and development initiative (http://www.scijourn.org ; Polman, Saul, Newman, and Farrar, 2008) a quasi-experimental design was used to investigate what impact incorporating science journalism activities had on students' scientific literacy. Over the course of a school year students participated in a variety of activities culminating in the production of science news articles for Scijourner, a regional print and online high school science news magazine. Participating teachers and SciJourn team members collaboratively developed activities focused on five aspects of scientific literacy: placing information into context, recognizing relevance, evaluating factual accuracy, use of multiple credible sources and information seeking processes. This study details the development process for the Scientific Literacy Assessment (SLA) including validity and reliability studies, evaluates student scientific literacy using the SLA, examines student SLA responses to provide a description of high school students' scientific literacy, and outlines implications of the findings in relation to the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and classroom science teaching practices. Scientifically literate adults acting as experts in the assessment development phase informed the creation of a scoring guide that was used to analyze student responses. Experts tended to draw on both their understanding of science concepts and life experiences to formulate answers; paying close attention to scientific factual inaccuracies, sources of information, how new information fit into their view of science and society as well as targeted strategies for information seeking. Novices (i.e., students), in contrast, tended to ignore factual inaccuracies, showed little understanding about source credibility and suggested

  9. Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

    Directory of Open Access Journals (Sweden)

    Adam Al Sultan

    2018-02-01

    Full Text Available Many educators and educational institutions worldwide have agreed that the main goal of science education is to produce a scientifically literate community. Science teachers are key to the achievement of scientific literacy at all levels of education because of the essential role they play in preparing scientifically literate individuals. Studies show that pre-service elementary teachers need to build more confidence in teaching science and scientific literacy during their teacher education programs in order for them to successfully teach science knowledge to their students. Therefore, the purpose of this study is threefold. First, pre-service elementary teachers' scientific literacy levels were examined. Second, pre-service teachers' self-efficacy beliefs were measured by distinguishing between their personal and subject-specific self-efficacy beliefs. Third, the extent to which pre-service elementary teachers' scientific literacy levels and self-efficacy levels are related was investigated. Participants were 49 pre-service elementary teachers registered in two science methods courses (introductory and advanced at a mid-sized university in the United States. Quantitative data were collected using the Test of Basic Scientific Literacy, the Science Teaching Efficacy Belief Instrument-Preservice, and Beliefs about Teaching. Results showed that participants had a satisfactory level of scientific literacy. However, pre-service teachers had borderline scores on the Nature of Science scale. Regarding self-efficacy, findings showed that both groups had the highest self-efficacy in teaching biology and the lowest in teaching physics. Participants in the advanced science methods course exhibited a moderate preexisting positive relationship between scientific literacy and subject-specific self-efficacy in teaching science.

  10. Science education and literacy: imperatives for the developed and developing world.

    Science.gov (United States)

    Webb, Paul

    2010-04-23

    This article explores current language-based research aimed at promoting scientific literacy and examines issues of language use in schools, particularly where science teaching and learning take place in teachers' and learners' second language. Literature supporting the premise that promoting reading, writing, and talking while "doing science" plays a vital role in effective teaching and learning of the subject is highlighted. A wide range of studies suggest that, whether in homogenous or language-diverse settings, science educators can make a significant contribution to both understanding science and promoting literacy.

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

    Science.gov (United States)

    Mawyer, Kirsten Kamaile Noelani

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

  12. Science education as a pathway to teaching language literacy: a critical book review

    Science.gov (United States)

    Tolbert, Sara

    2011-03-01

    In this paper, I present a critical review of the recent book, Science Education as a Pathway to Teaching Language Literacy, edited by Alberto J. Rodriguez. This volume is a timely collection of essays in which the authors bring to attention both the successes and challenges of integrating science instruction with literacy instruction (and vice versa). Although several themes in the book merit further attention, a central unifying issue throughout all of the chapters is the task of designing instruction which (1) gives students access to the dominant Discourses in science and literacy, (2) builds on students' lived experiences, and (3) connects new material to socially and culturally relevant contexts in both science and literacy instruction— all within the high stakes testing realities of teachers and students in public schools. In this review, I illustrate how the authors of these essays effectively address this formidable challenge through research that `ascends to the concrete'. I also discuss where we could build on the work of the authors to integrate literacy and science instruction with the purpose of `humanizing and democratizing' science education in K-12 classrooms.

  13. Literacy

    DEFF Research Database (Denmark)

    Bremholm, Jesper

    I løbet at de seneste 10 år har literacy-begrebet for alvor vundet indpas som et etableret begreb i den nordiske forsknings- og uddannelsesverden, ikke mindst inden for læse-/skriveområdet. Der er dog langt fra konsensus om den præcise betydning af begrebet, og af samme grund hersker der en udbredt...... forvirring om hvorledes det skal forstås. Man kan på den baggrund stille spørgsmålet om hvorvidt literacy overhovedet er et brugbart og produktivt begreb i en nordisk kontekst. Når man i PISA-undersøgelserne giver læseområdet den pleonastiske betegnelse reading literacy, kunne det give anledning til...... at tvivle på at det er tilfældet. Med afsæt i forskellige begrebs- og forskningsmæssige perspektiver diskuteres i oplægget literacy-begrebets berettigelse, og i forlængelse heraf præsenteres et bud på en trifokal optik som teoretisk blik på literacy i undervisningskontekster. Eksempler fra forskellige...

  14. Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students

    Science.gov (United States)

    Marks, Jamar Terry

    2017-01-01

    The purpose of this quasi-experimental, nonequivalent pretest-posttest control group design study was to determine if any differences existed in upper elementary school students' science academic achievement when instructed using an 8-week integrated science and English language arts literacy supplemental instructional intervention in conjunction…

  15. Teacher perspectives on science literacy in multilingual classrooms –multidisciplinary explorations

    DEFF Research Database (Denmark)

    Hajer, Maaike; Nielsen, Birgitte Lund; Tytler, Russell

    using Clarke & Hollingworth (2002) (referred to as C&H) model for analyzing teacher development as connections between teachers personal domain of knowledge and beliefs, practice domain of experimenting in the classroom, domain of consequence including salient student outcomes and the external domain...... that requires multidisciplinary cooperation. The Swedish Science and Literacy Teaching (SALT)project focuses on the questions How do science teachers address literacy skills in classes with secondary students in a multilingual classroom? and How can an explicit focus on literacy development become an integrated...... part of science teachers’ practice and thinking? The multidisciplinary team includes expertise in applied linguistics (text analysis, second language teaching), science pedagogy and teacher professional development. Having gathered the SALT data, the challenge in this phase is in the analysis. How can...

  16. Pre-Service Elementary Teachers' Scientific Literacy and Self-Efficacy in Teaching Science

    Science.gov (United States)

    Al Sultan, Adam; Henson, Harvey, Jr.; Fadde, Peter J.

    2018-01-01

    Many educators and educational institutions worldwide have agreed that the main goal of science education is to produce a scientifically literate community. Science teachers are key to the achievement of scientific literacy at all levels of education because of the essential role they play in preparing scientifically literate individuals. Studies…

  17. Possible reasons for low scientific literacy of Slovak students in some natural science subjects

    Science.gov (United States)

    Bellová, Renata; Melicherčíková, Danica; Tomčík, Peter

    2018-04-01

    Background: The results of international studies have concluded the low level of science literacy in natural science subjects of Slovak students. These studies also showed that this state can be positively influenced by various innovations, which are implemented into the teaching process of above-mentioned subjects.

  18. Computer Literacy for Life Sciences: Helping the Digital-Era Biology Undergraduates Face Today's Research

    Science.gov (United States)

    Smolinski, Tomasz G.

    2010-01-01

    Computer literacy plays a critical role in today's life sciences research. Without the ability to use computers to efficiently manipulate and analyze large amounts of data resulting from biological experiments and simulations, many of the pressing questions in the life sciences could not be answered. Today's undergraduates, despite the ubiquity of…

  19. Scientific Literacy Matters: Using Literature to Meet Next Generation Science Standards and 21st Century Skills

    Directory of Open Access Journals (Sweden)

    Cynthia Tomovic

    2017-04-01

    Full Text Available Scientific literacy matters. It matters because it is vitally important to the education and development of America’s children, tomorrow's workforce, and the keepers of our future. If the future of American individual decision making, engagement in civic and cultural affairs, and valuable contributions to economic development is to be protected, it is critical that American students become more scientifically literate than they are today. Today, most Americans, including students, are considered scientifically illiterate. Recognizing the need to develop and enhance scientific literacy (also known as science literacy, science educators have worked diligently at developing new science standards, new approaches to science teaching, and new techniques aimed at engaging students in the practice of science. In this article, the use of literature is discussed as one method to augment or supplement the teaching of science. In the context of making a literature selection, a new conceptual approach is proposed that includes attention to meeting the Next Generation Science Standards while being responsive to the importance of 21st Century Skills. Additionally, a Literary Assessment Tool is shared that demonstrates how science educators can evaluate a literary selection in terms of how well it will help them to enhance scientific literacy.

  20. The Effectiveness of Guided Inquiry-based Learning Material on Students’ Science Literacy Skills

    Science.gov (United States)

    Aulia, E. V.; Poedjiastoeti, S.; Agustini, R.

    2018-01-01

    The purpose of this research is to describe the effectiveness of guided inquiry-based learning material to improve students’ science literacy skills on solubility and solubility product concepts. This study used Research and Development (R&D) design and was implemented to the 11th graders of Muhammadiyah 4 Senior High School Surabaya in 2016/2017 academic year with one group pre-test and post-test design. The data collection techniques used were validation, observation, test, and questionnaire. The results of this research showed that the students’ science literacy skills are different after implementation of guided inquiry-based learning material. The guided inquiry-based learning material is effective to improve students’ science literacy skills on solubility and solubility product concepts by getting N-gain score with medium and high category. This improvement caused by the developed learning material such as lesson plan, student worksheet, and science literacy skill tests were categorized as valid and very valid. In addition, each of the learning phases in lesson plan has been well implemented. Therefore, it can be concluded that the guided inquiry-based learning material are effective to improve students’ science literacy skills on solubility and solubility product concepts in senior high school.

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

    Science.gov (United States)

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

    2018-04-01

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

  2. Surface coatings deposited by CVD and PVD

    International Nuclear Information System (INIS)

    Gabriel, H.M.

    1982-01-01

    The demand for wear and corrosion protective coatings is increasing due to economic facts. Deposition processes in gas atmospheres like the CVD and PVD processes attained a tremendous importance especially in the field of the deposition of thin hard refractory and ceramic coatings. CVD and PVD processes are reviewed in detail. Some examples of coating installations are shown and numerous applications are given to demonstrate the present state of the art. (orig.) [de

  3. Teaching Journalistic Texts in Science Classes: the Importance of Media Literacy

    Science.gov (United States)

    Ginosar, Avshalom; Tal, Tali

    2017-11-01

    This study employs a single framework for investigating both environmental journalistic texts published on news websites, and science teachers' choices of such texts for their teaching. We analyzed 188 environmental items published during 2 months in seven news websites to determine popularity of topics. Then, 64 science junior high school teachers responded to a closed questionnaire to identify their preferred topics for using in the classroom and patterns of using environmental news items. In a second, open-ended questionnaire, responded by 50 teachers, we investigated the teachers' media literacy in terms of identifying text types and writers of environmental news items. Good alignment was found between the published topics on the websites and teachers' choices, with somewhat different distribution of topics, which could be explained by curriculum requirements. Teachers' identification of text types and writer types was inaccurate, which implied that their media literacy is inadequate. We argue that media literacy is required for effective use of journalistic texts in science teaching.

  4. Prediction of internet addiction based on information literacy among students of Iran University of Medical Sciences.

    Science.gov (United States)

    Langarizadeh, Mostafa; Naghipour, Majid; Tabatabaei, Seyed Mohsen; Mirzaei, Abbas; Vaghar, Mohammad Eslami

    2018-02-01

    A considerable group of internet users consists of university users; however, despite internet benefits and capabilities, internet overuse is a threat to societies especially to young people and students. The objective of this study was to determine the predictive role of information literacy in internet addiction among students of Iran University of Medical Sciences during 2016. This analytical cross-sectional study was conducted in Iran University of Medical Sciences in 2016. Using stratified random sampling method, 365 students from different disciplines were selected. Measuring tools included the Information Literacy Questionnaire, the Yang Online Drug Addiction Scale and the General Health Questionnaire. The collected data were analyzed by Pearson product-moment correlation, independent samples t-test and multiple linear regression using SPSS version 22. According to this study, 31.2% of students had internet addiction (29.9% were mildly addicted and 1.3% had severe addiction). There was a significant and inverse relationship between higher information literacy and internet addiction (R= -0.45) and (pInformation literacy" explained 20% of the variation in the outcome variable "Internet addiction". Students play a substantial role in promoting the cultural and scientific level of knowledge in society; the higher their information literacy, the lower the level of Internet addiction, and consequently the general health of society will improve. It seems that wise planning by authorities of Iran's universities to prevent internet addiction and to increase information literacy among students is needed.

  5. Information literacy progression within the Environmental science program at Linköping University

    Directory of Open Access Journals (Sweden)

    Kajsa Gustafsson Åman

    2013-12-01

    Full Text Available Since the Environmental Science program at Linköping University started 1998 the author has been liaison librarian. The program is a three-year candidate program with approximately 60 students enrolled per year. Information literacy is of vital importance for the teachers and the students. Collaboration between the liaison librarian, the teachers and the administrator is the fundament. During the years a curriculum for Information literacy has evolved. The initiative for the evolvement comes from both librarian and teachers. The program consists today of fifteen different parts with education in information literacy with a progression during the three-year program. Special concern is given to progression, learning design, learning environments and quality development. An important part is appendixes in connection to the student essay. The appendixes consist of reflections on the search of information for the essay in order to make the students more conscious about their Information Literacy processes.

  6. Teaching and Learning Scientific Literacy and Citizenship in Partnership with Schools and Science Museums

    DEFF Research Database (Denmark)

    Dolin, Jens; Evans, Robert Harry; Quistgaard, Nana

    2010-01-01

    The purpose of this paper is to bring together research on learning and teaching in science – especially for scientific literacy and citizenship – with new insights into museum didactics in order to inform innovative ways of creating museum exhibits and visits and develop new ways of linking formal...... and informal learning environments. Knowledge from different domains that have evolved substantially over the past few decades is brought together with the intention of setting up some relatively concrete guidelines for arranging visits to science museums. First we examine new understandings of science...... learning in relation to the questions of why young people should learn science and what kind of science they should learn. We touch upon issues of scientific literacy and citizenship, dialogical processes, the nature of science, and inquiry-based teaching among others. Secondly, we relate our reflections...

  7. Children Working with Text in Science: disparities with 'Literacy Hour' practice

    Science.gov (United States)

    Peacock, Alan; Weedon, Helen

    2002-02-01

    The National Literacy Strategy (NLS) provides a coherent plan of what and how children should be taught about non-fiction text. Nevertheless, the difficulties that children actually experience when using science texts are not fully addressed: in particular, the use and interpretation of the visual elements of science text is given limited attention in the prescriptions for teaching the 'Literacy Hour'. Such disparities identified by prior research and by a content analysis of the NLS Framework Document are considered alongside evidence of the difficulties encountered by a class of Year 5 pupils working with a range of non-fiction texts during science lessons. Pupils' text use is studied through observations and interviews with children, through interviews with their teachers and through a questionnaire about text use strategies. The findings suggest that (1) the pupils experienced considerable difficulty in making sense of the science content of non-fiction text, particularly in terms of interpretation of visual elements and their links to written text and (2) use of retrieval strategies taught during the Literacy Hour was not transferred to learning from text during science lessons. The study proposes closer planning of text use in science and literacy lessons.

  8. Improvement of Students’ Environmental Literacy by Using Integrated Science Teaching Materials

    Science.gov (United States)

    Suryanti, D.; Sinaga, P.; Surakusumah, W.

    2018-02-01

    This study aims to determine the improvement of student environmental literacy through the use of integrated science teaching materials on pollution topics. The research is used weak experiment method with the one group pre-test post-test design. The sample of the study were junior high school students in Bandung amounted to 32 people of 7th grade. Data collection in the form of environmental literacy test instrument consist of four components of environmental literacy that is (1) Knowledge, (2) Competencies (Cognitive Skill), (3) Affective and (4) Environmentally Responsible Behavior. The results show that the student’s environmental literacy ability is improved after using integrated science teaching materials. An increase in the medium category is occurring in the knowledge (N-gain=46%) and cognitive skill (N-gain=31%), while the increase in the low category occurs in the affective component (N-gain=25%) and behaviour (N-gain=24%). The conclusions of this study as a whole the improvement of students’ environmental literacy by using integrated science teaching material is in the medium category (N-gain=34%).

  9. Science literacy in Nigeria: Veritable tool for development by the year 2020

    Directory of Open Access Journals (Sweden)

    Folashade Afolabi

    2014-08-01

    Full Text Available The world has changed in such a way that science has become necessary for everyone not just a privileged few. In developing countries like Nigeria, the Federal government of Nigeria seems to have realised these by making frantic efforts over the years to make science literacy compulsory and relevant to all his citizenry. This paper examined the effects of two instructional strategies on the cognitive achievement of villagers in science literacy curriculum. It also looked at the effect of gender on cognitive achievement in science literacy curriculum. Fifty-seven (57 villagers participated in the study. A random sampling technique was used to select the participants from six (6 villages in Baruteen local government area of Kwara state. The research design adopted for the study was quasi- experimental design. Science Literacy Achievement Test (SLAT which was designed by the researcher has reliability coefficient of 0.75 using Kuder-Richardson-21. T-test was used to analyse the data collected. The results showed that villagers taught with entertainment strategy performed significantly better than those taught using expository strategy. In the same vein, male villagers performed significantly better than their female counterparts. Discussions were stated according to results, and recommendations were given.

  10. Solar Science Digital Comic Series that promotes Science Literacy with Upper Elementary and Middle School Students

    Science.gov (United States)

    Kellagher, E.; Scherrer, D. K.; Buhr Sullivan, S. M.

    2013-12-01

    The SDO instruments (EVE, AIA and HMI) teams have created a digital comic book series for upper elementary and middle school students featuring solar science aficionados Camilla and Colours, 2 cool mascot characters. These comics may be printed or read on mobile devices and are available as a free download. Many teachers are looking for resources to use with their students via the IPad so our collaboration helps supply teachers with a great resource that teaches about solar concepts and helps dispel solar misconceptions. It doesn't come as a surprise to a lot of us, but a recent study confirms what's been theorized for years: Comics are a stronger learning tool than text books. Image-based storytelling is a powerful educational tool. Comics are probably more able to combine story and information simultaneously, more effectively and seamlessly, than almost any other medium. There's also a great potential to incorporate interactive elements into digital versions, so that more information can be presented on certain items on a page. For example, videos, animations and even historic footage and audio can be embedded into digital comics. Really, the possibilities are limited only by the creators' imaginations as to how to find new ways to create a rich experience that is interesting to explore for students. We are excited to unveil this new series of solar science comics that promotes science literacy with upper elementary and middle school students.

  11. Making the Invisible Visible: Engaging Elementary Preservice Teachers in Science and Literacy Connections

    Science.gov (United States)

    Gwekwerere, Yovita; Buley, Jan

    2011-01-01

    Picture books can be used to teach children to infer, hypothesise, question, identify, explain and compare. By making the "invisible visible" preservice teachers in Canada explored ways to enhance the development of critical science and literacy skills through the creation of picture books in collaboration with students in Grades 5 and…

  12. Literacy and Arts-Integrated Science Lessons Engage Urban Elementary Students in Exploring Environmental Issues

    Science.gov (United States)

    Gray, P.; Elser, C. F.; Klein, J. L.; Rule, A. C.

    2016-01-01

    This descriptive case study examined student attitudes, writing skills and content knowledge of urban fourth and fifth graders (6 males, 9 female) during a six-week literacy, thinking skill, and art-integrated environmental science unit. Pre- and post-test questions were used to address knowledge of environmental problems and student environmental…

  13. Access to Science and Literacy through Inquiry and School Yard Habitats

    Science.gov (United States)

    Cox-Petersen, Anne; Spencer, Brenda

    2006-01-01

    In this article, the authors describe an integrated science and literacy instructional model in which students build background knowledge by engaging in free-choice learning options during an investigation of school yard habitats. Students interact with their peers while inquiring, discussing findings, and using print resources to enhance learning.

  14. A Comparative Analysis of PISA Scientific Literacy Framework in Finnish and Thai Science Curricula

    Science.gov (United States)

    Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

    2013-01-01

    A curriculum is a master plan that regulates teaching and learning. This paper compares Finnish and Thai primary school level science curricula to the PISA 2006 Scientific Literacy Framework. Curriculum comparison was made following the procedure of deductive content analysis. In the analysis, there were four main categories adopted from PISA…

  15. From Metacognition to Whole Language: The Spectrum of Literacy in Elementary School Science.

    Science.gov (United States)

    Balajthy, Ernest

    This paper considers the integration of reading and writing into elementary science teaching by way of the implications of two leading theories pertaining to literacy: metacognitive theory and whole language theory. Discussion of the implications of metacognition includes attention to the issue of helping to overcome readers' nonscientific…

  16. The Role of Emotional Factors in Building Public Scientific Literacy and Engagement with Science

    Science.gov (United States)

    Lin, Huann-shyang; Hong, Zuway-R.; Huang, Tai-Chu

    2012-01-01

    This study uses the database from an extensive international study on 15-year-old students (N = 8,815) to analyze the relationship between emotional factors and students' scientific literacy and explore the potential link between the emotions of the students and subsequent public engagement with science. The results revealed that students'…

  17. Program for International Student Assessment (PISA) 2006 and Scientific Literacy: A Perspective for Science Education Leaders

    Science.gov (United States)

    Bybee, Rodger W.

    2009-01-01

    This article describes the idea of scientific literacy as defined in PISA, discusses relevant results of PISA, and clarifies meaningful relationships between PISA data and scientific competencies of U.S. students. Finally, the author includes insights and recommendations for contemporary leadership in science education. (Contains 8 tables and 1…

  18. Research Directions: Multimodal Books in Science-Literacy Units: Language and Visual Images for Meaning Making

    Science.gov (United States)

    Pappas, Christine C.; Varelas, Maria

    2009-01-01

    This article presents a review of the author's long-term research in urban classrooms. The authors explore six illustrated information books created by children as culminating activities of integrated science-literacy units, Forest and Matter, that they developed, implemented, and studied in several 1st-3rd grade classrooms in Chicago Public…

  19. The Status of Science Education in Illinois Scientific Literacy Target Schools, K-6, 1994. A Study.

    Science.gov (United States)

    Finson, Kevin D.; Beaver, John B.

    The Illinois State Board of Education's Scientific Literacy Project provided extra funds to certain schools with the intent of creating demonstration schools useful as models for other schools to improve their science education programs. The study described in this document examined the impact of these funds on the target schools and attempted to…

  20. Multimodal Representation Contributes to the Complex Development of Science Literacy in a College Biology Class

    Science.gov (United States)

    Bennett, William Drew

    2011-01-01

    This study is an investigation into the science literacy of college genetics students who were given a modified curriculum to address specific teaching and learning problems from a previous class. This study arose out of an interest by the professor and researcher to determine how well students in the class Human Genetics in the 21st Century…

  1. Using Digital Globes to Explore the Deep Sea and Advance Public Literacy in Earth System Science

    Science.gov (United States)

    Beaulieu, Stace E.; Emery, Emery; Brickley, Annette; Spargo, Abbey; Patterson, Kathleen; Joyce, Katherine; Silva, Tim; Madin, Katherine

    2015-01-01

    Digital globes are new technologies increasingly used in informal and formal education to display global datasets and show connections among Earth systems. But how effective are digital globes in advancing public literacy in Earth system science? We addressed this question by developing new content for digital globes with the intent to educate and…

  2. Describing Images: A Case Study of Visual Literacy among Library and Information Science Students

    Science.gov (United States)

    Beaudoin, Joan E.

    2016-01-01

    This paper reports on a study that examined the development of pedagogical methods for increasing the visual literacy skills of a group of library and information science students. Through a series of three assignments, students were asked to provide descriptive information for a set of historical photographs and record reflections on their…

  3. Preliminary Analysis of Assessment Instrument Design to Reveal Science Generic Skill and Chemistry Literacy

    Science.gov (United States)

    Sumarni, Woro; Sudarmin; Supartono, Wiyanto

    2016-01-01

    The purpose of this research is to design assessment instrument to evaluate science generic skill (SGS) achievement and chemistry literacy in ethnoscience-integrated chemistry learning. The steps of tool designing refers to Plomp models including 1) Investigation Phase (Prelimenary Investigation); 2) Designing Phase (Design); 3)…

  4. Evaluation of information literacy status among medical students at Shiraz University of Medical Sciences.

    Science.gov (United States)

    Bazrafkan, Leila; Hayat, Ali Asghar; Abbasi, Karim; Bazrafkan, Aghdas; Rohalamini, Azadeh; Fardid, Mozhgan

    2017-01-01

    The information literacy status and the use of information technology among students in the globalization age of course plans are very momentous. This study aimed to evaluate the information literacy status and use of information technology among medical students of Shiraz University of Medical Sciences in 2013. This was a descriptive-analytical study with cross-sectional method. The study population consisted of all medical students (physiopathology, externship and internship) studying at Shiraz University of Medical Sciences. The sample size (n=310) was selected by systematic random sampling. The tool of data gathering was LASSI questionnaire (assigned by America research association) with 48 closed items in five-point LIKERT scale. The questionnaire included two distinct parts of demographic questions and the information literacy skills based on the standards of information literacy capacities for academic education. The content validity was acquired by professors' and experts' comments. The reliability was also calculated by Cronbach'salpha (0.85). Data were analyzed in both descriptive (frequency- mean) and analytical level (t-test, analysis of variance) using SPSS 14 software. 60.3% of the participants were females, and the remaining (29.7%) were males. The mean score of information literacy and its five subgroups among the students weren't at a desirable level. The mean scores of information literacy for educational grades from the highest to lowest belonged to the internship, physiopathology and externship. The results showed that the highest average was related to the effective access ability to information among interns (9.27±3.57) and the lowest one was related to the ability of understanding legal and economical cases related with using information among externs (3.11±1.32).The results of ANOVA showed that there wasn't a significant difference between educational grades and information literacy. Finally, the result of independent t-test did not show a

  5. Development Module Oriented Science Technology Society Indue Science Literacy Assessment for 7th-Grade Junior High School Students in 2nd -Semester

    Science.gov (United States)

    Arbi, Y. R.; Sumarmin, R.; Putri, D. H.

    2018-04-01

    The problem in the science learning process is the application of the scientific approach takes a long time in order to provide conceptual understanding to the students, there is no teaching materials that can measure students reasoning and thinking ability, and the assessment has not measured students reasoning and literacy skills.The effort can be done is to develop science technology society module indue science literacy assessment. The purpose of the research was to produce a module oriented society indue science science technology literacy assessment. The research is development research using Plomp model, consist of preliminary, prototyping, and assessment phase. Data collect by questionnare and documantion. The result there is science technology society module indue science literacy assessment is very valid.

  6. The ACRL framework for information literacy in higher education: implications for health sciences librarianship.

    Science.gov (United States)

    Knapp, Maureen; Brower, Stewart

    2014-01-01

    The Association of College and Research Libraries is developing a new framework of information literacy concepts that will revise and replace the previously adopted standards. This framework consists of six threshold concepts that are more flexible than the original standards, and that work to identify both the function and the feelings behind information literacy education practices. This column outlines the new tentative framework with an eye toward its implications for health sciences libraries, and suggests ways the medical library community might work with this new document.

  7. Data Literacy is Statistical Literacy

    Science.gov (United States)

    Gould, Robert

    2017-01-01

    Past definitions of statistical literacy should be updated in order to account for the greatly amplified role that data now play in our lives. Experience working with high-school students in an innovative data science curriculum has shown that teaching statistical literacy, augmented by data literacy, can begin early.

  8. A Look at the Definition, Pedagogy, and Evaluation of Scientific Literacy within the Natural Science Departments at a Southwestern University

    Science.gov (United States)

    Flynn, Deborah Kay

    2011-01-01

    This study focuses on the promotion of scientific literacy within the natural science departments and how faculty within these departments define, incorporate, and evaluate scientific literacy in their courses. The researcher examined data from participant interviews, observations, and archival material from courses taught by the participants. The…

  9. Meaningful experiences in science education: Engaging the space researcher in a cultural transformation to greater science literacy

    Science.gov (United States)

    Morrow, Cherilynn A.

    1993-01-01

    The visceral appeal of space science and exploration is a very powerful emotional connection to a very large and diverse collection of people, most of whom have little or no perspective about what it means to do science and engineering. Therein lies the potential of space for a substantially enhanced positive impact on culture through education. This essay suggests that through engaging more of the space research and development community in enabling unique and 'meaningful educational experiences' for educators and students at the pre-collegiate levels, space science and exploration can amplify its positive feedback on society and act as an important medium for cultural transformation to greater science literacy. I discuss the impact of space achievements on people and define what is meant by a 'meaningful educational experience,' all of which points to the need for educators and students to be closer to the practice of real science. I offer descriptions of two nascent science education programs associated with NASA which have the needed characteristics for providing meaningful experiences that can cultivate greater science literacy. Expansion of these efforts and others like it will be needed to have the desired impact on culture, but I suggest that the potential for the needed resources is there in the scientific research communities. A society in which more people appreciate and understand science and science methods would be especially conducive to human progress in space and on Earth.

  10. The Development of Scientific Literacy through Nature of Science (NoS) within Inquiry Based Learning Approach

    Science.gov (United States)

    Widowati, A.; Widodo, E.; Anjarsari, P.; Setuju

    2017-11-01

    Understanding of science instructional leading to the formation of student scientific literacy, seems not yet fully understood well by science teachers. Because of this, certainly needs to be reformed because science literacy is a major goal in science education for science education reform. Efforts of development science literacy can be done by help students develop an information conception of the Nature of Science (NoS) and apply inquiry approach. It is expected that students’ science literacy can develop more optimal by combining NoS within inquiry approach. The purpose of this research is to produce scientific literacy development model of NoS within inquiry-based learning. The preparation of learning tools will be maked through Research and Development (R & D) following the 4-D model (Define, Design, Develop, and Disseminate) and Borg & Gall. This study is a follow-up of preliminary research results about the inquiry profile of junior high school students indicating that most categories are quite good. The design of the model NoS within inquiry approach for developing scientific literacy is using MER Model in development educational reconstruction. This research will still proceed to the next stage that is Develop.

  11. Effect of levels of inquiry model of science teaching on scientific literacy domain attitudes

    Science.gov (United States)

    Achmad, Maulana; Suhandi, Andi

    2017-05-01

    The aim of this research was to obtain an overview of the increase scientific literacy attitudes domain in high school students as the effects of the Levels of Inquiry (LOI) model of science teaching. This research using a quasi-experimental methods and randomizedpretest-posttest control group design. The subject of this research was students of grade X in a senior high school in Purwakarta and it consists of two classes who were divided into experimental class (30 students) and control class (30 students). While experimental class was taught LOIand control class was taught Interactive Lecture Demonstration (ILD). Data were collected using an attitude scale scientific literacy test which is based on the Likert scale. Data were analyzed using normality test, homogeneity test, and t-test to the value of N-gain attitude of scientific literacy scale test. The result of percentage average N-gain experimental class and control are 49 and 31 that classified into medium improvement category. Based on the results of hypothesis testing on the N-gain value obtained by the Sig.(One-tailed) 0.000 < 0.050, it means that H1 was accepted. The results showed that scientific literacy domain attitude of students who got learning by LOI is higher than students who got learning by ILD. It can be concluded that the effect of LOI is better to improve scientific literacy domain attitudes significantly.

  12. Scientific literacy: Role of natural history studies in constructing understanding of the nature of science

    Science.gov (United States)

    Lutz, Martha Victoria Rosett

    2002-01-01

    Scientific literacy is a central goal of science education. One purpose of this investigation was to reevaluate the definition of 'scientific literacy.' Another purpose was to develop and implement new curriculum involving natural history experiments with insects, with the goal of allowing students opportunities to construct an understanding of the nature of science, a crucial aspect of scientific literacy. This investigation was a qualitative case study. Methods of data collection included direct observations, analysis of sketches and written products created by students and class-room teachers, and analysis of audio tapes. Major findings include: (1) Scientific literacy is generally defined by lists of factual information which students are expected to master. When asked to evaluate their knowledge of selected items on a list published in a science education reform curriculum guide, 15 practicing scientists reported lack of familiarity or comprehension with many items, with the exception of items within their areas of specialization. (2) Genuine natural history experiments using insects can be incorporated into the existing school schedule and need not require any increase in the budget for science materials. (3) Students as young as first through third grade can learn the manual techniques and conceptual skills necessary for designing and conducting original natural history experiments, including manipulating the insects, making accurate sketches, developing test able hypotheses, recording data, and drawing conclusions from their data. Students were generally enthusiastic both about working with live insects and also conducting genuine science experiments. (4) Girls appear both positive and engaged with natural history activities and may be more likely than boys to follow through on designing, conducting, and reporting on independent experiments. The results imply that a valid definition of scientific literacy should be based on the ability to acquire scientific

  13. Evaluation of Health Literacy and its influencing factors on dormitory students of Shahid Beheshti University of Medical Sciences in Tehran

    Directory of Open Access Journals (Sweden)

    Rahman Panahi

    2016-12-01

    Full Text Available Background and Objectives: Health literacy represents the cognitive and social skills, which are used to determine the motivation and ability of individuals to acquire access and understand the methods to use the information in order to maintain and improve the health. This study aimed to assess the level of health literacy in students and identify the factors influencing it in the 2015-2016 academic year. Materials and Methods: In this cross-sectional, descriptive and analytical study, 360 students inhabiting the dormitories of Shahid Beheshti University of Medical Sciences in Tehran were randomly selected using the cluster sampling method. To collect the data, an inventory of Health Literacy for Iranian Adults was used. Data were analyzed using descriptive statistics and Chi-square test with the SPSS software version 21. Results: The mean age of the students was 22.93±4.05 years. The results showed that 9.2% (n=31 of the students had low health literacy, 27.6% (n=94 not so inadequate literacy, 42.6% (n=145 adequate health literacy, and 19.7% (n=67 excellent health literacy. Health literacy was significantly associated with gender and family income (P<0.001. Conclusions: Due to the limited level of health literacy in many students, it is necessary to design training programs commensurate with their level of health literacy and media interests.

  14. Science literacy about biological influence of the radioactivity

    International Nuclear Information System (INIS)

    Sano, Kazumi

    2012-01-01

    After the accident of the Fukushima Daiichi Nuclear Power Plant, people needed to learn the scientific knowledge including technical terms and the numerical value about radioactive material and the radioactivity. Most of us learn them from the media such as TV, newspaper or weekly magazine and so on. However, scientifically wrong stories have been spread by magazines. We think that it is one of the reasons why risk communication does not go well and some people believe such false information. In this talk, I introduce false information about health or biological influences found in the Internet and a magazine, and discuss the need of the scientific literacy. (author)

  15. Science learning and literacy performance of typically developing, at-risk, and disabled, non-English language background students

    Science.gov (United States)

    Larrinaga McGee, Patria Maria

    Current education reform calls for excellence, access, and equity in all areas of instruction, including science and literacy. Historically, persons of diverse backgrounds or with disabilities have been underrepresented in science. Gaps are evident between the science and literacy achievement of diverse students and their mainstream peers. The purpose of this study was to document, describe, and examine patterns of development and change in the science learning and literacy performance of Hispanic students. The two major questions of this study were: (1) How is science content knowledge, as evident in oral and written formats, manifested in the performance of typically developing, at-risk, and disabled non-English language background (NELB) students? and (2) What are the patterns of literacy performance in science, and as evident in oral and written formats, among typically developing, at-risk, and disabled NELB students? This case study was part of a larger research project, the Promise Project, undertaken at the University of Miami, Coral Gables, Florida, under the sponsorship of the National Science Foundation. The study involved 24 fourth-grade students in seven classrooms located in Promise Project schools where teachers were provided with training and materials for instruction on two units of science content: Matter and Weather. Four students were selected from among the fourth-graders for a closer analysis of their performance. Qualitative and quantitative data analysis methods were used to document, describe, and examine specific events or phenomena in the processes of science learning and literacy development. Important findings were related to (a) gains in science learning and literacy development, (b) students' science learning and literacy development needs, and (c) general and idiosyncratic attitudes toward science and literacy. Five patterns of science "explanations" identified indicated a developmental cognitive/linguistic trajectory in science

  16. Latest Developments in PVD Coatings for Tooling

    Directory of Open Access Journals (Sweden)

    Gabriela Strnad

    2010-06-01

    Full Text Available The paper presents the recent developments in the field of PVD coating for manufacturing tools. A review of monoblock, multilayer, nanocomposite, DLC and oxinitride coatings is discussed, with the emphasis on coatings which enables the manufacturers to implement high productivity processes such as high speed cutting and dry speed machining.

  17. PVD TBC experience on GE aircraft engines

    Science.gov (United States)

    Maricocchi, Antonio; Bartz, Andi; Wortman, David

    1995-01-01

    The higher performance levels of modern gas turbine engines present significant challenges in the reliability of materials in the turbine. The increased engine temperatures required to achieve the higher performance levels reduce the strength of the materials used in the turbine sections of the engine. Various forms of thermal barrier coatings (TBC's) have been used for many years to increase the reliability of gas turbine engine components. Recent experience with the physical vapor deposition (PVD) process using ceramic material has demonstrated success in extending the service life of turbine blades and nozzles. Engine test results of turbine components with a 125 micron (0.005 in) PVD TBC have demonstrated component operating temperatures of 56-83 C (100-150 F) lower than non-PVD TBC components. Engine testing has also revealed the TBC is susceptible to high angle particle impact damage. Sand particles and other engine debris impact the TBC surface at the leading edge of airfoils and fracture the PVD columns. As the impacting continues, the TBC erodes away in local areas. Analysis of the eroded areas has shown a slight increase in temperature over a fully coated area, however a significant temperature reduction was realized over an airfoil without TBC.

  18. Scientific literacy of adult participants in an online citizen science project

    Science.gov (United States)

    Price, Charles Aaron

    Citizen Science projects offer opportunities for non-scientists to take part in scientific research. Scientific results from these projects have been well documented. However, there is limited research about how these projects affect their volunteer participants. In this study, I investigate how participation in an online, collaborative astronomical citizen science project can be associated with the scientific literacy of its participants. Scientific literacy is measured through three elements: attitude towards science, belief in the nature of science and competencies associated with learning science. The first two elements are measured through a pre-test given to 1,385 participants when they join the project and a post-test given six months later to 125 participants. Attitude towards science was measured using nine Likert-items custom designed for this project and beliefs in the nature of science were measured using a modified version of the Nature of Science Knowledge scale. Responses were analyzed using the Rasch Rating Scale Model. Competencies are measured through analysis of discourse occurring in online asynchronous discussion forums using the Community of Inquiry framework, which describes three types of presence in the online forums: cognitive, social and teaching. Results show that overall attitudes did not change, p = .225. However, there was significant change towards attitudes about science in the news (positive) and scientific self efficacy (negative), p impact on some aspects of scientific literacy. Using the Rasch Model allowed us to uncover effects that may have otherwise been hidden. Future projects may want to include social interactivity between participants and also make participants specifically aware of how they are contributing to the entire scientific process.

  19. Information Literacy among Educational Academic Members of Zabol University of Medical Sciences, Zabol, Iran

    Directory of Open Access Journals (Sweden)

    Batul Keykha

    2012-12-01

    Full Text Available Introduction: Development of information literacy is considered a required factor for instructors of higher education system due to its impact on educational and research activities, and performance of educational academic members is a main factor that affects the output of system. The aim of this study was to report and compare the information literacy among the academic members of departments of clinical and basic biomedical sciences in 2011. Methods: A cross-sectional survey was performed using a valid and reliable questionnaire distributed among 48 full-time equivalent academic members of Zabol University of Medical Sciences in both clinical (19 members and basic biomedical departments (29 members. Data were analyzed using Fisher, Mann-Whitney and Chi-square statistics in SPSS 17. Results: Information literacy of the members was at an average level at both knowledge and attitude levels but it was low at the practice. There was a significant difference between two groups in terms of awareness about information resources; however, the difference was not significant for the utilization of information resources. Conclusion: Members of department of basic biomedical sciences were more aware than those of clinical department about the information resources but such awareness has not resulted in more use of resources in the educational and research activities. Despite positive attitude of all members towards the application of electronic information resources in both educational and research activities, their awareness of information literacy skills and practicing were not satisfying in educational and research sections. As a final point, Information literacy is hence suggested as a part of continuing medical education courses.

  20. Impetus and barriers to teaching ocean literacy: A perspective from landlocked middle school science teachers

    Science.gov (United States)

    Gillan, Amy Larrison

    The demand for a more ocean literate citizenry is growing rapidly in response to an ocean increasingly in peril. Discovering how to include students far removed from the ocean in our teaching about the ocean is imperative to meeting that charge. The purpose of the present study was to investigate the extent to which middle school science teachers in landlocked states addressed important ocean literacy concepts and what they perceived to be barriers and motivators to their doing so. This descriptive study was based on a nation-wide survey of middle school science teachers and content analyses of their most commonly used science textbooks and their state science standards. Data was analyzed quantitatively. Results indicated that landlocked and coastal teachers are similar in terms of their infrequency of teaching about the ocean, yet a number of their perceptions of barriers and motivators to do so vary. The barrier most often mentioned was middle school state science standards, which characteristically ignore the ocean sciences. The results are discussed in terms of their impact on ocean literacy professional development providers, science textbook publishers, and state science standards revision committees.

  1. Science Literacy Project for Mid-Career Public Radio Producers, Reporters, Editors and News Directors

    Energy Technology Data Exchange (ETDEWEB)

    Scott, Bari [SoundVision Productions, Berkeley, CA (United States)

    2012-12-01

    SoundVision held a post-workshop teleconference for our 2011 graduates (as we have done for all participants) to consolidate what they'd learned during the workshop. To maximize the Science Literacy Project's impact after it ends, we strengthened and reinforced our alumni's vibrant networking infrastructure so they can continue to connect and support each other, and updated our archive system to ensure all of our science and science journalism resources and presentations will be easy to access and use over time.

  2. African American eighth-grade female students' perceptions and experiences as learners of science literacy

    Science.gov (United States)

    Crim, Sharan R.

    The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy. Rutherford and Algren (2000) describe a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes. The purpose of this qualitative case study research was to investigate African American eighth grade female students' perceptions and experiences as learners of science literacy. A social learning theory (Bandura, 1986) and constructivist theory (Vygotsky, 1977) served as a guide for the researcher. Two questions were explored: (1) What are African American eighth grade female students' perceptions and experiences as learners of science literacy? (2) In what ways do the perceptions and experiences of African American eighth grade female students influence their learning of science literacy? Purposeful sampling (Merriam, 1998) was used with four African American eighth grade female students selected as participants for the study. Data collection and analysis occurred between February and August in a single year. Data sources included an open-ended questionnaire, two in-depth interviews with each participant (Seidman, 1991); classroom observations, participant reflective journals, student artifacts, and a researcher's log. Data were analyzed through the constant comparative method (Glaser & Strauss, 1967), and richly descriptive participant portraits and qualitative case studies (Merriam, 1998) were used to report the findings. Three themes emerged from the study that positively affected the perceptions and experiences of African American eighth grade female students as

  3. Science and Literacy: Incorporating Vocabulary, Reading Comprehension, Research Methods, and Writing into the Science Curriculum

    Science.gov (United States)

    Nieser, K.; Carlson, C.; Bering, E. A.; Slagle, E.

    2012-12-01

    Part of preparing the next generation of STEM researchers requires arming these students with the requisite literacy and research skills they will need. In a unique collaboration, the departments of Physics (ECE) and Psychology at the University of Houston have teamed up with NASA in a grant to develop a supplemental curriculum for elementary (G3-5) and middle school (G6-8) science teachers called Mars Rover. During this six week project, students work in teams to research the solar system, the planet Mars, design a research mission to Mars, and create a model Mars Rover to carry out this mission. Targeted Language Arts skills are embedded in each lesson so that students acquire the requisite academic vocabulary and research skills to enable them to successfully design their Mars Rover. Students learn academic and scientific vocabulary using scientifically based reading research. They receive direct instruction in research techniques, note-taking, summarizing, writing and other important language skills. The interdisciplinary collaboration empowers students as readers, writers and scientists. After the curriculum is completed, a culminating Mars Rover event is held at a local university, bringing students teams in contact with real-life scientists who critique their work, ask questions, and generate excite about STEM careers. Students have the opportunity to showcase their Mars Rover and to orally demonstrate their knowledge of Mars. Students discover the excitement of scientific research, STEM careers, important research and writing tools in a practical, real-life setting.

  4. Effect of information literacy training course on information literacy skills of undergraduate students of Isfahan University of Medical Sciences based on ACRL standards.

    Science.gov (United States)

    Karimi, Zohreh; Ashrafi-Rizi, Hasan; Papi, Ahmad; Shahrzadi, Leila; Hassanzadeh, Akbar

    2015-01-01

    Information literacy is the basis for lifelong learning. Information literacy skills, especially for student in an environment that is full of information from multiple technologies are being developed is equally important. Information literacy is a set of cognitive and practical skills and like any other science, proper training is needed, and standard-based education is definitely better and evaluation would be easier. This study aimed to determine the impact of information literacy training course on information literacy skills of Isfahan University of Medical Sciences students based on ACRL standard in 2012. The study method is semi-experience with two group design (with pre-test and post-test) and applied. The data collection toll was a questionnaire assessing student's information literacy that developed by Davarpanah and Siamak and validity was confirmed by professional librarians and reliability as measured by Cronbach's alpha, was 0.83. The sample consisted of 50 undergraduate students from Isfahan University of Medical Sciences that by random sampling method was perch in both case and control groups. Before and after the training (once a week), a questionnaire was distributed between the two groups. This training was held in a classroom equipped with computers with internet access and in addition to training using brochures and librarian presentation, interactive methods such as discussion and exercises were used. The data were analyzed using SPSS version 20 software and two level of descriptive (mean and SD) and inferential statistics (t-test and t-paired). The results showed that the students' information literacy scores before the training was lower than average, so that in the control group was 32.96 and in the case group was 33.24; while information literacy scores in the case group significantly increased after the training (46.68). Also, the effect of education, respectively had a greater impact on the ability to access information (the second

  5. Maintaining Quality While Expanding Our Reach: Using Online Information Literacy Tutorials in the Sciences and Health Sciences

    Directory of Open Access Journals (Sweden)

    Talitha Rosa Matlin

    2017-09-01

    Full Text Available Abstract Objective – This article aims to assess student achievement of higher-order information literacy learning outcomes from online tutorials as compared to in-person instruction in science and health science courses. Methods – Information literacy instruction via online tutorials or an in-person one-shot session was implemented in multiple sections of a biology (n=100 and a kinesiology course (n=54. After instruction, students in both instructional environments completed an identical library assignment to measure the achievement of higher-order learning outcomes and an anonymous student survey to measure the student experience of instruction. Results – The data collected from library assignments revealed no statistically significant differences between the two instructional groups in total assignment scores or scores on specific questions related to higher-order learning outcomes. Student survey results indicated the student experience is comparable between instruction groups in terms of clarity of instruction, student confidence in completing the course assignment after library instruction, and comfort in asking a librarian for help after instruction. Conclusions – This study demonstrates that it is possible to replace one-shot information literacy instruction sessions with asynchronous online tutorials with no significant reduction in student learning in undergraduate science and health science courses. Replacing in-person instruction with online tutorials will allow librarians at this university to reach a greater number of students and maintain contact with certain courses that are transitioning to completely online environments. While the creation of online tutorials is initially time-intensive, over time implementing online instruction could free up librarian time to allow for the strategic integration of information literacy instruction into other courses. Additional time savings could be realized by incorporating auto

  6. Risk literacy for scientists. Invitation to regulatory science

    International Nuclear Information System (INIS)

    Ono, Kyoko

    2012-01-01

    This paper discusses a regulatory science, which fills a gap between scientific knowledge and regulatory actions. The author provides examples of the regulatory science employed in chemical risk assessment, such as the linear non-threshold theory. In the regulatory science, scientific data as well as scientific reasoning based on scientific knowledge - or regulatory rules - should play an important role. It is important to recognize that the rules facilitate transparent decision making under conditions of uncertainty and time constraints. Furthermore, the development of traditional or pure science results in the validation of regulatory rules, and subsequently, the regulatory science procedure develops more systematically. The concept of this science should be understood by those engaged in governmental decision making. (author)

  7. Developing android-based science instructional media to improve scientific literacy of junior high school students

    Science.gov (United States)

    Farida, I. I.; Jumadi; Wilujeng; Senam

    2018-04-01

    The aims of this study are: to develop android-based science instructional media and to reveal the characteristic, the quality, and the effectiveness of android-based science instructional media with global warming topic to increase junior high school students’ scientific literacy. This study is a development research. The instructional media were reviewed by a media expert, a material expert, science teachers, peer reviewers, and students. The data was collected using media evaluation questionnaires. The results of the study showed that: (1) the android-based science instructional media has characteristics including interesting visualization, easy to use, flexible, and practical, (2) the android-based science instructional media was appropriate for teaching, in terms of material evaluation aspects, media evaluation aspects, and based on student test results, and (3) the android-based science instructional media can effectively used for teaching.

  8. The Amount of Media and Information Literacy Among Isfahan University of Medical Sciences' Students Using Iranian Media and Information Literacy Questionnaire (IMILQ).

    Science.gov (United States)

    Ashrafi-Rizi, Hasan; Ramezani, Amir; Koupaei, Hamed Aghajani; Kazempour, Zahra

    2014-12-01

    Media and Information literacy (MIL) enables people to interpret and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right. The purpose of this research was to determine the amount of Media and Information Literacy among Isfahan University of Medical Sciences' students using Iranian Media and Information Literacy Questionnaire (IMILQ). This is an applied analytical survey research in which the data were collected by a researcher made questionnaire, provided based on specialists' viewpoints and valid scientific works. Its validity and reliability were confirmed by Library and Information Sciences specialists and Cronbach's alpha (r=0.89) respectively. Statistical population consisted of all students in Isfahan University of Medical Sciences (6000 cases) and the samples were 361. Sampling method was random stratified sampling. Data were analyzed by descriptive and inferential statistics. The findings showed that the mean level of Media and Information Literacy among Isfahan University of Medical Sciences' students was 3.34±0.444 (higher than average). The highest mean was promotion of scientific degree with 3.84±0.975 and the lowest mean was difficulties in starting research with 2.50±1.08. There was significant difference between educational degree, college type and family's income and amount of Media and Information Literacy. The results showed that the students didn't have enough skills in starting the research, defining the research subject as well as confining the research subject. In general, all students and education practitioners should pay special attention to factors affecting in improving Media and Information Literacy as a main capability in using printed and electronic media.

  9. Literacy events during science instruction in a fifth-grade classroom: Listening to teacher and student voices

    Science.gov (United States)

    Deal, Debby

    Concern with science literacy and how to achieve it has a long history in our education system. The goals and definitions established by the National Science Education Standards (1996) suggest that if we are to successfully prepare students for the information age, science education must blend the natural and social sciences. However, research indicates that connections between hands-on science and literacy, as a tool for processing information, do not regularly occur during school science instruction. This case study explored the use of literacy by a second year teacher in a fifth grade class during consecutive science units on chemistry and liquids. The research questions focused on how and why the teacher and students used literacy during science and how and why the teacher and selected focus students believed literacy influenced their learning in science. Data was collected through classroom observations and multiple interviews with the teacher and selected focus students. Interview data was analyzed and coded using an iterative process. Field notes and student artifacts were used to triangulate the data. The study found that the teacher and students used reading and writing to record and acquire content knowledge, learn to be organized, and to facilitate assessment. Although the teacher had learned content literacy strategies in her pre-service program, she did not implement them in the classroom and her practice seemed to reflect her limited science content knowledge and understanding of the nature of science. The focus students believed that recording and studying notes, reading books, drawing, and reading study guides helped them learn science. The findings suggest the following implications: (1) More data is needed on the relationship between teaching approach, science content knowledge, and beliefs about science. (2) Elementary student voices make a valuable contribution to our understanding of science learning. (3) Pre-service candidates should have

  10. A Science-Technology-Society Paradigm and Cross River State Secondary School Students' Scientific Literacy: Problem Solving and Decision Making

    Science.gov (United States)

    Umoren, Grace

    2007-01-01

    The aim of this study was to investigate the effect of Science-Technology-Society (STS) curriculum on students' scientific literacy, problem solving and decision making. Four hundred and eighty (480) Senior Secondary two science and non-science students were randomly selected from intact classes in six secondary schools in Calabar Municipality of…

  11. Science Engagement and Literacy: A Retrospective Analysis for Indigenous and Non-Indigenous Students in Aotearoa New Zealand and Australia

    Science.gov (United States)

    Woods-McConney, Amanda; Oliver, Mary C.; McConney, Andrew; Maor, Dorit; Schibeci, Renato

    2013-01-01

    Previous research has underlined the importance of school students' engagement in science (including students' attitudes, interests and self beliefs). Engagement in science is important as a correlate of scientific literacy and attainment, and as an educational outcome in its own right. Students positively engaged with science are more likely to…

  12. Multimodal Literacies in Science: Currency, Coherence and Focus

    Science.gov (United States)

    Klein, Perry D.; Kirkpatrick, Lori C.

    2010-01-01

    Since the 1990s, researchers have increasingly drawn attention to the multiplicity of representations used in science. This issue of "RISE" advances this line of research by placing such representations at the centre of science teaching and learning. The authors show that representations do not simply transmit scientific information; they are…

  13. Developing and Applying a Set of Earth Science Literacy Principles

    Science.gov (United States)

    Wysession, Michael E.; LaDue, Nicole; Budd, David A.; Campbell, Karen; Conklin, Martha; Kappel, Ellen; Lewis, Gary; Raynolds, Robert; Ridky, Robert W.; Ross, Robert M.; Taber, John; Tewksbury, Barbara; Tuddenham, Peter

    2012-01-01

    The 21st century will be defined by challenges such as understanding and preparing for climate change and ensuring the availability of resources such as water and energy, which are issues deeply rooted in Earth science. Understanding Earth science concepts is critical for humanity to successfully respond to these challenges and thrive in the…

  14. Science Literacy: How do High School Students Solve PISA Test Items?

    Science.gov (United States)

    Wati, F.; Sinaga, P.; Priyandoko, D.

    2017-09-01

    The Programme for International Students Assessment (PISA) does assess students’ science literacy in a real-life contexts and wide variety of situation. Therefore, the results do not provide adequate information for the teacher to excavate students’ science literacy because the range of materials taught at schools depends on the curriculum used. This study aims to investigate the way how junior high school students in Indonesia solve PISA test items. Data was collected by using PISA test items in greenhouse unit employed to 36 students of 9th grade. Students’ answer was analyzed qualitatively for each item based on competence tested in the problem. The way how students answer the problem exhibits their ability in particular competence which is influenced by a number of factors. Those are students’ unfamiliarity with test construction, low performance on reading, low in connecting available information and question, and limitation on expressing their ideas effectively and easy-read. As the effort, selected PISA test items can be used in accordance teaching topic taught to familiarize students with science literacy.

  15. GLOBE Observer and the Association of Science & Technology Centers: Leveraging Citizen Science and Partnerships for an International Science Experiment to Build Climate Literacy

    Science.gov (United States)

    Riebeek Kohl, H.; Chambers, L. H.; Murphy, T.

    2016-12-01

    For more that 20 years, the Global Learning and Observations to Benefit the Environment (GLOBE) Program has sought to increase environment literacy in students by involving them in the process of data collection and scientific research. In 2016, the program expanded to accept observations from citizen scientists of all ages through a relatively simple app. Called GLOBE Observer, the new program aims to help participants feel connected to a global community focused on advancing the scientific understanding of Earth system science while building climate literacy among participants and increasing valuable environmental data points to expand both student and scientific research. In October 2016, GLOBE Observer partnered with the Association of Science & Technology Centers (ASTC) in an international science experiment in which museums and patrons around the world collected cloud observations through GLOBE Observer to create a global cloud map in support of NASA satellite science. The experiment was an element of the International Science Center and Science Museum Day, an event planned in partnership with UNESCO and ASTC. Museums and science centers provided the climate context for the observations, while GLOBE Observer offered a uniform experience and a digital platform to build a connected global community. This talk will introduce GLOBE Observer and will present the results of the experiment, including evaluation feedback on gains in climate literacy through the event.

  16. Argumentation to Foster Pre-Service Science Teachers' Knowledge, Competency, and Attitude on the Domains of Chemical Literacy of Acids and Bases

    Science.gov (United States)

    Cigdemoglu, C.; Arslan, H. O.; Cam, A.

    2017-01-01

    Argumentative practices have the potential to contribute to scientific literacy. However, these practices are not widely incorporated in science classrooms and so their effect on the domains of literacy is still not revealed. Therefore, this study proposes to reveal the effect of argumentation on the three domains of chemical literacy related to…

  17. The questions of scientific literacy and the challenges for contemporary science teaching: An ecological perspective

    Science.gov (United States)

    Kim, Mijung

    This study began with questions about how science education can bring forth humanity and ethics to reflect increasing concerns about controversial issues of science and technology in contemporary society. Discussing and highlighting binary epistemological assumptions in science education, the study suggests embodied science learning with human subjectivity and integrity between knowledge and practice. The study questions (a) students' understandings of the relationships between STSE and their everyday lifeworld and (b) the challenges of cultivating scientific literacy through STSE teaching. In seeking to understand something about the pedagogical enactment of embodied scientific literacy that emphasizes the harmony of children's knowledges and their lifeworlds, this study employs a mindful pedagogy of hermeneutics. The intro- and intra-dialogical modes of hermeneutic understanding investigate the pedagogical relationship of parts (research texts of students, curriculum, and social milieu) and the whole (STSE teaching in contemporary time and place). The research was conducted with 86 Korean 6 graders at a public school in Seoul, Korea in 2003. Mixed methods were utilized for data collection including a survey questionnaire, a drawing activity, interviews, children's reflective writing, and classroom teaching and observation. The research findings suggest the challenges and possibilities of STSE teaching as follows: (a) children's separated knowledge from everyday practice and living, (b) children's conflicting ideas between ecological/ethical aspects and modernist values, (c) possibilities of embodied knowing in children's practice, and (d) teachers' pedagogical dilemmas in STSE teaching based on the researcher's experiences and reflection throughout teaching practice. As further discussion, this study suggests an ecological paradigm for science curriculum and teaching as a potential framework to cultivate participatory scientific literacy for citizenship in

  18. Science Meets Literacy and Art at the Library

    Science.gov (United States)

    LaConte, K. M.; Shipp, S. S.; Halligan, E.

    2011-12-01

    The Lunar and Planetary Institute's Explore! program is designed to engage and inspire children in Earth and space science in the library and other informal learning environments. Eight online thematic Explore! modules make up-to-date science accessible to rural communities - often where the library is the closest center of public learning - and other underserved audiences. The program prepares librarians to engage their communities in science through experiences with the modules, interactions with scientists, exploration of the resources available within the library learning environment, and development of local partnerships. Through hands-on science activities, art, and reading, Explore! reaches library patrons between the ages of 8 and 13 through librarian-led, locally facilitated programs across the nation. For example, NASA Lunar Science Institute research into lunar formation, evolution, and orbital dynamics are woven into a comic book that serves as a journal and art piece for participants in Marvel Moon programs (http://www.lpi.usra.edu/explore/marvelMoon). In another example, children compare cloud types and atmospheric structure on Earth and Jupiter, and then they consider artwork of Jupiter's clouds and the future discoveries of NASA's upcoming Juno mission as they write "Jovian Poetry" (http://www.lpi.usra.edu/explore/solar_system/activities/weatherStations). Explore! program facilitators are provided resources for making use of children's science books and local professional scientists and engineers.

  19. New PVD Technologies for New Ordnance Coatings

    Science.gov (United States)

    2012-04-01

    characteristics using a Tantalum and a Chrome target; 4) Deposition of Ta coatings and reactive deposition of CrN; 5) Deposition parameters affecting film...Vapor Deposition (PVD); High Power Impulse Magnetron Sputtering (HIPIMS); Modulated Pulsed Power (MPP); Tantalum; Chrome ; Ta coatings; CrN; coating...The pre-production chemicals and acids are hazardous and hexavalent Cr is a known carcinogen. Significant annual expenditures are necessary to

  20. Ordered metal nanotube arrays fabricated by PVD.

    Science.gov (United States)

    Marquez, F; Morant, C; Campo, T; Sanz, J M; Elizalde, E

    2010-02-01

    In this work we report a simple method to fabricate ordered arrays of metal nanotubes. This method is based on the deposition of a metal by PVD onto an anodized aluminum oxide (AAO) template. The dimensions of the synthesized nanotubes depend both on the AAO template and on the deposited metal. In fact, it is observed that the aspect ratios of the nanotubes clearly depend significantly on the metal, ranging from 0.6 (Fe) to at least 3 (Zr).

  1. A phenomenological study on the impacts of embedding disciplinary literacy during science instruction on elementary teachers' metacognition of instructional techniques

    Science.gov (United States)

    Weiss, Kelley

    The educational community has been increasing its focus on literacy for several years. The modern definition of literacy requires students to be an informed and integrated thinker, synthesizing new information beyond the mere ability to read and write (Guzzetti & Bang, 2011). This qualitative phenomenological study focused on how teachers of science view literacy and how that view changes when they implement the concept of disciplinary literacy into science instruction. This phenomenological study examined how teachers became more metacognitive of their instructional methods after implementation of the Question-Answer Relationship strategy (QAR) and direct vocabulary instruction into their science instruction. Teachers utilized schema theory and social cognitive theory to integrate the two strategies into their science lessons throughout the study. This phenomenological study collected data during a six-week implementation period through interviews, observations, teacher journals and collection of artifacts from 12 teachers who taught students in grades one through five and three literacy specialists in a rural central Maine school. These data sources were analyzed using Moustakas' (1994) seven steps to discover themes that were identified from the data. Findings from this study, as viewed through the pragmatic lens, suggested that teachers benefit from systematic reflection of their teaching to develop literacy rich content area lessons that address all of the students' learning needs.

  2. Predicting health literacy of students in Kermanshah University of Medical Sciences in 2016: The role of demographic variables

    Directory of Open Access Journals (Sweden)

    Arash Ziapoor

    2016-12-01

    Full Text Available Background and objective: Health literacy is a key outcome measures of health education that should be in the context of broader health promotion. This study aims to predict the health literacy of students in Kermanshah University of Medical Sciences in 1395: the role of demographic variables was performed. Methods: A descriptive correlational study on 350 students of Kermanshah University of Medical Sciences was done. Sampling was random. Data collection was conducted through a questionnaire of health literacy Montazeri et al. Information collected through software SPSS 23 and using t-tests, ANOVA and Pearson correlation coefficient were analyzed. Results: The mean (SD total score of health literacy in students was 4.04 ± 0.43. T-test and ANOVA between health literacy by gender, age, profession, education level and location have a significant relationship. Pearson correlation coefficient between the components of health literacy in research samples showed high correlation was statistically significant (P <0.01. Conclusion: The importance and need for attention to students' health literacy for health promotion as an essential factor in the impact-transition seems to be. Paper Type: Research Article.

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

    Science.gov (United States)

    Renfrow, S.; Wood, E. L.

    2011-12-01

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

  4. Framing new research in science literacy and language use: Authenticity, multiple discourses, and the Third Space

    Science.gov (United States)

    Wallace, Carolyn S.

    2004-11-01

    This article presents a theoretical framework in the form of a model on which to base research in scientific literacy and language use. The assumption guiding the framework is that scientific literacy is comprised of the abilities to think metacognitively, to read and write scientific texts, and to apply the elements of a scientific argument. The framework is composed of three theoretical constructs: authenticity, multiple discourses, and Bhabha's Third Space. Some of the implications of the framework are that students need opportunities to (a) use scientific language in everyday situations; (b) negotiate readily among the many discourse genres of science; and (c) collaborate with teachers and peers on the meaning of scientific language. These ideas are illustrated with data excerpts from contemporary research studies. A set of potential research issues for the future is posed at the end of the article.

  5. Integrating Literacy, Math, and Science to Make Learning Come Alive

    Science.gov (United States)

    Bintz, William P.; Moore, Sara D.; Hayhurst, Elaine; Jones, Rubin; Tuttle, Sherry

    2006-01-01

    In this article, the authors who are an interdisciplinary team of middle school educators collaboratively developed and implemented an interdisciplinary unit designed to help middle school students: (1) think like mathematicians and scientists; (2) develop specific areas of expertise in math and science; and (3) use literature as a tool to learn…

  6. Climate change science: The literacy of Geography teachers in the ...

    African Journals Online (AJOL)

    This response requires, among other things, teachers who are fully literate about climate change science, so that they can explain the concepts underlying the causes, impacts and solutions of climate change as accurately as possible to learners. The main intention of this study was to understand high school Geography ...

  7. Reading, Writing & Rings: Science Literacy for K-4 Students

    Science.gov (United States)

    McConnell, S.; Spilker, L.; Zimmerman-Brachman, R.

    2007-12-01

    Scientific discovery is the impetus for the K-4 Education program, "Reading, Writing & Rings." This program is unique because its focus is to engage elementary students in reading and writing to strengthen these basic academic skills through scientific content. As science has been increasingly overtaken by the language arts in elementary classrooms, the Cassini Education Program has taken advantage of a new cross-disciplinary approach to use language arts as a vehicle for increasing scientific content in the classroom. By utilizing the planet Saturn and the Cassini-Huygens mission as a model in both primary reading and writing students in these grade levels, young students can explore science material while at the same time learning these basic academic skills. Content includes reading, thinking, and hands-on activities. Developed in partnership with the Cassini-Huygens Education and Public Outreach Program, the Bay Area Writing Project/California Writing Project, Foundations in Reading Through Science & Technology (FIRST), and the Caltech Pre-College Science Initiative (CAPSI), and classroom educators, "Reading, Writing & Rings" blends the excitement of space exploration with reading and writing. All materials are teacher developed, aligned with national science and language education standards, and are available from the Cassini-Huygens website: http://saturn.jpl.nasa.gov/education/edu-k4.cfm Materials are divided into two grade level units. One unit is designed for students in grades 1 and 2 while the other unit focuses on students in grades 3 and 4. Each includes a series of lessons that take students on a path of exploration of Saturn using reading and writing prompts.

  8. Think Scientifically: The NASA Solar Dynamics Observatory's Elementary Science Literacy Program

    Science.gov (United States)

    Van Norden, Wendy M.

    2013-07-01

    The pressure to focus on math and reading at the elementary level has increased in recent years. As a result, science education has taken a back seat in elementary classrooms. The Think Scientifically book series provides a way for science to easily integrate with existing math and reading curriculum. This story-based science literature program integrates a classic storybook format with solar science concepts, to make an educational product that meets state literacy standards. Each story is accompanied by hands-on labs and activities that teachers can easily conduct in their classrooms with minimal training and materials, as well as math and language arts extensions. These books are being distributed through teacher workshops and conferences, and are available free at http://sdo.gsfc.nasa.gov/epo/educators/thinkscientifically.php.

  9. A Study of Curriculum Literacy and Information Literacy Levels of Teacher Candidates in Department of Social Sciences Education

    Science.gov (United States)

    Sural, Serhat; Dedebali, Nurhak Cem

    2018-01-01

    The present study aims to investigate information literacy and curriculum literacy levels of teacher candidates and to identify the relationship between them through their course of study at Faculty of Education. The research model was designed as quantitative one and general screening model was employed. The study group is 895 students, who were…

  10. Effectiveness of Adaptive Contextual Learning Model of Integrated Science by Integrating Digital Age Literacy on Grade VIII Students

    Science.gov (United States)

    Asrizal, A.; Amran, A.; Ananda, A.; Festiyed, F.

    2018-04-01

    Educational graduates should have good competencies to compete in the 21st century. Integrated learning is a good way to develop competence of students in this century. Besides that, literacy skills are very important for students to get success in their learning and daily life. For this reason, integrated science learning and literacy skills are important in 2013 curriculum. However, integrated science learning and integration of literacy in learning can’t be implemented well. Solution of this problem is to develop adaptive contextual learning model by integrating digital age literacy. The purpose of the research is to determine the effectiveness of adaptive contextual learning model to improve competence of grade VIII students in junior high school. This research is a part of the research and development or R&D. Research design which used in limited field testing was before and after treatment. The research instruments consist of three parts namely test sheet of learning outcome for assessing knowledge competence, observation sheet for assessing attitudes, and performance sheet for assessing skills of students. Data of student’s competence were analyzed by three kinds of analysis, namely descriptive statistics, normality test and homogeneity test, and paired comparison test. From the data analysis result, it can be stated that the implementation of adaptive contextual learning model of integrated science by integrating digital age literacy is effective to improve the knowledge, attitude, and literacy skills competences of grade VIII students in junior high school at 95% confidence level.

  11. Reading and Writing as Scientists? Text Genres and Literacy Practices in Girls' Middle-Grade Science

    Science.gov (United States)

    Faller, S. Elisabeth

    2018-01-01

    Science teachers are often charged with providing discipline-specific literacy instruction. However, little is known about the reading and writing genres, or text types, typically found in these classrooms. In particular, there is a lack of knowledge about what opportunities adolescents have to engage with the genres privileged in science to learn…

  12. The Impact of a "Framework"-Aligned Science Professional Development Program on Literacy and Mathematics Achievement of K-3 Students

    Science.gov (United States)

    Paprzycki, Peter; Tuttle, Nicole; Czerniak, Charlene M.; Molitor, Scott; Kadervaek, Joan; Mendenhall, Robert

    2017-01-01

    This study investigates the effect of a Framework-aligned professional development program at the PreK-3 level. The NSF funded program integrated science with literacy and mathematics learning and provided teacher professional development, along with materials and programming for parents to encourage science investigations and discourse around…

  13. Enhancing Literacy Practices in Science Classrooms through a Professional Development Program for Canadian Minority-Language Teachers

    Science.gov (United States)

    Rivard, Léonard P.; Gueye, Ndeye R.

    2016-01-01

    'Literacy in the Science Classroom Project" was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted…

  14. The development of guided inquiry-based learning devices on photosynthesis and respiration matter to train science literacy skills

    Science.gov (United States)

    Choirunnisak; Ibrahim, M.; Yuliani

    2018-01-01

    The purpose of this research was to develop a guided inquiry-based learning devices on photosynthesis and respiration matter that are feasible (valid, practical, and effective) to train students’ science literacy. This research used 4D development model and tested on 15 students of biology education 2016 the State University of Surabaya with using one group pretest-posttest design. Learning devices developed include (a) Semester Lesson Plan (b) Lecture Schedule, (c) Student Activity Sheet, (d) Student Textbook, and (e) testability of science literacy. Research data obtained through validation method, observation, test, and questionnaire. The results were analyzed descriptively quantitative and qualitative. The ability of science literacy was analyzed by n-gain. The results of this research showed that (a) learning devices that developed was categorically very valid, (b) learning activities performed very well, (c) student’s science literacy skills improved that was a category as moderate, and (d) students responses were very positively to the learning that already held. Based on the results of the analysis and discussion, it is concluded that the development of guided inquiry-based learning devices on photosynthesis and respiration matter was feasible to train students literacy science skills.

  15. Effectiveness of integrated science instructional material on pressure in daily life theme to improve digital age literacy of students

    Science.gov (United States)

    Asrizal; Amran, A.; Ananda, A.; Festiyed; Khairani, S.

    2018-04-01

    Integrated science learning and literacy skills are relevant issues in Indonesian’s education. However, the use of the integrated science learning and the integration of literacy in learning cannot be implemented well. An alternative solution of this problem is to develop integrated science instructional material on pressure in daily life theme by integrating digital age literacy. Purpose of research is to investigate the effectiveness of the use of integrated science instructional material on pressure in daily life theme to improve knowledge competence, attitudes competence and literacy skills of students. This research was a part of development research which has been conducted. In the product testing stage of this research and development was used before and after design of treatment for one sample group. Instruments to collect the data consist of learning outcomes test sheet, attitude observation sheet, and performance assessment sheet of students. Data analysis techniques include descriptive statistics analysis, normality test, homogeneity test, and paired comparison test. Therefore, the important result of research is the use of integrated science instructional material on pressure in daily life theme is effective in scientific approach to improve knowledge competence, attitudes competence, and digital age literacy skills of grade VIII students at 95% confidence level.

  16. A Reconstructed Vision of Environmental Science Literacy: The case of Qatar

    Science.gov (United States)

    Khishfe, Rola

    2014-12-01

    The purpose of this study was twofold: (a) develop a conceptual framework for environmental science literacy; and consequently (b) examine the potential of science standards/curricula to prepare environmentally literate citizens. The framework comprised four pillars: science content knowledge, scientific inquiry, nature of science (NOS), and socioscientific issues (SSI). A conceptual understanding of these pillars as interconnected was presented and justified. Then the developed framework was used to examine the potential of the Qatari science standards to prepare environmentally literate citizens. Results showed that the secondary Qatari science standards generally take up the pillars of science content and scientific inquiry in an explicit manner. The NOS pillar is rarely addressed, while the SSI pillar is not addressed in the objectives and activities in a way that aligns with the heavy emphasis given in the overall aims. Moreover, the connections among pillars are mostly manifested within the activities and between the science content and scientific inquiry. The objectives and activities targeting the environment were less frequent among the four pillars across the Qatari standards. Again, the connections related to the environment were less frequent in conformity with the limited environmental objectives and activities. Implications from this study relate to the need for the distribution of the four pillars across the standards as well as the presentation of the different pillars as interconnected.

  17. Improving Environmental Literacy through GO3 Citizen Science Project

    Science.gov (United States)

    Wilkening, B.

    2011-12-01

    In the Global Ozone (GO3) Project students measure ground-level ozone on a continuous basis and upload their results to a global network used by atmospheric scientists and schools. Students learn important concepts such as chemical measurement methods; instrumentation; calibration; data acquisition using computers; data quality; statistics; data analysis and graphing; posting of data to the web; the chemistry of air pollution; stratospheric ozone depletion and global climate change. Students collaborate with researchers and other students globally in the GO3 network. Wilson K-8 School is located in a suburban area in Pima County, Arizona. Throughout the year we receive high ozone alert days. Prior to joining the GO3 project, my students were unaware of air pollution alerts, risks and causes. In the past when Pima County issued alerts to the school, they were posted on signs around the school. No explanation was provided to the students and the signs were often left up for days. This discounted the potential health effects of the situation, resulting in the alerts effectively being ignored. The GO3 project is transforming both my students and our school community. Now my students are: Performing science research Utilizing technology and increasing their skills Collaborating in a responsible manner on the global GO3 social network Communicating their work to the community Issuing their own ozone alerts to their school Advocating for actions that will improve air quality My students participation in this citizen science project is creating a more cognizant and active community in regards to air pollution.

  18. MiTEP's Collaborative Field Course Design Process Based on Earth Science Literacy Principles

    Science.gov (United States)

    Engelmann, C. A.; Rose, W. I.; Huntoon, J. E.; Klawiter, M. F.; Hungwe, K.

    2010-12-01

    Michigan Technological University has developed a collaborative process for designing summer field courses for teachers as part of their National Science Foundation funded Math Science Partnership program, called the Michigan Teacher Excellence Program (MiTEP). This design process was implemented and then piloted during two two-week courses: Earth Science Institute I (ESI I) and Earth Science Institute II (ESI II). Participants consisted of a small group of Michigan urban science teachers who are members of the MiTEP program. The Earth Science Literacy Principles (ESLP) served as the framework for course design in conjunction with input from participating MiTEP teachers as well as research done on common teacher and student misconceptions in Earth Science. Research on the Earth Science misconception component, aligned to the ESLP, is more fully addressed in GSA Abstracts with Programs Vol. 42, No. 5. “Recognizing Earth Science Misconceptions and Reconstructing Knowledge through Conceptual-Change-Teaching”. The ESLP were released to the public in January 2009 by the Earth Science Literacy Organizing Committee and can be found at http://www.earthscienceliteracy.org/index.html. Each day of the first nine days of both Institutes was focused on one of the nine ESLP Big Ideas; the tenth day emphasized integration of concepts across all of the ESLP Big Ideas. Throughout each day, Michigan Tech graduate student facilitators and professors from Michigan Tech and Grand Valley State University consistantly focused teaching and learning on the day's Big Idea. Many Earth Science experts from Michigan Tech and Grand Valley State University joined the MiTEP teachers in the field or on campus, giving presentations on the latest research in their area that was related to that Big Idea. Field sites were chosen for their unique geological features as well as for the “sense of place” each site provided. Preliminary research findings indicate that this collaborative design

  19. The Communication in Science Inquiry Project (CISIP): A Project to Enhance Scientific Literacy through the Creation of Science Classroom Discourse Communities

    Science.gov (United States)

    Baker, Dale R.; Lewis, Elizabeth B.; Purzer, Senay; Watts, Nievita Bueno; Perkins, Gita; Uysal, Sibel; Wong, Sissy; Beard, Rachelle; Lang, Michael

    2009-01-01

    This study reports on the context and impact of the Communication in Science Inquiry Project (CISIP) professional development to promote teachers' and students' scientific literacy through the creation of science classroom discourse communities. The theoretical underpinnings of the professional development model are presented and key professional…

  20. Analysis According to Certain Variables of Scientific Literacy among Gifted Students That Participate in Scientific Activities at Science and Art Centers

    Science.gov (United States)

    Kömek, Emre; Yagiz, Dursun; Kurt, Murat

    2015-01-01

    The purpose of this study is to analyze scientific literacy levels relevant to science and technology classes among gifted students that participate in scientific activities at science and art centers. This study investigated whether there was a significant difference in scientific literacy levels among gifted students according to the areas of…

  1. Determining Effect of Digital And Media Activities On Media And Science Literacy Of Middle-School Students And Parents

    Directory of Open Access Journals (Sweden)

    Bilge CAN

    2018-01-01

    Full Text Available This research aims determining effect of digital and media activities on media and science literacy of middle-school students and parents and identifying the relationship between them. Quasi- experimental model has been used by which pretest-posttest studies have been held on one group by using quantitative data during research. The sample of the research consists of 60 students and 119 parents who attend a school in the province of Bursa in the academic year of 2013-2014. According to data analysis obtained in the research, there is a significant relation between pretests and posttests about scientific literacy of middle-school students and parents relating to Digital and Media Activities. There is a relation between media and scientific literacy of students and mothers as parents. There is a difference between the applied PISA and TIMSS exams and the students' science literacy. In the light of these results, some suggestion has been offered with regard to focusing on the importance of 21st century skills and literacy, developing scientific and media literacy level and obtaining more comprehensive results.

  2. First-year Pre-service Teachers in Taiwan—Do they enter the teacher program with satisfactory scientific literacy and attitudes toward science?

    Science.gov (United States)

    Chin, Chi-Chin

    2005-10-01

    Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first-year pre-service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the interaction between science, technology and society (STS); (3) the nature of science; and (4) attitudes toward science. In this study, the instruments used were Chinese translations of the Test of Basic Scientific Literacy (TBSL) and the Test of Science-related Attitudes. Elementary education majors (n = 141) and science education majors (n = 138) from four teachers’ colleges responded to these instruments. The statistical results from the tests revealed that, in general, the basic scientific literacy of first-year pre-service teachers was at a satisfactory level. Of the six scales covered in this study, the pre-service teachers displayed the highest literacy in health science, STS, and life science. Literacy in the areas of the nature of science and earth science was rated lowest. The results also showed that science education majors scored significantly higher in physical science, life science, nature of science, science content, and the TBSL than elementary science majors. Males performed better than females in earth science, life science, science content, and the TBSL. Next, elementary education majors responded with more “don’t know” responses than science education majors. In general, the pre-service teachers were moderately positive in terms of attitudes toward science while science education majors had more positive attitudes toward science. There was no significant difference in attitudes between genders. Previous experience in science indicated more positive attitudes toward science. The results from stepwise regression revealed that STS, the nature of science, and attitudes toward science could explain 50

  3. Creating Science Education Specialists and Scientific Literacy in Students through a Successful Partnership among Scientists, Science Teachers, and Education Researchers

    Science.gov (United States)

    Metoyer, S.; Prouhet, T.; Radencic, S.

    2007-12-01

    The nature of science and the nature of learning are often assumed to have little practical relationship to each other. Scientists conduct research and science teachers teach. Rarely do the scientist and the science teacher have an opportunity to learn from each other. Here we describe results from a program funded by NSF, the Information Technology in Science (ITS) Center for Teaching and Learning. The ITS Center provided the support and structure necessary for successful long-term collaboration among scientists, science teachers, and education researchers that has resulted in the creation of new science education specialists. These specialists are not only among the science teachers, but also include avid recruits to science education from the scientists themselves. Science teachers returned to their classrooms armed with new knowledge of content, inquiry, and ideas for technology tools that could support and enhance students' scientific literacy. Teachers developed and implemented action research plans as a means of exploring educational outcomes of their use and understanding of new technologies and inquiry applied to the classroom. In other words, they tried something different in the class related to authentic inquiry and technology. They then assessed the students' to determine if there was an impact to the students in some way. Many of the scientists, on the other hand, report that they have modified their instructional practices for undergraduate courses based on their experiences with the teachers and the ITS Center. Some joined other collaborative projects pairing scientists and educators. And, many of the scientists continue on-going communication with the science teachers serving as mentors, collaborators, and as an "expert" source for the students to ask questions to. In order to convey the success of this partnership, we illustrate and discuss four interdependent components. First, costs and benefits to the science teacher are discussed through case

  4. Structure and corrosion properties of PVD Cr-N coatings

    CERN Document Server

    Liu, C; Ziegele, H; Leyland, A; Matthews, A

    2002-01-01

    PVD Cr-N coatings produced by physical vapor deposition (PVD) are increasingly used for mechanical and tribological applications in various industrial sectors. These coatings are particularly attractive for their excellent corrosion resistance, which further enhances the lifetime and service quality of coated components. PVD Cr-N coated steels in an aqueous solution are usually corroded by galvanic attack via through-coating 'permeable' defects (e.g., pores). Therefore, the corrosion performance of Cr-N coated steel is determined by a number of variables of the coating properties and corrosive environment. These variables include: (i) surface continuity and uniformity; (ii) through-coating porosity; (iii) film density and chemical stability; (iv) growth stresses; (v) interfacial and intermediate layers; (vi) coating thickness; (vii) coating composition; and (viii) substrate properties. In this article, PVD Cr-N coatings were prepared, by electron-beam PVD and sputter deposition, with different compositions, t...

  5. Measuring metacognitive ability based on science literacy in dynamic electricity topic

    Science.gov (United States)

    Warni; Sunyono; Rosidin

    2018-01-01

    This study aims to produce an instrument of metacognition ability assessment based on science literacy on theoretically and empirically feasible dynamic electrical material. The feasibility of the assessment instrument includes theoretical validity on material, construction, and language aspects, as well as empirical validity, reliability, difficulty, distinguishing, and distractor indices. The development of assessment instruments refers to the Dick and Carey development model which includes the preliminary study stage, initial product development, validation and revision, and piloting. The instrument was tested to 32 students of class IX in SMP Negeri 20 Bandar Lampung, using the design of One Group Pretest-Postest Design. The result shows that the metacognition ability assessment instrument based on science literacy is feasible theoretically with theoretical validity percentage of 95.44% and empirical validity of 43.75% for the high category, 43.75% for the medium category, and 12.50 % for low category questions; Reliability of assessment instruments of 0.83 high categories; Difficulty level of difficult item is about 31.25% and medium category is equal to 68.75%. Item that has very good distinguishing power is 12.50%, 62.50% for good stage, and medium category is 25.00%; As well as the duplexing function on a matter of multiple choice is 80.00% including good category and 20.00% for medium category.

  6. Comparisons Between Science Knowledge, Interest, and Information Literacy of Learners in Introductory Astronomy Courses

    Science.gov (United States)

    Buxner, Sanlyn; Impey, Chris David; Formanek, Martin; Wenger, Matthew

    2018-01-01

    Introductory astronomy courses are exciting opportunities to engage non-major students in scientific issues, new discoveries, and scientific thinking. Many undergraduate students take these courses to complete their general education requirements. Many free-choice learners also take these courses, but for their own interest. We report on a study comparing the basic science knowledge, interest in science, and information literacy of undergraduate students and free choice learners enrolled in introductory astronomy courses run by the University of Arizona. Undergraduate students take both in-person and online courses for college credit. Free choice learners enroll in massive open online courses (MOOCs), through commercial platforms, that can earn them a certificate (although most do not take advantage of that opportunity). In general, we find that undergraduate students outperform the general public on basic science knowledge and that learners in our astronomy MOOCs outperform the undergraduate students in the study. Learners in the MOOC have higher interest in science in general. Overall, learners in both groups report getting information about science from online sources. Additionally, learners’ judgement of the reliability of different sources of information is weakly related to their basic science knowledge and more strongly related to how they describe what it means to study something scientifically. We discuss the implications of our findings for both undergraduate students and free-choice learners as well as instructors of these types of courses.

  7. A Study To Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy In An EFL (English as a Foreign Language) Environment

    Science.gov (United States)

    Noseworthy, Mark Joseph

    2011-12-01

    This research titled 'A Study to Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy in an EFL (English as a Foreign Language) Environment' is an ethnographic study based on grounded theory principles and research design. The essence of the research was to answer five research questions that would ultimately create a foundation for instructional strategies allowing science instructors to foster science literacy in an EFL environment. The research attempts to conceptualize the research participants' instructional strategies that promote strong science literacy skills. Further to this, consider the complexities that this learning environment inherently offers, where the learning event is occurring in an English environment that is a second language for the learner. The research was designed to generate personal truths that produced common themes as it relates to the five research questions posed in this thesis; what instructional strategies do current post secondary science instructors at one College in Qatar believe foster science literacy in an EFL environment? As well, do science instructors believe that total immersion is the best approach to science literacy in an EFL environment? Is the North American model of teaching/learning science appropriate in this Middle Eastern environment? Are the current modes of teaching/instruction optimizing student's chances of success for science literacy? What do you feel are the greatest challenges for the EFL learner as it relates to science?

  8. To What Extent Do Biology Textbooks Contribute to Scientific Literacy? Criteria for Analysing Science-Technology-Society-Environment Issues

    Science.gov (United States)

    Calado, Florbela M.; Scharfenberg, Franz-Josef; Bogner, Franz X.

    2015-01-01

    Our article proposes a set of six criteria for analysing science-technology-society-environment (STSE) issues in regular textbooks as to how they are expected to contribute to students' scientific literacy. We chose genetics and gene technology as fields prolific in STSE issues. We derived our criteria (including 26 sub-criteria) from a literature…

  9. Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects for English Language Learners

    Science.gov (United States)

    de Oliveira, Luciana C., Ed.

    2016-01-01

    This volume in the Common Core State Standards (CCSS) for English Language Learners series was designed to deepen teacher's knowledge and provides instructional approaches and practices for supporting grades 6-12 ELLs as they meet the ambitious expectations of the CCSS for Literacy in History/Social Studies, Science, and Technical Subjects. This…

  10. Young African American children constructing identities in an urban integrated science-literacy classroom

    Science.gov (United States)

    Kane, Justine M.

    This is a qualitative study of identities constructed and enacted by four 3rd-grade African American children (two girls and two boys) in an urban classroom that engaged in a year-long, integrated science-literacy project. Juxtaposing narrative and discursive identity lenses, coupled with race and gender perspectives, I examined the ways in which the four children saw and performed themselves as students and as science students in their classroom. Interview data were used for the narrative analysis and classroom Discourse and artifacts were used for the discursive analysis. A constructivist grounded theory framework was adopted for both analyses. The findings highlight the diversity and richness of perspectives and forms of engagement these young children shared and enacted, and help us see African American children as knowers, doers, and talkers of science individually and collectively. In their stories about themselves, all the children identified themselves as smart but they associated with smartness different characteristics and practices depending on their strengths and preferences. Drawing on the children's social, cultural, and ethnolinguistic resources, the dialogic and multimodal learning spaces facilitated by their teacher allowed the children to explore, negotiate, question, and learn science ideas. The children in this study brought their understandings and ways of being into the "lived-in" spaces co-created with classmates and teacher and influenced how these spaces were created. At the same time, each child's ways of being and understandings were shaped by the words, actions, behaviors, and feelings of peers and teacher. Moreover, as these four children engaged with science-literacy activities, they came to see themselves as competent, creative, active participants in science learning. Although their stories of "studenting" seemed dominated by following rules and being well-behaved, their stories of "sciencing" were filled with exploration, ingenuity

  11. Corrosion behaviour of Arc-PVD coatings and hybrid systems

    International Nuclear Information System (INIS)

    Reichel, K.

    1992-01-01

    To achieve a comprehensive protective effect against corrosion and wear stresses, coating systems are increasingly being developed, in which there is a separation of the tasks of the coating materials regarding the protective effect. On the one hand, pure PVD coating systems are used, on the other hand hybrid coatings are examined, where galvanic processes are combined with PVD technique. The results of experiments introduced in this article were determined on Arc-PVD coatings. By this process, titanium nitride and chromium nitride coatings are both deposited directly on the basic material and are also deposited as combination coatings of Ti/TiN and chemical nickel/TiN. (orig.) [de

  12. Using Deep-Sea Scientific Drilling to Enhance Ocean Science Literacy

    Science.gov (United States)

    Passow, Michael; Cooper, Sharon; Kurtz, Nicole; Burgio, Marion; Cicconi, Alessia

    2017-04-01

    Beginning with confirmation of sea floor spreading in Leg 3 of the Deep Sea Drilling Project in 1968, scientific ocean drilling has provided much of the evidence supporting modern understanding of the Earth System, global climate changes, and many other important concepts. But for more than three decades, results of discoveries were published primarily in scientific journals and cruise volumes. On occasion, science journalists would write articles for the general public, but organized educational outreach efforts were rare. Starting about a decade ago, educators were included in the scientific party aboard the JOIDES Resolution. These "teachers-at-sea" developed formats to translate the technical and scientific activities into language understandable to students, teachers, and the public. Several "Schools of Rock" have enabled groups of teachers and informal science educators to experience what happens aboard the JOIDES Resolution. Over the past few years, educational outreach efforts based on scientific drilling expanded to create a large body of resources that promote Ocean Science Literacy. Partnerships between scientists and educators have produced a searchable database of inquiry-centered classroom and informal science activities. These are available for free through the JOIDES Resolution website, joidesresolution.org. Activities are aligned with the Ocean Literacy Principles (http://oceanliteracy.wp2.coexploration.org/) and Science Education Standards. In addition to a suite of lessons based on the science behind scientific drilling, participants have developed a range of educational resources that include graphic novels ("Tales of the Resolution" (http://joidesresolution.org/node/263) ; children's books ("Uncovering Earth's Secrets" and "Where the Wild Microbes Grow" http://joidesresolution.org/node/2998); posters, videos, and other materials. Cooper and Kurtz are currently overseeing improvements and revisions to the JR education website pages. The

  13. Overview of PVD wear resistant coatings

    International Nuclear Information System (INIS)

    Teeter, F.J.

    1999-01-01

    The combined functionality of wear-resistant and low-friction multilayer coatings has widened application possibilities for a new generation of coated tools. For the first time tool wear mechanisms are comprehensively addressed both at the cutting edge and contact areas away from the edge where chip evacuation is facilitated. Since its recent market introduction a combined TiA1N and WC/C PVD coating has been proven to increase cutting performance in various metal cutting operations, notably drilling and tapping of steels and aluminum alloys. Significant improvements have been obtained under dry as well as with coolant conditions. The results of laboratory metal cutting tests and field trials to date will be described. Correlations between chip formation / wear mechanisms and coating properties are given to explain the effectiveness of this coating. (author)

  14. Integrating information literacy in health sciences curricula: a case study from Québec.

    Science.gov (United States)

    Clairoux, Natalie; Desbiens, Sylvie; Clar, Monique; Dupont, Patrice; St-Jean, Monique

    2013-09-01

    To portray an information literacy programme demonstrating a high level of integration in health sciences curricula and a teaching orientation aiming towards the development of lifelong learning skills. The setting is a French-speaking North American university. The offering includes standard workshops such as MEDLINE searching and specialised sessions such as pharmaceutical patents searching. A contribution to an international teaching collaboration in Haiti where workshops had to be thoroughly adapted to the clientele is also presented. Online guides addressing information literacy topics complement the programme. A small team of librarians and technicians taught 276 hours of library instruction (LI) during the 2011-2012 academic year. Methods used for evaluating information skills include scoring features of literature searches and user satisfaction surveys. Privileged contacts between librarians and faculty resulting from embedded LI as well as from active participation in library committees result in a growing reputation of library services across academic departments and bring forth collaboration opportunities. Sustainability and evolution of the LI programme is warranted by frequent communication with partners in the clinical field, active involvement in academic networks and health library associations, and reflective professional strategies. © 2013 The authors. Health Information and Libraries Journal © 2013 Health Libraries Group.

  15. Connecting Research in Science Literacy and Classroom Practice: A Review of Science Teaching Journals in Australia, the UK and the United States, 1998-2008

    Science.gov (United States)

    Hand, Brian; Yore, Larry D.; Jagger, Susan; Prain, Vaughan

    2010-01-01

    In the last 15 years (1994-2009), there has been considerable increased research interest in: (1) characterising the distinctive nature and constitutive elements of science literacy and (2) investigating classroom practices or necessary conditions that enable students to acquire this disciplinary capacity. This raises the question of the extent to…

  16. What Should We Grow in Our School Garden to Sell at the Farmers' Market? Initiating Statistical Literacy through Science and Mathematics Integration

    Science.gov (United States)

    Selmer, Sarah J.; Rye, James A.; Malone, Elizabeth; Fernandez, Danielle; Trebino, Kathryn

    2014-01-01

    Statistical literacy is essential to scientific literacy, and the quest for such is best initiated in the elementary grades. The "Next Generation Science Standards and the Common Core State Standards for Mathematics" set forth practices (e.g., asking questions, using tools strategically to analyze and interpret data) and content (e.g.,…

  17. Students' attitudes towards impact of the health department website on their health literacy in Semnan University of Medical Sciences.

    Science.gov (United States)

    Mahdizadeh, Jamileh; Valinejadi, Ali; Pooyesh, Behnoosh; Jafari, Fatemeh; Kahouei, Mehdi

    2018-01-01

    Health literacy has been of interest to policymakers because of its impact on health decision-making as one of the important issues for promoting community health and improving the quality of health care delivery. Therefore, it seems necessary to examine the status of the website of the health sector of the University of Medical Sciences in promoting health literacy from the viewpoint of the students. This cross-sectional study was performed on 529 medical and allied students in schools affiliated to Semnan University of Medical Sciences, Semnan, Iran between 2016 and 2017. In this study, a valid and reliable adult health literacy questionnaire designed by Montazeri et al. was used. The questionnaire was distributed among students in medical and allied health schools and they were asked to complete the questionnaire. Independent-samples t-test, one-way ANOVA, and Pearson product-moment correlation were used to analyze data by SPSS 19. Mean scores of the participants' attitudes towards reading of health information was 3.14 and towards decision and usage of health information was 2.53. Relationship between the study subjects' demographic characteristics and their attitudes was significant (pwebsite. Hence, the results of this study showed that the website of the health department needs to be redesigned, and this design would allow a better link between the University of Medical Sciences and its audience to promote health literacy.

  18. Students’ attitudes towards impact of the health department website on their health literacy in Semnan University of Medical Sciences

    Science.gov (United States)

    Mahdizadeh, Jamileh; Valinejadi, Ali; Pooyesh, Behnoosh; Jafari, Fatemeh

    2018-01-01

    Background and aim Health literacy has been of interest to policymakers because of its impact on health decision-making as one of the important issues for promoting community health and improving the quality of health care delivery. Therefore, it seems necessary to examine the status of the website of the health sector of the University of Medical Sciences in promoting health literacy from the viewpoint of the students. Methods This cross-sectional study was performed on 529 medical and allied students in schools affiliated to Semnan University of Medical Sciences, Semnan, Iran between 2016 and 2017. In this study, a valid and reliable adult health literacy questionnaire designed by Montazeri et al. was used. The questionnaire was distributed among students in medical and allied health schools and they were asked to complete the questionnaire. Independent-samples t-test, one-way ANOVA, and Pearson product-moment correlation were used to analyze data by SPSS 19. Results Mean scores of the participants’ attitudes towards reading of health information was 3.14 and towards decision and usage of health information was 2.53. Relationship between the study subjects’ demographic characteristics and their attitudes was significant (pwebsite. Hence, the results of this study showed that the website of the health department needs to be redesigned, and this design would allow a better link between the University of Medical Sciences and its audience to promote health literacy. PMID:29588815

  19. Teacher change in beliefs and practices in science and literacy instruction with English language learners

    Science.gov (United States)

    Lee, Okhee

    2004-01-01

    This study examined patterns of change in beliefs and practices as elementary teachers learned to establish instructional congruence, a process of mediating academic disciplines with linguistic and cultural experiences of diverse student groups. The study focused on six bilingual Hispanic teachers working with fourth-grade, mostly Hispanic students. The results indicated that teacher learning and change occurred in different ways in the areas of science instruction, students' language and culture, English language and literacy instruction, and integration of these areas in establishing instructional congruence. The results also indicated that establishing instructional congruence was a gradual and demanding process requiring teacher reflection and insight, formal training, and extensive support and sharing. Implications for further research in promoting achievement for all students are discussed.

  20. Master teachers' responses to twenty literacy and science/mathematics practices in deaf education.

    Science.gov (United States)

    Easterbrooks, Susan R; Stephenson, Brenda; Mertens, Donna

    2006-01-01

    Under a grant to improve outcomes for students who are deaf or hard of hearing awarded to the Association of College Educators--Deaf/Hard of Hearing, a team identified content that all teachers of students who are deaf and hard of hearing must understand and be able to teach. Also identified were 20 practices associated with content standards (10 each, literacy and science/mathematics). Thirty-seven master teachers identified by grant agents rated the practices on a Likert-type scale indicating the maximum benefit of each practice and maximum likelihood that they would use the practice, yielding a likelihood-impact analysis. The teachers showed strong agreement on the benefits and likelihood of use of the rated practices. Concerns about implementation of many of the practices related to time constraints and mixed-ability classrooms were themes of the reviews. Actions for teacher preparation programs were recommended.

  1. Merging Information Literacy and Evidence-Based Practice in an Undergraduate Health Sciences Curriculum Map

    Science.gov (United States)

    Franzen, Susan; Bannon, Colleen M.

    2016-01-01

    The ACRL's "Framework for Information Literacy for Higher Education" offers the opportunity to rethink information literacy teaching and curriculum. However, the ACRL's rescinded "Information Literacy Competency Standards for Higher Education" correlate with the preferred research and decision-making model of the health…

  2. Assessment of knowledge and skills in information literacy instruction for rehabilitation sciences students: a scoping review.

    Science.gov (United States)

    Boruff, Jill T; Harrison, Pamela

    2018-01-01

    This scoping review investigates how knowledge and skills are assessed in the information literacy (IL) instruction for students in physical therapy, occupational therapy, or speech-language pathology, regardless of whether the instruction was given by a librarian. The objectives were to discover what assessment measures were used, determine whether these assessment methods were tested for reliability and validity, and provide librarians with guidance on assessment methods to use in their instruction in evidence-based practice contexts. A scoping review methodology was used. A systematic search strategy was run in Ovid MEDLINE and adapted for CINAHL; EMBASE; Education Resources Information Center (ERIC) (EBSCO); Library and Information Science Abstracts (LISA); Library, Information Science & Technology Abstracts (LISTA); and Proquest Theses and Dissertations from 1990 to January 16, 2017. Forty articles were included for data extraction. Three major themes emerged: types of measures used, type and context of librarian involvement, and skills and outcomes described. Thirty-four measures of attitude and thirty-seven measures of performance were identified. Course products were the most commonly used type of performance measure. Librarians were involved in almost half the studies, most frequently as instructor, but also as author or assessor. Information literacy skills such as question formulation and database searching were described in studies that did not involve a librarian. Librarians involved in instructional assessment can use rubrics such as the Valid Assessment of Learning in Undergraduate Education (VALUE) when grading assignments to improve the measurement of knowledge and skills in course-integrated IL instruction. The Adapted Fresno Test could be modified to better suit the real-life application of IL knowledge and skills.

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

    Science.gov (United States)

    Arnold, Suzanne C.

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

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

    Science.gov (United States)

    Coleman, Elizabeth R.

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

  5. Relationship between information literacy and creativity: a study of students at the isfahan university of medical sciences.

    Science.gov (United States)

    Raeis, Ahmad Reza; Bahrami, Susan; Yousefi, Mitra

    2013-01-01

    In an era of huge volume of publications and information products, information literacy has become a very important survival tool. Information literacy is an instrument for individual empowerment that leads one to search for the truth and the desired information for decision making with independence. While creativity is the foundation of sciences and innovation, one of the main functions of universities is expanding the frontiers of knowledge and productions of scientific information. Therefore creativity is more vital and necessary for these kinds of institutions than other organizations. In this regard, this paper investigates the relationship between information literacy and creativity of students at the Isfahan University of Medical Sciences. This is a correlation-descriptive study. Statistical population was third year students of Isfahan University of Medical Sciences (1054 individuals) in 2011. Sample size was 250 individuals selected by stratified random Sampling. The instruments for data collection were two questionnaires, an investigator made questionnaire for information literacy and a creativity questionnaire. For questionnaires validity used content validity and for their reliability used Cronbach Alpha Coefficient (r1= 0.95, r2=0.85). SPSS 18 statistical software and descriptive and inferential statistics tests (Frequency distribution tab, Pearson Correlation, T test, Tukey test and ANOVA) were used to analyze data. The results indicate that mean of information literacy was higher than average and mean of creativity was lower than average. There is a significant multiple correlation between 5 dimensions of information literacy (Ability to determine extent and nature of information, effective and efficient access, critical assessment, ability of purposeful application, ability of understanding legal and economic issues) and creativity in level of (p≤ 0.05). Also mean difference of ability of purposeful application based on gender was significant in

  6. Science in Sync: Integrating Science with Literacy Provides Rewarding Learning Opportunities in Both Subjects

    Science.gov (United States)

    Wallace, Carolyn S.; Coffey, Debra

    2016-01-01

    The "Next Generation Science Standards'" ("NGSS") eight scientific and engineering practices invite teachers to develop key investigative skills while addressing important disciplinary science ideas (NGSS Lead States 2013). The "NGSS" can also provide direct links to "Common Core English Language Arts…

  7. Building Community Consensus for Earth Science Literacy Using an Online Workshop (Invited)

    Science.gov (United States)

    Wysession, M. E.; Tuddenham, P.; Taber, J.; Ladue, N.

    2009-12-01

    The Earth Science Literacy Principles, published in the spring of 2009, represented a community consensus about what all Americans should understand about Earth sciences. Central to its creation was a 2-week online workshop that involved participation by 350 Earth scientists and educators. The online workshop, hosted by The College of Exploration, was an excellent medium for incorporating the ideas and concerns of 350 people in near-real time. NSF tasked the Earth Science Literacy Initiative (ESLI) (www.earthscienceliteracy.org) with constructing a set of “Big Ideas” and “Supporting Concepts” that distilled the essential understandings of the GEO-EAR division of NSF. Because of the wide diversity of sub-fields involved (ranging from paleobiology to tectonics), finding a mechanism for incorporating many different views while retaining an organized structure was a challenge. The online workshop turned out to be ideal for this task. Though the 2-week asynchronous workshop was designed to replicate a 2-day in-person workshop, at the drawn-out pace of one hour of requested participation per day, in reality it was much more productive. Many aspects of an in-person workshop were replicated in the the online space. Plenary talks were presented in the main conference room via videos recorded just before or during the 2-week period. The workshop was structured with 150 invited participants and 200 observers. The participants had access to all of the rooms while the observers could see all rooms but could only chat in their own area, the Observation Café. Each breakout room had a moderator who attempted to guide discussion, including suggesting off-topic conversations be moved to the Earth Café. An organizing committee of about a dozen people teleconferenced daily, determining the goals or tasks for the participants for that day. This allowed for a high level of flexibility, with the workshop structure flowing in response to the results up to that point. The first

  8. Developing Student Science and Information Literacy through Contributions to the Society of Exploration Geophysicists (SEG) Wiki

    Science.gov (United States)

    Guertin, L. A.; Farley, I.; Geary, A.

    2016-12-01

    Introductory-level Earth science courses provide the opportunity for science and non-science majors to expand discipline-specific content knowledge while enhancing skill sets applicable to all disciplines. The outcomes of the student work can then benefit the education and outreach efforts of an international organization - in this case, a wiki devoted exclusively to the geosciences, managed by the Society of Exploration Geophysicists (SEG). The course Environment Earth at Penn State Brandywine is a general education science course with the overarching course goal for students to understand, communicate examples, and make informed decisions relating to big ideas and fundamental concepts of Earth science. To help accomplish this goal, students carry out a semester-long digital engaged scholarship project that benefits the users of the SEG Wiki (http://wiki.seg.org/). To begin with developing the literacy of students and their ability to read, interpret, and evaluate sources of scientific news, the first assignment requires students to write an annotated bibliography on a specific topic that serves as the foundation for a new SEG Wiki article. Once students have collected and summarized information from reliable sources, students learn how writing for a wiki is different than writing a term paper and begin drafting their wiki page. Students peer review each other's work for content and clarity before publishing their work on the SEG wiki. Students respond positively to this project, reporting a better understanding of and respect towards the authors of online wiki pages, as well as an overall satisfaction of knowing their work will benefit others. Links to student-generated pages and instructional materials can be found at: http://sites.psu.edu/segwiki/.

  9. On nuclear power problem in science education in Japan. Supplementary reader, authorization and scientific literacy for citizen

    International Nuclear Information System (INIS)

    Ryu, Jumpei

    2012-01-01

    Distribution of 'supplementary reader on nuclear power: Challenge! Nuclear power world' issued in 2010 and 'supplementary reader on radiation' issued in October 2011 was shelved in June 2012 by the administrative project review with revised policy of nuclear education for nuclear power promotion reflected. Great East Japan Earthquake and Fukushima Daiichi Nuclear Power Accident brought about great effects and change on fundamental conditions of citizen's life as well as national consciousness of future society in Japan. Reconsideration of scientific education should be needed taking account how to recognize 'scientific literacy' and 'scientific communication'. This article discussed nuclear power problem related with supplementary reader and nuclear power education so as to establish science education framework for 'scientific literacy' for citizen. Preparation of nuclear power education at junior high school according to guideline of new course of study was reviewed and then 'scientific literacy' based on British science higher level student textbook for public understanding of science in society was described for reference, which suggested some problem in science education in Japan although social background was different. (T. Tanaka)

  10. Antibacterial Functionalization of PVD Coatings on Ceramics

    Directory of Open Access Journals (Sweden)

    Javier Osés

    2018-05-01

    Full Text Available The application of surface treatments that incorporate silver or copper as antibacterial elements has become a common practice for a wide variety of medical devices and materials because of their effective activity against nosocomial infections. Ceramic tiles are choice materials for cladding the floors and walls of operation rooms and other hospital spaces. This study is focused on the deposition of biocide physical vapor deposition (PVD coatings on glazed ceramic tiles. The objective was to provide antibacterial activity to the surfaces without worsening their mechanical properties. Silver and copper-doped chromium nitride (CrN and titanium nitride (TiN coatings were deposited on samples of tiles. A complete characterization was carried out in order to determine the composition and structure of the coatings, as well as their topographical and mechanical properties. The distribution of Ag and Cu within the coating was analyzed using glow discharge optical emission spectrometry (GD-OES and field emission scanning electron microscope (FE-SEM. Roughness, microhardness, and scratch resistance were measured for all of the combinations of coatings and dopants, as well as their wettability. Finally, tests of antibacterial efficacy against Staphylococcus aureus and Escherichia coli were carried out, showing that all of the doped coatings had pronounced biocide activity.

  11. Debate on global warming as a socio-scientific issue: science teaching towards political literacy

    Science.gov (United States)

    dos Santos, Wildson Luiz Pereira

    2014-09-01

    The focus of this response to the original article by Tom G. H. Bryce and Stephen P. Day (Cult Stud Sci Educ. doi: 10.1007/s11422-012-9407-1, 2013) is the use of empirical data to illustrate and expand the understanding of key points of their argument. Initially, I seek to discuss possible answers to the three questions posed by the authors related to: (1) the concerns to be addressed and the scientific knowledge to be taken into account in the climate change debate, (2) the attention to be paid to perspectives taken by "alarmists" and "deniers," and (3) the approaches to be used to conduct controversial global warming debate. In this discussion, I seek to contribute to the debate proposed by the original paper, illustrating various points commented on by the authors and expanding to other possibilities, which highlight the importance of political issues in the debate. Therefore, I argue that socio-political issues must be taken into account when I aim for a scientific literacy that can enhance students' political education. Likewise, I extend the debate presented in the original article, emphasizing the attention that should be paid to these aspects and approaching science education from a critical perspective. Highlighting only the confirmation bias without considering political implications of the debate can induce a reductionist and empiricist view of science, detached from the political power that acts on scientific activity. In conclusion, I support the idea that for a critical science education, the discussion of political issues should be involved in any controversial debate, a view, which goes beyond the confirmation bias proposed by Bryce and Day for the global warming debate. These issues are indeed vital and science teachers should take them into account when preparing their lessons for the debate on climate change.

  12. Iron-regulated transcription of the pvdA gene in Pseudomonas aeruginosa: effect of Fur and PvdS on promoter activity.

    OpenAIRE

    Leoni, L; Ciervo, A; Orsi, N; Visca, P

    1996-01-01

    The pvdA gene, encoding the enzyme L-ornithine N5-oxygenase, catalyzes a key step of the pyoverdin biosynthetic pathway in Pseudomonas aeruginosa. Expression studies with a promoter probe vector made it possible to identify three tightly iron-regulated promoter regions in the 5.9-kb DNA fragment upstream of pvdA. The promoter governing pvdA expression was located within the 154-bp sequence upstream of the pvdA translation start site. RNA analysis showed that expression of PvdA is iron regulat...

  13. International note: what factors are associated with reading, mathematics, and science literacy of Indian adolescents? A multilevel examination.

    Science.gov (United States)

    Areepattamannil, Shaljan

    2014-06-01

    A sample of 15-year-olds in India took part in the Program for International Student Assessment (PISA) for the first time in 2010. The PISA reading, mathematics, and science literacy scores of Indian adolescents were considerably lower than their counterparts in most PISA participating countries. In order to explore potential reasons for this, the present study, therefore, drawing on data from the fourth cycle of PISA and employing multilevel modeling, examined the relations of student- and school-level factors to reading, mathematics, and science literacy among 4826 15-year-old students from 213 schools in India. Gender, metacognitive learning strategies, students' positive attitudes toward school, and students' positive perceptions of classroom climate were found to be significantly associated with Indian adolescents' performance on the PISA assessment. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  14. "I think I use them, but I'm not sure what each one is called": Integration of multiple literacies in secondary social studies and science classes

    Science.gov (United States)

    Lickteig, Amanda D.

    In the past, literacy was viewed solely as the basic, functional skills of reading and writing. However, with the New London Group's (1996) proposal of multiliteracies and the more recent push for a plurality of literacies (NCTE, 2011), teachers have been urged to expand their definitions of literacy. This qualitative study explores how secondary-level social studies and science teachers perceive literacies and identifies their instructional literacies practices. Data were collected through a pre- and post-questionnaire, three focus group sessions, classroom observations, field notes, and artifacts. This study solicited nearly one hundred secondary social studies and science teachers from three Midwestern school districts. Eight educators (four social studies and four science) participated in the study that took place in the spring of 2015. Furthermore, a generous grant from a local chapter of Phi Delta Kappa partially funded this research. After applying initial and holistic codes to the data, nine themes emerged: conventional, progressive, hesitant/emerging, collaborate, calibrate, perform, practice, interdisciplinary, and intradisciplinary. The nine themes were further classified by how they appeared in the data: dispositional themes, behavioral themes, and bridge themes. Throughout the data analysis, contemporary genre theory guided the study (Devitt, 2004). Descriptive codes, derived from contemporary genre theory, further revealed that the situational, social, historical, and individual aspects of genre influence teachers' pedagogical practices related to multiple literacies across disciplines. Therefore, the ways in which teachers perceived multiple literacies and implemented them into classroom instruction are multifaceted and vary depending on grade level, content area, and teaching location. However, teachers' dispositions regarding literacy move beyond a traditional mindset of functional reading and writing as they engage in professional learning

  15. Country, School and Students Factors Associated with Extreme Levels of Science Literacy Across 25 Countries

    Science.gov (United States)

    Alivernini, F.; Manganelli, S.

    2015-08-01

    A huge gap in science literacy is between students who do not show the competencies that are necessary to participate effectively in life situations related to science and technology and students who have the skills which would give them the potential to create new technology. The objective of this paper is to identify, for 25 countries, distinct subgroups of students with characteristics that appear to be associated with this proficiency gap. Data were based on the answers of 46,131 PISA 2006 students with scores classified below level 2 or above level 4, as well as the answers of their principals to school questionnaire and the OECD indicators of the financial and human resources invested in education at the national level for secondary school. The dependent variable of the analysis was a dichotomous variable the values of which represent the two different groups of students. The independent variables were the OECD indicators, and the items and indices derived from the student and school questionnaires. The analysis was based on classification trees and the findings were replicated and extended by the means of a multilevel logistic regression model. The results show that very specific levels of teachers' salaries, parental pressure on schools, school size, awareness of environmental issues, science self-efficacy and socio-economic status have a very important role in predicting whether 15 year olds in OECD countries will belong to the lower or the highest proficiency groups as regards their aptitude in the context of life situations involving problems of a scientific nature.

  16. Better learning through instructional science: a health literacy case study in "how to teach so learners can learn".

    Science.gov (United States)

    Freedman, Ariela M; Echt, Katharina V; Cooper, Hannah L F; Miner, Kathleen R; Parker, Ruth

    2012-09-01

    Health education and behavior change interventions typically pay little attention to the intervention's instructional foundation. Combining the fields of health literacy, cognitive psychology, and adult learning theory, this article provides an integrative scientific approach, called the BEAN (Better Education and iNnovation) model, to creating an instructional foundation based on how individuals acquire knowledge and skills. The article uses a case study example from an adult literacy center's health literacy class to explore how environmental factors and instructional strategies can be applied to health education and behavior change interventions. Data for this case study were derived through 20 hours of classroom observation and qualitative interviews with 21 adult education students and 3 instructors. Results provide practical examples of environmental factors and instructional strategies designed to facilitate learning, such as fostering autonomy, activating prior knowledge, and fostering perspective change. Results also describe the resulting health behavior changes of students attending the health literacy class, such as increased medication adherence and physical activity, improved nutritional habits, and increased question asking of health practitioners. This article serves as a first step to encouraging researchers and educators to consider the importance of drawing on cognitive psychology and theories of adult learning to create a scientifically based instructional foundation for health behavior change programs. Additionally, by drawing on the expertise of adult educators well versed in the science of instructional design, this article also demonstrates that the adult education classroom is an excellent setting for conducting health education and behavior change interventions.

  17. Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention

    Science.gov (United States)

    Shaw, Jerome M.; Lyon, Edward G.; Stoddart, Trish; Mosqueda, Eduardo; Menon, Preetha

    2014-08-01

    This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project's impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.

  18. Science Awareness and Science Literacy through the Basic Physics Course: Physics with a bit of Metaphysics?

    Science.gov (United States)

    Rusli, Aloysius

    2016-08-01

    Until the 1980s, it is well known and practiced in Indonesian Basic Physics courses, to present physics by its effective technicalities: The ideally elastic spring, the pulley and moving blocks, the thermodynamics of ideal engine models, theoretical electrostatics and electrodynamics with model capacitors and inductors, wave behavior and its various superpositions, and hopefully closed with a modern physics description. A different approach was then also experimented with, using the Hobson and Moore texts, stressing the alternative aim of fostering awareness, not just mastery, of science and the scientific method. This is hypothesized to be more in line with the changed attitude of the so-called Millenials cohort who are less attentive if not interested, and are more used to multi-tasking which suits their shorter span of attention. The upside is increased awareness of science and the scientific method. The downside is that they are getting less experience of the scientific method which intensely bases itself on critical observation, analytic thinking to set up conclusions or hypotheses, and checking consistency of the hypotheses with measured data. Another aspect is recognition that the human person encompasses both the reasoning capacity and the mental- spiritual-cultural capacity. This is considered essential, as the world grows even smaller due to increased communication capacity, causing strong interactions, nonlinear effects, and showing that value systems become more challenging and challenged due to physics / science and its cosmology, which is successfully based on the scientific method. So students should be made aware of the common basis of these two capacities: the assumptions, the reasoning capacity and the consistency assumption. This shows that the limits of science are their set of basic quantifiable assumptions, and the limits of the mental-spiritual-cultural aspects of life are their set of basic metaphysical (non-quantifiable) assumptions. The

  19. Science Awareness and Science Literacy through the Basic Physics Course: Physics with a bit of Metaphysics?

    International Nuclear Information System (INIS)

    Rusli, Aloysius

    2016-01-01

    Until the 1980s, it is well known and practiced in Indonesian Basic Physics courses, to present physics by its effective technicalities: The ideally elastic spring, the pulley and moving blocks, the thermodynamics of ideal engine models, theoretical electrostatics and electrodynamics with model capacitors and inductors, wave behavior and its various superpositions, and hopefully closed with a modern physics description. A different approach was then also experimented with, using the Hobson and Moore texts, stressing the alternative aim of fostering awareness, not just mastery, of science and the scientific method. This is hypothesized to be more in line with the changed attitude of the so-called Millenials cohort who are less attentive if not interested, and are more used to multi-tasking which suits their shorter span of attention. The upside is increased awareness of science and the scientific method. The downside is that they are getting less experience of the scientific method which intensely bases itself on critical observation, analytic thinking to set up conclusions or hypotheses, and checking consistency of the hypotheses with measured data. Another aspect is recognition that the human person encompasses both the reasoning capacity and the mental- spiritual-cultural capacity. This is considered essential, as the world grows even smaller due to increased communication capacity, causing strong interactions, nonlinear effects, and showing that value systems become more challenging and challenged due to physics / science and its cosmology, which is successfully based on the scientific method. So students should be made aware of the common basis of these two capacities: the assumptions, the reasoning capacity and the consistency assumption. This shows that the limits of science are their set of basic quantifiable assumptions, and the limits of the mental-spiritual-cultural aspects of life are their set of basic metaphysical (non-quantifiable) assumptions. The

  20. Improving Science and IT Literacy by Providing Urban-Based Environmental Science Research Opportunities

    Science.gov (United States)

    Cuff, K. E.; Corazza, L.; Liang, J.

    2007-12-01

    A U.C. Berkeley-based outreach program known as Environmental Science Information Technology Activities has been in operation over the past four years. The primary aim of the program is to provide opportunities for grades 9 and 10 students in diverse East San Francisco Bay Area communities to develop deeper understandings of the nature and conduct of science, which will increase their capacity to enroll and perform successfully in science, technology, engineering, and mathematics (STEM) courses in the future. Design of the program has been informed by recent research that indicates a close relationship between educational activities that promote the perception of STEM as being relevant and the ability to foster development of deeper conceptual understandings among teens. Accordingly, ESITA includes an important student-led environmental science research project component, which provides participants with opportunities to engage in research investigations that are directly linked to relevant, real-world environmental problems and issues facing their communities. Analysis of evidence gleaned from questionnaires, interviews with participants and specific assessment/evaluation instruments indicates that ESITA program activities, including after-school meetings, summer and school year research projects, and conference preparations and presentations has provided students with high-quality inquiry science experiences that increased their knowledge of STEM and IT concepts, as well as their understanding of the nature of the scientific enterprise. In addition, the program has achieved a high degree of success in that it has: enhanced participants' intellectual self-confidence with regard to STEM; developed deeper appreciation of how scientific research can contribute to the maintenance of healthy local environments; developed a greater interest in participating in STEM-related courses of study and after school programs; and improved attitudes toward STEM. Overall

  1. Supporting the Teaching of the Visual Literacies in the Earth and Life Sciences in Higher Education

    Science.gov (United States)

    Paxton, Moragh; Frith, Vera; Kelly-Laubscher, Roisin; Muna, Natashia; van der Merwe, Mathilde

    2017-01-01

    Internationally, there has been increasing emphasis on the teaching of the academic literacies, particularly reading and writing, in higher education institutions. However, recent research is highlighting the need for more explicit teaching of multimodal forms of communication, such as the visual literacies, in undergraduate courses in a wide…

  2. Improving Science Literacy and Earth Science Awareness Through an Intensive Summer Research Experience in Paleobiology

    Science.gov (United States)

    Heim, N. A.; Saltzman, J.; Payne, J.

    2014-12-01

    The chasm between classroom science and scientific research is bridged in the History of Life Internships at Stanford University. The primary foci of the internships are collection of new scientific data and original scientific research. While traditional high school science courses focus on learning content and laboratory skills, students are rarely engaged in real scientific research. Even in experiential learning environments, students investigate phenomena with known outcomes under idealized conditions. In the History of Life Internships, high school youth worked full time during the summers of 2013 and 2014 to collect body size data on fossil Echinoderms and Ostracods, measuring more than 20,000 species in total. These data are contributed to the larger research efforts in the Stanford Paleobiology Lab, but they also serve as a source of data for interns to conduct their own scientific research. Over the course of eight weeks, interns learn about previous research on body size evolution, collect data, develop their own hypotheses, test their hypotheses, and communicate their results to their peers and the larger scientific community: the 2014 interns have submitted eight abstracts to this meeting for the youth session entitled Bright STaRS where they will present their research findings. Based on a post-internship survey, students in the 2013 History of Life cohort had more positive attitudes towards science and had a better understanding of how to conduct scientific research compared to interns in the Earth Sciences General Internship Program, where interns typically do not complete their own research project from start to finish. In 2014, we implemented both pre- and post-internship surveys to determine if these positive attitudes were developed over the course of the internship. Conducting novel research inspires both the students and instructors. Scientific data collection often involves many hours of repetitive work, but answering big questions typically

  3. Health Information Needs and Reliability of Sources Among Nondegree Health Sciences Students: A Prerequisite for Designing eHealth Literacy.

    Science.gov (United States)

    Haruna, Hussein; Tshuma, Ndumiso; Hu, Xiao

    Understanding health information needs and health-seeking behavior is a prerequisite for developing an electronic health information literacy (EHIL) or eHealth literacy program for nondegree health sciences students. At present, interest in researching health information needs and reliable sources paradigms has gained momentum in many countries. However, most studies focus on health professionals and students in higher education institutions. The present study was aimed at providing new insight and filling the existing gap by examining health information needs and reliability of sources among nondegree health sciences students in Tanzania. A cross-sectional study was conducted in 15 conveniently selected health training institutions, where 403 health sciences students were participated. Thirty health sciences students were both purposely and conveniently chosen from each health-training institution. The selected students were pursuing nursing and midwifery, clinical medicine, dentistry, environmental health sciences, pharmacy, and medical laboratory sciences courses. Involved students were either in their first year, second year, or third year of study. Health sciences students' health information needs focus on their educational requirements, clinical practice, and personal information. They use print, human, and electronic health information. They lack eHealth research skills in navigating health information resources and have insufficient facilities for accessing eHealth information, a lack of specialists in health information, high costs for subscription electronic information, and unawareness of the availability of free Internet and other online health-related databases. This study found that nondegree health sciences students have limited skills in EHIL. Thus, designing and incorporating EHIL skills programs into the curriculum of nondegree health sciences students is vital. EHIL is a requirement common to all health settings, learning environments, and

  4. Information literacy: are final-year medical radiation science students on the pathway to success?

    Science.gov (United States)

    Thompson, Nadine; Lewis, Sarah; Brennan, Patrick; Robinson, John

    2010-01-01

    It is necessary for Medical Radiation Science (MRS) students to become information literate in order to interact with and thrive in the professional health care arena. All health care professionals require information literacy (IL) skills to be independent learners and critical thinkers. To achieve this, effective search and evaluation methods must be cultivated in students. Twenty-eight final year MRS students participated in a 30-minute digitally recorded interview regarding their knowledge of information sources, where they locate information, and how they evaluate these sources. Constant comparative analysis via grounded theory was used to thematise the data. A conceptual framework was developed demonstrating the link between the key concepts of convenience, confidence and competence. The impact of the internet on the IL skills of students has been profound, due mainly to convenience. Most students had little confidence in their IL skills, however there were still some students who were confident with their skills and were competent who still preferred to access information sources that were convenient because there was nothing preventing them from doing so. By identifying problem areas, educators can redesign curricula around the strengths and weaknesses of students' IL skills, thus promoting lifelong learning and using electronic based learning to its full potential.

  5. Applying an information literacy rubric to first-year health sciences student research posters.

    Science.gov (United States)

    Goodman, Xan; Watts, John; Arenas, Rogelio; Weigel, Rachelle; Terrell, Tony

    2018-01-01

    This article describes the collection and analysis of annotated bibliographies created by first-year health sciences students to support their final poster projects. The authors examined the students' abilities to select relevant and authoritative sources, summarize the content of those sources, and correctly cite those sources. We collected images of 1,253 posters, of which 120 were sampled for analysis, and scored the posters using a 4-point rubric to evaluate the students' information literacy skills. We found that 52% of students were proficient at selecting relevant sources that directly contributed to the themes, topics, or debates presented in their final poster projects, and 64% of students did well with selecting authoritative peer-reviewed scholarly sources related to their topics. However, 45% of students showed difficulty in correctly applying American Psychological Association (APA) citation style. Our findings demonstrate a need for instructors and librarians to provide strategies for reading and comprehending scholarly articles in addition to properly using APA citation style.

  6. Applying an information literacy rubric to first-year health sciences student research posters*

    Science.gov (United States)

    Goodman, Xan; Watts, John; Arenas, Rogelio; Weigel, Rachelle; Terrell, Tony

    2018-01-01

    Objective This article describes the collection and analysis of annotated bibliographies created by first-year health sciences students to support their final poster projects. The authors examined the students’ abilities to select relevant and authoritative sources, summarize the content of those sources, and correctly cite those sources. Methods We collected images of 1,253 posters, of which 120 were sampled for analysis, and scored the posters using a 4-point rubric to evaluate the students’ information literacy skills. Results We found that 52% of students were proficient at selecting relevant sources that directly contributed to the themes, topics, or debates presented in their final poster projects, and 64% of students did well with selecting authoritative peer-reviewed scholarly sources related to their topics. However, 45% of students showed difficulty in correctly applying American Psychological Association (APA) citation style. Conclusion Our findings demonstrate a need for instructors and librarians to provide strategies for reading and comprehending scholarly articles in addition to properly using APA citation style. PMID:29339940

  7. Visual Literacy and Science Education: Results of a Qualitative Research Project

    Directory of Open Access Journals (Sweden)

    Regula Fankhauser

    2008-10-01

    Full Text Available In the didactics of science the role of pictures—mainly photographs and diagrams—as learning media and their function in the acquisition of knowledge have been discussed. However, the specific problems understanding pictures have seldom been reflected systematically. The aim of the project described in this paper was to address this deficiency. In a first step I refer to theoretical concepts of understanding pictures that were generated within the context of qualitative social research. Next I generate a theoretical model of visual literacy. The focus is on the understanding of pictures used in science education. The model includes aesthetic, epistemological, technical, and pragmatic dimensions. This model was then empirically tested. Thirty-five students were interviewed regarding their reception of scientific pictures. The results reveal that students have difficulties in describing the aesthetic features of pictures. The interviews clarified the epistemological frame theory on which picture understanding is based: most of the students consider the picture as a realistic copy of the object represented. Only a few students showed a more constructivist frame theory. Furthermore, the results revealed no connection between the epistemological theory and the technical knowledge of the students. The discussion of the design and the method of interpretation reflects the results of the study; the students' patterns of picture understanding are surprisingly homogeneous. On the one hand this could be reduced to the method of content analysis; on the other hand it could be an effect of the single sided view of the design. I explored only the subjective reception of pictures. Further research must consider other perspectives and focus on the way teachers work with visual material in classroom teaching. URN: urn:nbn:de:0114-fqs090129

  8. Science literacy and meaningful learning: status of public high school students from Rio de Janeiro face to molecular biology concepts

    Directory of Open Access Journals (Sweden)

    Daniel Alves Escodino

    2013-12-01

    Full Text Available In this work we aimed to determine the level of Molecular Biology (MB science literacy of students from two Brazilian public schools which do not consider the rogerian theory for class planning and from another institution, Cap UERJ, which favours this theory. We applied semiclosed questionnaires specific to the different groups of science literacy levels. Besides, we have asked them to perform conceptual maps with MB concepts in order to observe if they have experienced meaningful learning. Finally, we prepared MB classes for students of the three schools, considering their conceptual maps and tried to evaluate, through a second map execution, if the use of alternative didactics material, which consider meaningful learning process, would have any effect over the appropriation of new concepts. We observed that most students are placed at Functional literacy level. Nonetheless, several students from CAp were also settled at the higher Conceptual and Procedural levels. We found that most students have not experienced meaningful learning and that the employment of didactic material and implementation of proposals which consider the cognitive structure of the students had a significant effect on the appropriation of several concepts.

  9. A rights-based approach to science literacy using local languages: Contextualising inquiry-based learning in Africa

    Science.gov (United States)

    Babaci-Wilhite, Zehlia

    2017-06-01

    This article addresses the importance of teaching and learning science in local languages. The author argues that acknowledging local knowledge and using local languages in science education while emphasising inquiry-based learning improve teaching and learning science. She frames her arguments with the theory of inquiry, which draws on perspectives of both dominant and non-dominant cultures with a focus on science literacy as a human right. She first examines key assumptions about knowledge which inform mainstream educational research and practice. She then argues for an emphasis on contextualised learning as a right in education. This means accounting for contextualised knowledge and resisting the current trend towards de-contextualisation of curricula. This trend is reflected in Zanzibar's recent curriculum reform, in which English replaced Kiswahili as the language of instruction (LOI) in the last two years of primary school. The author's own research during the initial stage of the change (2010-2015) revealed that the effect has in fact proven to be counterproductive, with educational quality deteriorating further rather than improving. Arguing that language is essential to inquiry-based learning, she introduces a new didactic model which integrates alternative assumptions about the value of local knowledge and local languages in the teaching and learning of science subjects. In practical terms, the model is designed to address key science concepts through multiple modalities - "do it, say it, read it, write it" - a "hands-on" experiential combination which, she posits, may form a new platform for innovation based on a unique mix of local and global knowledge, and facilitate genuine science literacy. She provides examples from cutting-edge educational research and practice that illustrate this new model of teaching and learning science. This model has the potential to improve learning while supporting local languages and culture, giving local languages their

  10. Awareness, adoption, and application of the Association of College & Research Libraries (ACRL) Framework for Information Literacy in health sciences libraries.

    Science.gov (United States)

    Schulte, Stephanie J; Knapp, Maureen

    2017-10-01

    In early 2016, the Association of College & Research Libraries (ACRL) officially adopted a conceptual Framework for Information Literacy (Framework) that was a significant shift away from the previous standards-based approach. This study sought to determine (1) if health sciences librarians are aware of the recent Framework for Information Literacy; (2) if they have used the Framework to change their instruction or communication with faculty, and if so, what changes have taken place; and (3) if certain librarian characteristics are associated with the likelihood of adopting the Framework. This study utilized a descriptive electronic survey. Half of all respondents were aware of and were using or had plans to use the Framework. Academic health sciences librarians and general academic librarians were more likely than hospital librarians to be aware of the Framework. Those using the Framework were mostly revising and creating content, revising their teaching approach, and learning more about the Framework. Framework users commented that it was influencing how they thought about and discussed information literacy with faculty and students. Most hospital librarians and half the academic health sciences librarians were not using and had no plans to use the Framework. Librarians with more than twenty years of experience were less likely to be aware of the Framework and more likely to have no plans to use it. Common reasons for not using the Framework were lack of awareness of a new version and lack of involvement in formal instruction. The results suggest that there is room to improve awareness and application of the Framework among health sciences librarians.

  11. Using Digital Globes to Explore the Deep Sea and Advance Public Literacy in Earth System Science

    Science.gov (United States)

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

    2014-12-01

    Digital globes are new technologies increasingly used in both informal and formal education to display global datasets. By creating a narrative using multiple datasets, linkages between Earth systems - lithosphere, hydrosphere, atmosphere, and biosphere - can be conveyed. But how effective are digital globes in advancing public literacy in Earth system science? We addressed this question in developing new content for digital globes that interweaves imagery obtained by deep-diving vehicles with global datasets, including a new dataset locating the world's known hydrothermal vents. Our two narratives, "Life Without Sunlight" (LWS) and "Smoke and Fire Underwater" (SFU), each focus on STEM (science, technology, engineering, and mathematics) principles related to geology, biology, and exploration. We are preparing a summative evaluation for our content delivered on NOAA's Science on a Sphere as interactive presentations and as movies. We tested knowledge gained with respect to the STEM principles and the level of excitement generated by the virtual deep-sea exploration. We conducted a Post-test Only Design with quantitative data based on self-reporting on a Likert scale. A total of 75 adults and 48 youths responded to our questionnaire, distributed into test groups that saw either one of the two narratives delivered either as a movie or as an interactive presentation. Here, we report preliminary results for the youths, the majority (81%) of which live in towns with lower income and lower levels of educational attainment as compared to other towns in Massachusetts. For both narratives, there was knowledge gained for all 6 STEM principles and "Quite a Bit" of excitement. The mode in responses for knowledge gained was "Quite a Bit" for both the movie and the interactive presentation for 4 of the STEM principles (LWS geology, LWS biology, SFU geology, and SFU exploration) and "Some" for SFU biology. Only for LWS exploration was there a difference in mode between the

  12. Structure And Properties Of PVD Coatings Deposited On Cermets

    Directory of Open Access Journals (Sweden)

    Żukowska L.

    2015-06-01

    Full Text Available The main aim of the research is the investigation of the structure and properties of single-layer and gradient coatings of the type (Ti,AlN and Ti(C,N deposited by physical vapour deposition technology (PVD on the cermets substrate.

  13. A chemically stable PVD multilayer encapsulation for lithium microbatteries

    International Nuclear Information System (INIS)

    Ribeiro, J F; Sousa, R; Cunha, D J; Vieira, E M F; Goncalves, L M; Silva, M M; Dupont, L

    2015-01-01

    A multilayer physical vapour deposition (PVD) thin-film encapsulation method for lithium microbatteries is presented. Lithium microbatteries with a lithium cobalt oxide (LiCoO 2 ) cathode, a lithium phosphorous oxynitride (LiPON) electrolyte and a metallic lithium anode are under development, using PVD deposition techniques. Metallic lithium film is still the most common anode on this battery technology; however, it presents a huge challenge in terms of material encapsulation (lithium reacts with almost any materials deposited on top and almost instantly begins oxidizing in contact with atmosphere). To prove the encapsulation concept and perform all the experiments, lithium films were deposited by thermal evaporation technique on top of a glass substrate, with previously patterned Al/Ti contacts. Three distinct materials, in a multilayer combination, were tested to prevent lithium from reacting with protection materials and atmosphere. These multilayer films were deposited by RF sputtering and were composed of lithium phosphorous oxide (LiPO), LiPON and silicon nitride (Si 3 N 4 ). To complete the long-term encapsulation after breaking the vacuum, an epoxy was applied on top of the PVD multilayer. In order to evaluate oxidation state of lithium films, the lithium resistance was measured in a four probe setup (cancelling wires/contact resistances) and resistivity calculated, considering physical dimensions. A lithium resistivity of 0.16 Ω μm was maintained for more than a week. This PVD multilayer exonerates the use of chemical vapour deposition (CVD), glove-box chambers and sample manipulation between them, significantly reducing the fabrication cost, since battery and its encapsulation are fabricated in the same PVD chamber. (paper)

  14. A chemically stable PVD multilayer encapsulation for lithium microbatteries

    Science.gov (United States)

    Ribeiro, J. F.; Sousa, R.; Cunha, D. J.; Vieira, E. M. F.; Silva, M. M.; Dupont, L.; Goncalves, L. M.

    2015-10-01

    A multilayer physical vapour deposition (PVD) thin-film encapsulation method for lithium microbatteries is presented. Lithium microbatteries with a lithium cobalt oxide (LiCoO2) cathode, a lithium phosphorous oxynitride (LiPON) electrolyte and a metallic lithium anode are under development, using PVD deposition techniques. Metallic lithium film is still the most common anode on this battery technology; however, it presents a huge challenge in terms of material encapsulation (lithium reacts with almost any materials deposited on top and almost instantly begins oxidizing in contact with atmosphere). To prove the encapsulation concept and perform all the experiments, lithium films were deposited by thermal evaporation technique on top of a glass substrate, with previously patterned Al/Ti contacts. Three distinct materials, in a multilayer combination, were tested to prevent lithium from reacting with protection materials and atmosphere. These multilayer films were deposited by RF sputtering and were composed of lithium phosphorous oxide (LiPO), LiPON and silicon nitride (Si3N4). To complete the long-term encapsulation after breaking the vacuum, an epoxy was applied on top of the PVD multilayer. In order to evaluate oxidation state of lithium films, the lithium resistance was measured in a four probe setup (cancelling wires/contact resistances) and resistivity calculated, considering physical dimensions. A lithium resistivity of 0.16 Ω μm was maintained for more than a week. This PVD multilayer exonerates the use of chemical vapour deposition (CVD), glove-box chambers and sample manipulation between them, significantly reducing the fabrication cost, since battery and its encapsulation are fabricated in the same PVD chamber.

  15. A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy

    Directory of Open Access Journals (Sweden)

    J.P. Schoeman

    2009-05-01

    Full Text Available In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy.

  16. A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy.

    Science.gov (United States)

    Schoeman, J P; van Schoor, M; van der Merwe, L L; Meintjes, R A

    2009-03-01

    In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small-group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem-based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy.

  17. Science literacy programs for K-12 teachers, public officials, news media and the public. Final report, 1994--1997

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-03-01

    On 12 July 94, The Institute for Science and Society received the above titled grant for $300,000 with an additional $323,000 awarded 14 August 95. The Institute completed the programs provided by the Department of Energy grant on 28 February 97. These programs for teachers, public officials, news media and the public will continue through 31 December 97 with funding from other sources. The Institute is a non-profit 501-c-3 corporation. It was organized {open_quotes}... to help increase science literacy in all segments of the population and contribute to a more rational atmosphere than now exists for the public consideration of societal issues involving science and technology, both regional and national.{close_quotes} Institute personnel include the Honorable Mike McCormack, Director; Joan Harris, Associate Director; Kim Freier, Ed.D, Program Manager; and Sharon Hunt, Executive Secretary.

  18. An Activity Promoting the Practice of Quantitative Literacy for Pre– and In–Service Teachers of Mathematics and Science

    OpenAIRE

    Timothy L. Sorey; Teri Willard; Duane Sholz

    2010-01-01

    The purpose of this article is to describe a hands-on, laboratory activity that provided pre-service teachers in mathematics and science methods courses, and also some in-service mathematics teachers, with the opportunity to exercise quantitative literacy (QL) skills. The focus of the activity is electrical resistance, more particularly the resistance (in ohms) that is painted on small resistors by the use of color-coded bands, one of which is a band for % error. The activity consists of four...

  19. Promoting Climate Literacy and Conceptual Understanding among In-service Secondary Science Teachers requires an Epistemological Perspective

    Science.gov (United States)

    Bhattacharya, D.; Forbes, C.; Roehrig, G.; Chandler, M. A.

    2017-12-01

    Promoting climate literacy among in-service science teachers necessitates an understanding of fundamental concepts about the Earth's climate System (USGCRP, 2009). Very few teachers report having any formal instruction in climate science (Plutzer et al., 2016), therefore, rather simple conceptions of climate systems and their variability exist, which has implications for students' science learning (Francies et al., 1993; Libarkin, 2005; Rebich, 2005). This study uses the inferences from a NASA Innovations in Climate Education (NICE) teacher professional development program (CYCLES) to establish the necessity for developing an epistemological perspective among teachers. In CYCLES, 19 middle and high school (male=8, female=11) teachers were assessed for their understanding of global climate change (GCC). A qualitative analysis of their concept maps and an alignment of their conceptions with the Essential Principles of Climate Literacy (NOAA, 2009) demonstrated that participants emphasized on EPCL 1, 3, 6, 7 focusing on the Earth system, atmospheric, social and ecological impacts of GCC. However, EPCL 4 (variability in climate) and 5 (data-based observations and modeling) were least represented and emphasized upon. Thus, participants' descriptions about global climatic patterns were often factual rather than incorporating causation (why the temperatures are increasing) and/or correlation (describing what other factors might influence global temperatures). Therefore, engaging with epistemic dimensions of climate science to understand the processes, tools, and norms through which climate scientists study the Earth's climate system (Huxter et al., 2013) is critical for developing an in-depth conceptual understanding of climate. CLiMES (Climate Modeling and Epistemology of Science), a NSF initiative proposes to use EzGCM (EzGlobal Climate Model) to engage students and teachers in designing and running simulations, performing data processing activities, and analyzing

  20. Virtual laboratory learning media development to improve science literacy skills of mechanical engineering students on basic physics concept of material measurement

    Science.gov (United States)

    Jannati, E. D.; Setiawan, A.; Siahaan, P.; Rochman, C.

    2018-05-01

    This study aims to determine the description of virtual laboratory learning media development to improve science literacy skills of Mechanical Engineering students on the concept of basic Physics. Quasi experimental method was employed in this research. The participants of this research were first semester students of mechanical engineering in Majalengka University. The research instrument was readability test of instructional media. The results of virtual laboratory learning media readability test show that the average score is 78.5%. It indicates that virtual laboratory learning media development are feasible to be used in improving science literacy skill of Mechanical Engineering students in Majalengka University, specifically on basic Physics concepts of material measurement.

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

    Science.gov (United States)

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

    2013-12-01

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

  2. Recubrimientos por PVD decorativos sobre cerámicas

    Directory of Open Access Journals (Sweden)

    García, J. A.

    2006-08-01

    Full Text Available During the last years PVD coatings has been used for decorative purposes on ceramics and other substrates. Standards layers like TiN, CrN, TiCN, etc, give us the possibly of obtaining a wide range of colours, with a good mechanical, chemical properties. This paper gathers the works carried out in the Center of Advance Surface engineering of AIN during the three last years in the field of the decorative coatings. Different layer have been deposited by means of a METAPLAS 232 PVD equipment. A complete chemical and mechanical characterisation have been carried out on the different deposited layers like ultramicroindentation, scratch tests, wear resistance and GDOES.

    En los últimos años se ha venido estudiado la aplicabilidad de las técnicas de depósitos mediante métodos físicos en fase vapor (PVD, para la realización de recubrimientos sobre cerámicas y otros substratos con fines decorativos. Los recubrimientos estándar por PVD como el TiN, CrN, TiCN, etc, ofrecen la posibilidad de conseguir acabados de apariencia metálica, de una amplia gama de colores, y con buenas propiedades mecánicas y químicas, como resistencia a la abrasión, estabilidad térmica, o resistencia a la corrosión. En este trabajo se recogen las experiencias realizadas en el recubrimiento y caracterización de cerámicas decorativas, durante los tres últimos años, en el Centro de Ingeniería de Superficies de la Asociación de la Industria Navarra. Los distintos tipos de recubrimientos se han realizado mediante un equipo de PVD modelo METAPLAS 232, con seis evaporadores de arco eléctrico y sistema de limpieza iónica patentado AEGD. Los recubrimientos han sido caracterizados, tanto química como mecánicamente, empleando las más modernas técnicas tribológicas (ultramicrodureza, scrascth tests, resistencia al desgaste... y espectroscópicas óptica por descarga luminiscente (GDOES. Los resultados obtenidos muestran que las técnicas de PVD son una

  3. Structure and corrosion properties of PVD Cr-N coatings

    International Nuclear Information System (INIS)

    Liu, C.; Bi, Q.; Ziegele, H.; Leyland, A.; Matthews, A.

    2002-01-01

    PVD Cr-N coatings produced by physical vapor deposition (PVD) are increasingly used for mechanical and tribological applications in various industrial sectors. These coatings are particularly attractive for their excellent corrosion resistance, which further enhances the lifetime and service quality of coated components. PVD Cr-N coated steels in an aqueous solution are usually corroded by galvanic attack via through-coating 'permeable' defects (e.g., pores). Therefore, the corrosion performance of Cr-N coated steel is determined by a number of variables of the coating properties and corrosive environment. These variables include: (i) surface continuity and uniformity; (ii) through-coating porosity; (iii) film density and chemical stability; (iv) growth stresses; (v) interfacial and intermediate layers; (vi) coating thickness; (vii) coating composition; and (viii) substrate properties. In this article, PVD Cr-N coatings were prepared, by electron-beam PVD and sputter deposition, with different compositions, thicknesses, and surface roughnesses, by changing the N 2 flow rate, applying multilayering techniques and changing the substrate finish prior to coating. The microstructure of such coatings is investigated by various analytical techniques such as glancing angle x-ray diffraction and scanning electron microscopy, which are also correlated with the corrosion performance of the coated steel. Both dc polarization and ac impedance spectroscopy were employed to investigate the corrosion resistance of Cr-N coated steel in a 0.5N NaCl solution. It has been found that the N 2 flow rate during reactive deposition strongly determines the microstructure of Cr-N coatings (due to the changing nitrogen content in the film) and can thus affect the corrosion resistance of coated systems. The surface finish of the steel substrate also affects the uniformity and coverage of PVD coatings; grooves and inclusions on the original substrate can raise the susceptibility of coated

  4. Development of environmentally compatible tribosystems with PVD-technology

    International Nuclear Information System (INIS)

    Lugscheider, E.; Hornig, T.; Kienitz, S.; Klocke, F.; Krieg, T.

    2001-01-01

    PVD coatings offer a wide variety of applications. The focal point of this work is the development of an advanced type of PVD-hardcoating which allows machining with environmentally compatible lubricants. Representative examples for the investigations are the tribological systems 'turning of quenched and tempered steel 42CrMo4 V' and 'austenitic stainless steel X5CrNi18-10'. Ti-Hf-Cr-N and TiAlN/Al 2 O 3 were deposited by AIP- and H.I.S. TM - process respectively. These coating systems showed best results concerning oxidation wear and abrasive wear in former investigations. This was necessary because main cutting-edge life criterias are oxidation wear and abrasive wear at the minor cutting edge. Consequently, a high oxidation stability and a high hardness at high temperatures are required. (author)

  5. PVD Ti coatings on Sm-Co magnets

    International Nuclear Information System (INIS)

    Bovda, O.M.; Bovda, V.O.; Garkusha, I.E.; Leonov, S.O.; Onishchenko, L.V.; Tereshin, V.I.; Totrika, O.S.; Chen, C.H.

    2008-01-01

    The combination of conventional ion-plasma deposition (PVD) and pulsed plasma technologies (PPT) has been applied for rare-earth Sm-Co based magnets, to provide them with enhanced corrosion resistance. The influence of pulsed plasma treatment on Sm-Co magnets with deposited titanium PVD coatings has been investigated. It was revealed that thickness of modified layer significantly depends on the thickness of initial titanium film and plasma treatment regimes. As a result of plasma treatment with energy density of 30 J/cm 2 and pulse duration of ∼ 5 μs fine-grained layer with the thickness of 70 microns has been formed on the Sm-Co magnet with pure titanium film of 50 micron. According to SEM analyses considerable diffusion of titanium to the bulk of the magnet, on the depth of 20 microns, took place. Such reaction enhances strong bonding between the coating and the magnet

  6. Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study.

    Science.gov (United States)

    Nuhfer, Edward B; Cogan, Christopher B; Kloock, Carl; Wood, Gregory G; Goodman, Anya; Delgado, Natalie Zayas; Wheeler, Christopher W

    2016-03-01

    After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science's way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions' higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders.

  7. Thermal conductivity issues of EB-PVD thermal barrier coatings

    Energy Technology Data Exchange (ETDEWEB)

    Schulz, U.; Raetzer-Scheibe, H.J.; Saruhan, B. [DLR - German Aerospace Center, Institute of Materials Research, 51170 Cologne (Germany); Renteria, A.F. [BTU, Physical Metallurgy and Materials Technology, Cottbus (Germany)

    2007-09-15

    The thermal conductivity of electron-beam physical vapor deposited (EB-PVD) thermal barrier coatings (TBCs) was investigated by the Laser Flash technique. Sample type and methodology of data analyses as well as atmosphere during the measurement have some influence on the data. A large variation of the thermal conductivity was found by changes in TBC microstructure. Exposure at high temperature caused sintering of the porous microstructure that finally increased thermal conductivity up to 30 %. EB-PVD TBCs show a distinct thickness dependence of the thermal conductivity due to the anisotropic microstructure in thickness direction. Thin TBCs had a 20 % lower thermal conductivity than thick coatings. New compositions of the ceramic top layer offer the largest potential to lower thermal conductivity. Values down to 0.8W/(mK) have been already demonstrated with virgin coatings of pyrochlore compositions. (Abstract Copyright [2007], Wiley Periodicals, Inc.) [German] Die Waermeleitfaehigkeit von elektronenstrahl-aufgedampften (EB-PVD) Waermedaemmschichten (TBCs) wurde mittels Laser-Flash untersucht. Probentyp, Messmethodik und die Atmosphaere waehrend der Messung haben einen Einfluss auf die Ergebnisse. Aenderungen in der Mikrostruktur der TBC fuehrten zu grossen Unterschieden der Waermeleitfaehigkeit. Eine Hochtemperaturbelastung verursachte Sintervorgaenge in der poroesen Mikrostruktur, was die Waermeleitfaehigkeit um bis zu 30 % ansteigen liess. EB-PVD TBCs zeigen eine deutliche Dickenabhaengigkeit der Waermeleitfaehigkeit durch die Anisotropie der Mikrostruktur in dieser Richtung. Duenne TBCs haben eine um 20 % geringere Waermeleitfaehigkeit als dicke Schichten. Neue Zusammensetzungen der keramischen Deckschicht bieten die groessten Moeglichkeiten fuer eine Reduktion der Waermeleitfaehigkeit. Werte bis zu 0,8 W/(mK) wurden damit bereits erreicht. (Abstract Copyright [2007], Wiley Periodicals, Inc.)

  8. Why not just Google it? An assessment of information literacy skills in a biomedical science curriculum

    Directory of Open Access Journals (Sweden)

    Stewart Tanis

    2011-04-01

    Full Text Available Abstract Background Few issues in higher education are as fundamental as the ability to search for, evaluate, and synthesize information. The need to develop information literacy, the process of finding, retrieving, organizing, and evaluating the ever-expanding collection of online information, has precipitated the need for training in skill-based competencies in higher education, as well as medical and dental education. Methods The current study evaluated the information literacy skills of first-year dental students, consisting of two, consecutive dental student cohorts (n = 160. An assignment designed to evaluate information literacy skills was conducted. In addition, a survey of student online search engine or database preferences was conducted to identify any significant associations. Subsequently, an intervention was developed, based upon the results of the assessment and survey, to address any deficiencies in information literacy. Results Nearly half of students (n = 70/160 or 43% missed one or more question components that required finding an evidence-based citation. Analysis of the survey revealed a significantly higher percentage of students who provided incorrect responses (n = 53/70 or 75.7% reported using Google as their preferred online search method (p Conclusions This study confirmed that information literacy among this student population was lacking and that integration of modules within the curriculum can help students to filter and establish the quality of online information, a critical component in the training of new health care professionals. Furthermore, incorporation of these modules early in the curriculum may be of significant value to other dental, medical, health care, and professional schools with similar goals of incorporating the evidence base into teaching and learning activities.

  9. Evaluating the impact of geologic heritage on Earth science literacy: Adapting best practices from pedagogy and interpretation (Invited)

    Science.gov (United States)

    Semken, S. C.

    2013-12-01

    How might we authentically and practically evaluate the effects of a geologic heritage place or program on public Earth science literacy? This pedagogical form of evaluation is distinct from the evaluation of a place for its geological importance, heritage value, economic or cultural impact, and so on. Best evaluation practices from the realms of formal education, informal education, and interpretation start with a coherent set of evaluable learning outcomes, ideally recapitulated in one or more 'big ideas' that capture the essential attributes of the place or program. Learning outcomes may be classified as cognitive, affective, or psychomotor. Cognitive learning outcomes in a geoheritage context are the Earth-science concepts a visitor or student would be expected to uncover through on-site or virtual exploration of the stratigraphy, structure, landforms, and processes in a place. The Earth Science Literacy Principles (ESLP), and similar literacy documents relating to atmosphere, oceans, and climate; offer a template for mapping localized concepts onto more global ones. Quantitative instruments to evaluate understanding of the ESLP are in development, and the ESLP also map directly onto measures used in formal educational assessment, notably the Next Generation Science Standards in the USA. Nongeological place meanings (a component of sense of place) may suggest other cognitive outcomes. Affective learning outcomes for visitors and students in geoheritage sites are less readily defined, but may include place attachment (also a component of sense of place), attitudes, and interest. Multiple quantitative and qualitative methods of evaluating these outcomes exist. Psychomotor learning outcomes are even muddier, but accessibility (defined by statutes) offers a potential starting point. In practice, evaluation may be conducted synchronously or asynchronously with visitors' or students' interaction with the geoheritage place or program. Evaluation programs are typically

  10. Applying innovative approach “Nature of Science (NoS) within inquiry” for developing scientific literacy in the student worksheet

    Science.gov (United States)

    Widowati, A.; Anjarsari, P.; Zuhdan, K. P.; Dita, A.

    2018-03-01

    The challenges of the 21st century require innovative solutions. Education must able to make an understanding of science learning that leads to the formation of scientific literacy learners. This research was conducted to produce the prototype as science worksheet based on Nature of Science (NoS) within inquiry approach and to know the effectiveness its product for developing scientific literacy. This research was the development and research design, by pointing to Four D models and Borg & Gall Model. There were 4 main phases (define, design, develop, disseminate) and additional phases (preliminary field testing, main product revision, main field testing, and operational product revision). Research subjects were students of the junior high school in Yogyakarta. The instruments used included questionnaire sheet product validation and scientific literacy test. For the validation data were analyzed descriptively. The test result was analyzed by an N-gain score. The results showed that the appropriateness of worksheet applying NoS within inquiry-based learning approach is eligible based on the assessment from excellent by experts and teachers, students’ scientific literacy can improve high category of the N-gain score at 0.71 by using student worksheet with Nature of Science (NoS) within inquiry approach.

  11. Intertextuality in Read-Alouds of Integrated Science-Literacy Units in Urban Primary Classrooms: Opportunities for the Development of Thought and Language

    Science.gov (United States)

    Varelas, Maria; Pappas, Christine C.

    2006-01-01

    The nature and evolution of intertextuality was studied in 2 urban primary-grade classrooms, focusing on read-alouds of an integrated science-literacy unit. The study provides evidence that both debunks deficit theories for urban children by highlighting funds of knowledge that these children bring to the classroom and the sense they make of them…

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

    Science.gov (United States)

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

    2017-01-01

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

  13. Common Core State Standards for ELA/Literacy and Next Generation Science Standards: Convergences and Discrepancies Using Argument as an Example

    Science.gov (United States)

    Lee, Okhee

    2017-01-01

    As the Common Core State Standards (CCSS) for English language arts (ELA)/literacy and the Next Generation Science Standards (NGSS) highlight connections across subject areas, convergences and discrepancies come into view. As a prominent example, this article focuses on how the CCSS and the NGSS treat "argument," especially in Grades…

  14. Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study†

    Science.gov (United States)

    Nuhfer, Edward B.; Cogan, Christopher B.; Kloock, Carl; Wood, Gregory G.; Goodman, Anya; Delgado, Natalie Zayas; Wheeler, Christopher W.

    2016-01-01

    After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science’s way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions’ higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders. PMID:27047612

  15. Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study

    Directory of Open Access Journals (Sweden)

    Edward B. Nuhfer

    2015-12-01

    Full Text Available After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs, we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI. In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science’s way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions’ higher mean SAT and ACT scores. Socioeconomic factors of a first-generation student, b English as a native language, and c interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders.

  16. Construction of the Cognitive Dimension of the Scientific Literacy in the Students through the Costa Rican Biological Sciences Olympics

    Directory of Open Access Journals (Sweden)

    Shirley Camacho-Vargas

    2012-08-01

    Full Text Available This research recognizes the cognitive contributions to the students participating in the Third Costa Rican Biological Sciences Olympics that will define the advancement and strengthening in the construction of its conceptual dimension in the scientific literacy.  This paper is based, mainly, on qualitative approach techniques (ethnographic design:  case study; however, some data are interpreted through quantitative methodologies (descriptive design with an explanatory and exploratory touch for the analysis of a sample of 54 high school students, finalists in the category A of the Olympics, through the use of tools such as a documentary study and a survey, in July 2009.  The information generated was analyzed using elements of inferential and descriptive statistics, figures and histograms.  It was proved that there is a better cognitive management in the topics assessed, an increase in the students’ academic performance as the tests are applied, a commitment for the academic update supported by the development of several tasks for previous preparation, curriculum contributions unprecedented based on our sample, a consent to optimize student’s knowledge about Biology, which will allow the application of scientific notions to diversify and renew the knowledge, according to what is established in the principles of scientific literacy.

  17. Are the Competencies of Science Teachers and the Scientific Literacy of Society Essential for Success of Physics Students?

    Science.gov (United States)

    Turlo, Jozefina

    2010-02-01

    It is well known that students' interest in physics and technical subjects decreased dramatically in the USA and Europe during the recent years. Why did this happen?? Does the problem lie in wider socio-cultural changes, and the ways in which young people in developed countries now live and wish to shape their lives? Or is it due to failings within science education itself? To answer these questions the Nuffield Foundation (UK) took a decision to examine the actual state of art in science education in Europe and as the result a special Committee in January 2008 published a Report to the Nuffield Foundation on: ``Science Education in Europe: Critical Reflections.'' The main messages of this report are: There are shortcomings in curriculum, pedagogy, assessment and especially in science teacher competencies, but the deeper problem is one of the fundamental purpose. School science education, has never provided a satisfactory education for the majority. Now the evidence is that it is failing in its original purpose, to provide a route into science for future scientists. In such a context, to do nothing is not an option! Thus, there will be some recommendations and conclusions elaborated by the experienced European team of science educators (19) under supervision of Prof. Osborne and Dr. Dillon described, discussed and commented. But as far as the enhancement of ``scientific literacy'' of students and society is concerned, I believe that teachers, in the first place, are the real ``driving force'' of educational change in schools and in the society. Though education of teachers in Europe is very diversified, some patterns can be observed, some trends and examples of good practice identified, and on these I am going to reflect. )

  18. Piloting a Geoscience Literacy Exam for Assessing Students' Understanding of Earth, Climate, Atmospheric and Ocean Science Concepts

    Science.gov (United States)

    Steer, D. N.; Iverson, E. A.; Manduca, C. A.

    2013-12-01

    This research seeks to develop valid and reliable questions that faculty can use to assess geoscience literacy across the curriculum. We are particularly interested on effects of curricula developed to teach Earth, Climate, Atmospheric, and Ocean Science concepts in the context of societal issues across the disciplines. This effort is part of the InTeGrate project designed to create a population of college graduates who are poised to use geoscience knowledge in developing solutions to current and future environmental and resource challenges. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The Geoscience Literacy Exam (GLE) under development presently includes 90 questions. Each big idea from each literacy document can be probed using one or more of three independent questions: 1) a single answer, multiple choice question aimed at basic understanding or application of key concepts, 2) a multiple correct answer, multiple choice question targeting the analyzing to analysis levels and 3) a short essay question that tests analysis or evaluation cognitive levels. We anticipate multiple-choice scores and the detail and sophistication of essay responses will increase as students engage with the curriculum. As part of the field testing of InTeGrate curricula, faculty collected student responses from classes that involved over 700 students. These responses included eight pre- and post-test multiple-choice questions that covered various concepts across the four literacies. Discrimination indices calculated from the data suggest that the eight tested questions provide a valid measure of literacy within the scope of the concepts covered. Student normalized gains across an academic term with limited InTeGrate exposure (typically two or fewer weeks of InTeGrate curriculum out of 14 weeks) were found to average 16% gain. A small set of control data (250 students in classes from one institution where no InTeGrate curricula were used) was

  19. Enhancing graphical literacy skills in the high school science classroom via authentic, intensive data collection and graphical representation exposure

    Science.gov (United States)

    Palmeri, Anthony

    This research project was developed to provide extensive practice and exposure to data collection and data representation in a high school science classroom. The student population engaged in this study included 40 high school sophomores enrolled in two microbiology classes. Laboratory investigations and activities were deliberately designed to include quantitative data collection that necessitated organization and graphical representation. These activities were embedded into the curriculum and conducted in conjunction with the normal and expected course content, rather than as a separate entity. It was expected that routine practice with graph construction and interpretation would result in improved competency when graphing data and proficiency in analyzing graphs. To objectively test the effectiveness in achieving this goal, a pre-test and post-test that included graph construction, interpretation, interpolation, extrapolation, and analysis was administered. Based on the results of a paired T-Test, graphical literacy was significantly enhanced by extensive practice and exposure to data representation.

  20. Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

    Directory of Open Access Journals (Sweden)

    Rafael Lara-Alecio

    2018-02-01

    Full Text Available The overarching purpose of our study was to compare performances of treatment and control condition students who completed a literacy-infused, inquiry-based science intervention through sixth grade as measured by a big idea assessment tool which we refer to as the Big Ideas in Science Assessment (BISA. First, we determine the concurrent validity of the BISA; second, we investigate the differences in the post-test of the BISA between treatment and control English Learners (ELs, controlling for their performance in the pre-test; third, we analyze the differences in the post-test of the BISA between treatment and control non-ELs, controlling for their performance in the pre-test; and fourth, we examine the relationship between students’ English language proficiency as measured by standardized assessment, and their performance in the BISA among ELs and non-ELs, respectively. Our findings indicate: (a literacy-infused science lessons with big ideas, implemented through the tested intervention, improved students’ language acquisition and science concept understanding for ELs and economically challenged students (ECs; (b there was a positive relationship between language and content for both ELs and non-ELs, with a similar magnitude, suggesting that students with a higher level of English proficiency score higher in science assessment; and (c the lesson plans prepared were successful for promoting a literacy-infused science curriculum via a 5E Model (Engage, Explore, Explain, Elaborate, and Evaluate that includes three to five of the Es used daily. A pedagogical approach for a literacy-infused science model with big ideas is proposed.

  1. Assessing the Development of Educational Research Literacy: The Effect of Courses on Research Methods in Studies of Educational Science

    Science.gov (United States)

    Groß Ophoff, Jana; Schladitz, Sandra; Leuders, Juliane; Leuders, Timo; Wirtz, Markus A.

    2015-01-01

    The ability to purposefully access, reflect, and use evidence from educational research (Educational Research Literacy) is expected of future professionals in educational practice. Based on the presented conceptual framework, a test instrument was developed to assess the different competency aspects: Information Literacy, Statistical Literacy, and…

  2. Understanding the Heterogeneous Nature of Science: A Comprehensive Notion of PCK for Scientific Literacy

    Science.gov (United States)

    Van Dijk, Esther M.

    2014-01-01

    This paper is concerned with the conceptualization of pedagogical content knowledge (PCK) for teaching about the nature of science. In contrast to the view that science teachers need to develop a specific "PCK for nature of science," an alternative, more comprehensive notion of PCK for science teaching is suggested. The point of…

  3. Evaluation results of the GlobalWatershed GK-12 Fellowship Program - a model for increased science literacy and partnership

    Science.gov (United States)

    Mayer, A. S.; Vye, E.

    2016-12-01

    The Michigan Tech GlobalWatershed GK-12 Fellowship program bridges the gap between K-12 learning institutions and the scientific community with a focus on watershed research. Michigan Tech graduate students (fellows) work in tandem with teachers on the development of relevant hands-on, inquiry based lesson plans and activities based on their doctoral research projects in watershed science. By connecting students and teachers to state of the art academic research in watershed science, teachers are afforded a meaningful way in which to embed scientific research as a component of K-12 curricula, while mentoring fellows on the most pertinent and essential topics for lesson plan development. Fellows fulfill their vital responsibility of communicating their academic research to a broader public while fostering improved teaching and communication skills. A goal of the project is to increase science literacy among students so they may understand, communicate and participate in decisions made at local, regional, and global levels. The project largely works with schools located in Michigan's western Upper Peninsula but also partners with K-12 systems in Sonora, Mexico. While focusing on local and regional issues, the international element of the project helps expand student, teacher, and fellow worldviews and global awareness of watershed issues and creates meaningful partnerships. Lesson plans are available online and teacher workshops are held regularly to disseminate the wealth of information and resources available to the broader public. Evaluation results indicate that fellows' skill and confidence in their ability to communicate science increased as a results of their participation of the program, as well as their desire to communicate science in their future careers. Teachers' confidence in their capacity to present watershed science to their students increased, along with their understanding of how scientific research contributes to understanding of water

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

    Science.gov (United States)

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

    2008-12-01

    Thirteen Federal agencies in the United States invest in research, communication, and education activities related to climate and global change. The U.S. Climate Change Science Program (CCSP) works to integrate the research activities of these different agencies, with oversight from the Office of Science and Technology Policy, the Council on Environmental Quality, the National Economic Council and the Office of Management and Budget. The CCSP is the result of a Presidential initative in 2001 to build on the Global Change Research Program, which exists as a result of the Global Change Research Act of 1990. This initiative was to shift the focus of the Program from 'discovery and characterization' to 'differentiation and strategy investigation.' With this shift, CCSP's focus is now on evaluating optimal strategies for addressing climate change risks, improving coordination among the Federal agencies, communicating research results to all stakeholders (including national policy leaders and local resource managers), and improving public debate and decision-making related to global change. Implicit to these activities is the need to educate the general public about the science of climate change and its consequences, as well as coordinate Federal investments related to climate change education. This is no small task, given the variety of missions and approaches of the participating agencies. Recognizing that its Communications Interagency Working Group (CIWG) does not have the expertise or focus to adequately address issues related to science education, the CCSP recently established an ad-hoc Education Interagency Working Group (EIWG), comprising representatives from all 13 agencies, that will work closely with the CIWG to enhance education goals. Its mission is to advance literacy in climate and related sciences and increase informed decision making for the Nation. The EIWG envisions that its primary activities in the near-term will be focused on establishing: (1) a

  5. Awareness, adoption, and application of the Association of College & Research Libraries (ACRL Framework for Information Literacy in health sciences libraries

    Directory of Open Access Journals (Sweden)

    Stephanie J. Schulte

    2017-10-01

    Results: Half of all respondents were aware of and were using or had plans to use the Framework. Academic health sciences librarians and general academic librarians were more likely than hospital librarians to be aware of the Framework. Those using the Framework were mostly revising and creating content, revising their teaching approach, and learning more about the Framework. Framework users commented that it was influencing how they thought about and discussed information literacy with faculty and students. Most hospital librarians and half the academic health sciences librarians were not using and had no plans to use the Framework. Librarians with more than twenty years of experience were less likely to be aware of the Framework and more likely to have no plans to use it. Common reasons for not using the Framework were lack of awareness of a new version and lack of involvement in formal instruction. Conclusion: The results suggest that there is room to improve awareness and application of the Framework among health sciences librarians.  This article has been approved for the Medical Library Association’s Independent Reading Program.

  6. Twenty-Year Survey of Scientific Literacy and Attitudes Toward Science: Students’ Acceptance of Astrology and Pseudoscience

    Science.gov (United States)

    Sugarman, Hannah R.; Impey, C.; Buxner, S.; Antonellis, J.

    2010-01-01

    Our survey used to collect data during a twenty-year long investigation into the science literacy of undergraduates (see Impey et al., this meeting), contains several questions addressing how students conceptualize astrology, and other pseudoscientific ideas. This poster presents findings from the quantitative analysis of some of these question responses from almost 10,000 undergraduate students enrolled in introductory astronomy courses from 1989 to 2009. The results from our data reveal that a large majority of students (78%) and half of science majors (52%) consider astrology either "very” or "sort of” scientific. Students performed comparatively better on all other pseudoscientific questions, demonstrating that belief in astrology is pervasive and deeply entrenched. We compare our results to those obtained by the NSF Science Indicators series, and suggest possible reasons for the high susceptibility to belief in astrology. These findings call into question whether our education system is adequately preparing students to be scientifically literate adults. You can help! Stop by our poster and fill out a new survey that will give us important parallel information to help us continue to analyze our valuable data set. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

  7. PVD following plasmin but not hyaluronidase: implications for combination pharmacologic vitreolysis therapy.

    Science.gov (United States)

    Wang, Zhi-Liang; Zhang, Xi; Xu, Xun; Sun, Xiao-Dong; Wang, Fang

    2005-01-01

    To study whether intravitreal injection of plasmin + hyaluronidase safely induces posterior vitreous detachment (PVD). Rabbits were randomized into three groups: (A) 20 rabbits, intravitreal injection of plasmin 1 U + hyaluronidase 20 U in balanced salt solution (BSS) 0.1 mL into one eye; (B) 12 rabbits, plasmin alone; (C) 12 rabbits, hyaluronidase alone. The fellow eye of each rabbit was injected BSS 0.1 mL. In Group A, scanning electron microscopy (SEM) was done in four rabbits at 0.5 hour and in four rabbits at 1 hour. After 7 days, all the remaining 36 rabbits received electroretinography, SEM was examined in eight of each group, and immunohistochemistry was done in four of each group. SEM disclosed the eyes of Group A had complete PVD (8/8), Group B partial PVD (7/8), and Group C (8/8) and all the control eyes (24/24) no PVD after 7 days. Partial PVD was found in 4/4 at 0.5 hour and complete PVD was seen in 3/4 at 1 hour in Group A. Immunohistochemistry showed that the amounts of laminin and fibronectin in the vitreoretinal interface were decreased in Group A and B versus the control eyes (P 0.05). Electroretinography showed no changes in any group (P >0.05). Vitreous injection of plasmin + hyaluronidase induced complete PVD with no obvious toxicity. Plasmin induced partial PVD, but hyaluronidase had no effects.

  8. The implementation of integrated science teaching materials based socio-scientific issues to improve students scientific literacy for environmental pollution theme

    Science.gov (United States)

    Yenni, Rita; Hernani, Widodo, Ari

    2017-05-01

    The study aims to determine the increasing of students' science literacy skills on content aspects and competency of science by using Integrated Science teaching materials based Socio-scientific Issues (SSI) for environmental pollution theme. The method used in the study is quasi-experiment with nonequivalent pretest and posttest control group design. The students of experimental class used teaching materials based SSI, whereas the students of control class were still using the usual textbooks. The result of this study showed a significant difference between the value of N-gain of experimental class and control class, whichalso occurred in every indicator of content aspects and competency of science. This result indicates that using of Integrated Science teaching materials based SSI can improve content aspect and competency of science and can be used as teaching materials alternative in teaching of Integrated Science.

  9. Wear of Shaped Surfaces of PVD Coated Dies for Clinching

    Directory of Open Access Journals (Sweden)

    Miroslav Džupon

    2017-11-01

    Full Text Available A clinching method that uses a simple toolset consisting of a punch and a die, is utilized for joining lightweight materials. This paper is aimed at investigating the wear of the die cavity of a clinching tool. A clinching tool with a specially shaped cavity was used for joining thin hot-dip galvanized steel sheets. Various types of physical vapour deposition (PVD coatings such as ZrN, CrN and TiCN were deposited on the shaped surface of the die using Lateral Rotating Arc-Cathodes technology. Hot-dip galvanized steel sheets were used for testing the clinching tool. The material properties of PVD coatings that were deposited on the shaped part of the clinching die were evaluated. Finite Element Analysis was used to localize the area of the shaped part of the die and the part of surface area of the cylindrical die cavity of ϕ 5.0 mm, in which high contact pressure values were predicted. The prediction of the start of the wear cycle was verified experimentally by the clinching of 300 samples of hot-dip galvanized steel sheets. Unlike the CrN and ZrN coatings, the TiCN coating remained intact on the entire surface of the die.

  10. Raman microscopic studies of PVD deposited hard ceramic coatings

    International Nuclear Information System (INIS)

    Constable, C.P.

    2000-01-01

    PVD hard ceramic coatings grown via the combined cathodic arc/unbalance magnetron deposition process were studied using Raman microscopy. Characteristic spectra from binary, multicomponent, multilayered and superlattice coatings were acquired to gain knowledge of the solid-state physics associated with Raman scattering from polycrystalline PVD coatings and to compile a comprehensive spectral database. Defect-induced first order scattering mechanisms were observed which gave rise to two pronounced groups of bands related to the acoustical (150- 300cm -1 ) and optical (400-7 50cm -1 ) parts of the phonon spectrum. Evidence was gathered to support the theory that the optic modes were mainly due to the vibrations of the lighter elements and the acoustic modes due to the vibrations of the heavier elements within the lattice. A study into the deformation and disordering on the Raman spectral bands of PVD coatings was performed. TiAIN and TiZrN coatings were intentionally damaged via scratching methods. These scratches were then analysed by Raman mapping, both across and along, and a detailed spectral interpretation performed. Band broadening occurred which was related to 'phonon relaxation mechanisms' as a direct result of the breaking up of coating grains resulting in a larger proportion of grain boundaries per-unit-volume. A direct correlation of the amount of damage with band width was observed. Band shifts were also found to occur which were due to the stresses caused by the scratching process. These shifts were found to be the largest at the edges of scratches. The Raman mapping of 'droplets', a defect inherent to PVD deposition processes, found that higher compressive stresses and large amounts of disorder occurred for coating growth onto droplets. Strategies designed to evaluate the ability of Raman microscopy to monitor the extent of real wear on cutting tools were evaluated. The removal of a coating layer and subsequent detection of a base layer proved

  11. An Informed Approach to Improving Quantitative Literacy and Mitigating Math Anxiety in Undergraduates Through Introductory Science Courses

    Science.gov (United States)

    Follette, K.; McCarthy, D.

    2012-08-01

    Current trends in the teaching of high school and college science avoid numerical engagement because nearly all students lack basic arithmetic skills and experience anxiety when encountering numbers. Nevertheless, such skills are essential to science and vital to becoming savvy consumers, citizens capable of recognizing pseudoscience, and discerning interpreters of statistics in ever-present polls, studies, and surveys in which our society is awash. Can a general-education collegiate course motivate students to value numeracy and to improve their quantitative skills in what may well be their final opportunity in formal education? We present a tool to assess whether skills in numeracy/quantitative literacy can be fostered and improved in college students through the vehicle of non-major introductory courses in astronomy. Initial classroom applications define the magnitude of this problem and indicate that significant improvements are possible. Based on these initial results we offer this tool online and hope to collaborate with other educators, both formal and informal, to develop effective mechanisms for encouraging all students to value and improve their skills in basic numeracy.

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

    Science.gov (United States)

    Madden, Lauren; Peel, Anne; Watson, Heather

    2014-01-01

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

  13. Early Childhood Educators' Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom

    Science.gov (United States)

    Gerde, Hope K.; Pierce, Steven J.; Lee, Kyungsook; Van Egeren, Laurie A.

    2018-01-01

    Research Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers' beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and…

  14. Adhesion and interface problems of EB-PVD thermal barrier coatings; Grenzschichtproblematik und Haftung von EB-PVD-Waermedaemmschichtsystemen

    Energy Technology Data Exchange (ETDEWEB)

    Fritscher, K.; Leyens, C. [Deutsche Forschungsanstalt fuer Luft- und Raumfahrt e.V. (DLR), Koeln (Germany). Inst. fuer Werkstoff-Forschung

    1996-12-31

    Loss of adhesion in thermal insulation layers produced by EB-PVD may be caused by surface morphologies or oxide phases resulting from previous process stages, e.g. shot peening, or inappropriate annealing conditions. These undesirable oxide phases are mostly spinels and silicates which pose mechanical problems. Annealing and densification must be modified in order to promote the formation of {alpha}-Al{sub 2}O{sub 3} layers. It may also be possible to avoid certain categories of flaws by changing one material partner (e.g. by using {beta}-NiAl-free adhesive layers). [Deutsch] Die Ursachen der Einbussen der Haftung in WDS-Systemen aus EB-PVD-Fertigung liegen oft in der Ausbildung von Oberflaechenmorphologien oder von Oxidphasen begruendet, die aus den der WDS-Beschichtung vorangehenden Verfahrensschritten wie z.B. des Glasperlstrahlens und von unangemessenen Gluehbedingungen herruehren koennen. Bei diesen unerwuenschten Oxidphasen handelt es sich u.a. um Spinelle und Silikate, die in mechanischer Hinsicht problematisch sind. Glueh- und Verdichtungsroutinen sind entsprechend zu modifizieren, um die Bildung von {alpha}-Al{sub 2}O{sub 3}-Schichten zu foerdern. Moeglicherweise sind gewisse Fehlerkategorien bereits dadurch zu umgehen, dass ein Materialpartner geaendert wird (Beispiel: {beta}-NiAl-freie Haftschichten anwenden). (orig.)

  15. Developing a Community of Teachers through Integrated Science and Literacy Service-Learning Experiences

    Science.gov (United States)

    Cox-Petersen, Anne M.; Spencer, Brenda H.; Crawford, Teresa J.

    2005-01-01

    In this article, the authors present a case study of preservice teachers engaged in service-learning in an after-school program while concurrently enrolled in science and language arts methods courses. Two interdisciplinary education faculty worked collaboratively to connect language arts and science methods content with service-learning…

  16. Science Seeker: A New Model for Teaching Information Literacy to Entry-Level Biology Undergraduates

    Science.gov (United States)

    Petzold, Jacquelyn; Winterman, Brian; Montooth, Kristi

    2010-01-01

    In order to integrate library instruction seamlessly into an introductory biology course, two librarians collaborated with a biology faculty member to create a three-part series of instruction sessions known as the Science Seeker. The Science Seeker taught students about the structure of scientific information by tracing the path that discoveries…

  17. Science Camps in Europe--Collaboration with Companies and School, Implications and Results on Scientific Literacy

    Science.gov (United States)

    Lindner, M.; Kubat, C.

    2014-01-01

    The paper informs on the characteristics of a Comenius Network of seven organizations, who are collaborating in exchanging best practice on science camps. This exchange includes evaluation results on more science camps of European organizations, which will deliver information on organization, collaboration with companies, pedagogical aspects, as…

  18. Science Engagement and Literacy: A Retrospective Analysis for Students in Canada and Australia

    Science.gov (United States)

    Woods-McConney, Amanda; Oliver, Mary Colette; McConney, Andrew; Schibeci, Renato; Maor, Dorit

    2014-01-01

    Given international concerns about students' pursuit (or more correctly, non-pursuit) of courses and careers in science, technology, engineering and mathematics, this study is about achieving a better understanding of factors related to high school students' engagement in science. The study builds on previous secondary analyses of Programme for…

  19. Developing Science Literacy through the Heat Game: An Online Role-Playing Game

    Science.gov (United States)

    Rees, Carol Ann Butler

    2015-01-01

    The decline of young peoples' interest in science & technology education in western counties is causing concern worldwide. To help change this situation teachers need to take a leadership role in designing innovative approaches for engaging students with science curriculum in schools. Here I report on an action research study to examine…

  20. Scientific literacy and the ontology of science education: A case study of learning in the outdoors

    Science.gov (United States)

    Gleason, Tristan

    This dissertation seeks to articulate a framework for critiquing and reconstructing science education by fleshing out the relationships between science education, its ontological commitments to nature, and educational practices that promote justice and democracy. Drawing on theoretical and methodological resources from American Pragmatism and science studies, I offer a case study that evokes the practices of a residential outdoor science program in the Pacific Northwest. I suggest that these practices provide an opportunity to imagine how science education emerges differently when it abandons its commitments to a singular and authoritative Nature, and explore how this program provides empirical resources for building a theory of science education that is multinatural. Grasping the plurality of nature diminishes the tension between experiences and the world, recognizing the importance of the sciences to democratic action without positioning them as a singular source of authority. Multinaturalism then becomes an orienting concept for imagining and reconstructing more democratic and just practices of science education, practices that move away from the transmission of a cannon of white, Eurocentric knowledge, and towards the navigation of problems in dynamic worlds.

  1. Policy efforts used to develop awareness aimed at increased students' scientific literacy and career choices in mathematics, science and engineering

    Science.gov (United States)

    Whitfield, Frank Albert

    The lack of an adequate supply of human resources in science and engineering has been well documented. Efforts from a number of agencies, such as the National Science Foundation, have been implemented to alleviate this national problem. However, it is unclear what concerted efforts state agencies are taking to increase the number of African American students' scientific literacy, and career choices in science and engineering. The purpose of this study was to select a talent pool of African American students who are academically able to pursue a career in a math-based major. The selection of this talent pool lead to the recommendation of an encouragement process model to be used by the Tennessee Board of Regents (TBR) system to encourage the selectees of this talent pool to enter math-based programs at TBR universities. An integrated literature review was conducted. This review includes perspectives on national, state, and local educational policy decisions which affect educational purposes, institutional governance and secondary-postsecondary linkages. Existing TBR system data were analyzed and tabulated. This tabulated data along with the recommended model will be offered to the TBR system for possible adoption. The results of these data support the methodological notion that there are an appreciable number of potential TBR system African American students academically able to enter math related majors who, however, may be reluctant to choose a career direction in a math-based career field. Implications of this study and suggestions for further research are discussed. On an applied level, the study might suggest to other states ways in which to deal with similar problems.

  2. General Education Earth, Astronomy and Space Science College Courses Serve as a Vehicle for Improving Science Literacy in the United States.

    Science.gov (United States)

    Prather, E.

    2011-10-01

    Every year approximately 500,000 undergraduate college students take a general education Earth, Astronomy and Space Science (EASS) course in the Unites States. For the majority of these students this will be their last physical science course in life. This population of students is incredibly important to the science literacy of the United States citizenry and to the success of the STEM career pipeline. These students represent future scientists, technologists, business leaders, politicians, journalists, historians, artists, and most importantly, policy makers, parents, voters, and teachers. A significant portion of these students are taught at minority serving institutions and community colleges and often are from underserved and underrepresented groups, such as women and minorities. Members of the Center for Astronomy Education (CAE) at the University of Arizona have been developing and conducting research on the effectiveness of instructional strategies and materials that are explicitly designed to challenge students' naïve ideas and intellectually engage their thinking at a deep level in the traditional lecture classroom. The results of this work show that dramatic improvement in student understanding can be made from increased use of interactive learning strategies. These improvements are shown to be independent of institution type or class size, but appear to be strongly influenced by the quality of the instructor's implementation. In addition, we find that the positive effects of interactive learning strategies apply equally to men and women, across ethnicities, for students with all levels of prior mathematical preparation and physical science course experience, independent of GPA, and regardless of primary language. These results powerfully illustrate that all students can benefit from the effective implementation of interactive learning strategies.

  3. Science-Technology-Society literacy in college non-majors biology: Comparing problem/case studies based learning and traditional expository methods of instruction

    Science.gov (United States)

    Peters, John S.

    This study used a multiple response model (MRM) on selected items from the Views on Science-Technology-Society (VOSTS) survey to examine science-technology-society (STS) literacy among college non-science majors' taught using Problem/Case Studies Based Learning (PBL/CSBL) and traditional expository methods of instruction. An initial pilot investigation of 15 VOSTS items produced a valid and reliable scoring model which can be used to quantitatively assess student literacy on a variety of STS topics deemed important for informed civic engagement in science related social and environmental issues. The new scoring model allows for the use of parametric inferential statistics to test hypotheses about factors influencing STS literacy. The follow-up cross-institutional study comparing teaching methods employed Hierarchical Linear Modeling (HLM) to model the efficiency and equitability of instructional methods on STS literacy. A cluster analysis was also used to compare pre and post course patterns of student views on the set of positions expressed within VOSTS items. HLM analysis revealed significantly higher instructional efficiency in the PBL/CSBL study group for 4 of the 35 STS attitude indices (characterization of media vs. school science; tentativeness of scientific models; cultural influences on scientific research), and more equitable effects of traditional instruction on one attitude index (interdependence of science and technology). Cluster analysis revealed generally stable patterns of pre to post course views across study groups, but also revealed possible teaching method effects on the relationship between the views expressed within VOSTS items with respect to (1) interdependency of science and technology; (2) anti-technology; (3) socioscientific decision-making; (4) scientific/technological solutions to environmental problems; (5) usefulness of school vs. media characterizations of science; (6) social constructivist vs. objectivist views of theories; (7

  4. The enhancement of environmental literacy of High School students within the Sparkling Science project "Traisen w3"

    Science.gov (United States)

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

    2015-04-01

    Environmental literacy is the knowledge necessary to understand the environment as an ecological system. It comprises the insight in the impact of human behaviour on the natural world and the disposition and motivation to apply ones knowledge, skills and insight in order to make environmentally beneficial decisions as rational citizen. The United Nations Environmental Programme states that young people will face major challenges in providing sufficient water and food, generating energy and adapting to climate change in future. Dealing with these challenges will require a major contribution from science and technology. But even more important, it is an issue of education to transfer the required system understanding as a basis to take informed decisions. In this way an education towards environmental literacy contributes significantly to the personal, social, and professional lives of young people, plays therefore a central role in young person`s "preparedness for life", and is a major prerequisite for sustainable development. For the purpose of developing new and engaging forms of learning, "Sparkling Science" projects are funded by the Federal Ministry of Science, Research and Economy in Austria. These projects target at integrating science with school learning by involving young people into scientific research. Within the Sparkling Science Projects "FlussAu:WOW" and" "Traisen.w3" scientists work together with 15-18-year-old students of an Austrian High School over four years. The projects aim to assess and evaluate crucial functions and processes of riverine landscapes particularly considering the floodplain area in near natural and anthropogenically changed landscapes. Within the first project "FlussAu:WOW" (2012-2014), students and scientists elaborated on indicators for assessing and evaluating the ecological functionality of floodplains and rivers. In a case study in the "Traisen.w3" project (2014-2016), scientists and students will focus at the catchment

  5. Critical information literacy as core skill for lifelong STEM learning in the 21st century: reflections on the desirability and feasibility for widespread science media education

    Science.gov (United States)

    Storksdieck, Martin

    2016-03-01

    Grace Reid and the late Stephen Norris argue in this issue the urgent need for widespread Science Media Education (SME) as an integral part of formal and informal science education. SME is to achieve two goals: First, allow learners to critically evaluate any media as a source for scientific information by understanding the socio-economic and socio-cultural context of how and why news and entertainment media are created, and secondly, utilize media as a legitimate and productive source for science education and science learning. While laudable, I will argue that SME as an integral part of STEM education is unrealistic, and offer instead that the broader concept of Information Literacy might be more easily achieved within the current strong movement to conceptualize STEM education via science and engineering practices and within the broad goals of strengthening learners' 21st century skills.

  6. Stimulating Public Interest in Lunar Exploration and Enhancing Science Literacy Through Library Programs

    Science.gov (United States)

    Shipp, S.; Nelson, B.; Stockman, S.; Weir, H.; Carter, B.; Bleacher, L.

    2008-07-01

    Libraries are vibrant learning places, seeking partners in science programming. LPI's Explore! program offers a model for public engagement in lunar exploration in libraries, as shown by materials created collaboratively with the LRO E/PO team.

  7. Analysis of influence of different pressure and different depth of pvd on soft foundation treatment

    Science.gov (United States)

    Li, Bin; Wang, XueKui

    2018-02-01

    According to the depth of plastic vertical drainage (pvd), the arrangement mode and the loading mode to analyze the influence of Vacuum preloading near the existing road. An arrangement mode of vacuum preloading to reduce the impact was put forward. The combination of different depth of pvd and loading modes are used to analyze the effect of vacuum preloading treatment and its influence range. The calculations show that the deformation and the influence distance are smaller by using the 40kPa vacuum loading and 41kPa surcharge load preloading. Reducing the depth of the pvd and vacuum combined surcharge preloading can weaken the influence to the existing highway.

  8. Students’ Information Literacy: A Perspective from Mathematical Literacy

    OpenAIRE

    Ariyadi Wijaya

    2016-01-01

    Information literacy is mostly seen from the perspective of library science or information and communication technology. Taking another point of view, this study was aimed to explore students’ information literacy from the perspective of mathematical literacy. For this purpose, a test addressing Programme for International Student Assessment (PISA) mathematics tasks were administered to 381 eighth and ninth graders from nine junior high schools in the Province of Yogyakarta. PISA mathematics ...

  9. Science Writing Heuristics Embedded in Green Chemistry: A Tool to Nurture Environmental Literacy among Pre-University Students

    Science.gov (United States)

    Shamuganathana, Sheila; Karpudewan, Mageswary

    2017-01-01

    Existing studies report on the importance of instilling environmental literacy among students from an early stage of schooling to enable them to adopt more pro-environmental behaviors in the near future. This quasi-experimental study was designed to compare the level of environmental literacy among two groups of students: the experimental group (N…

  10. Social Media in the Science Classroom: Using Instagram With Young Women to Incorporate Visual Literacy and Youth Culture

    Science.gov (United States)

    Serpagli, Lauren Paola

    The purpose of this study is to explore the impact that a digital, picture sharing platform, specifically Instagram, can have on the learning experience in the biology classroom. Students are surrounded by a societal culture inundated with technology, including smart phones and social media, and science educators need to find ways to harness the popularity of these tools in the classroom. The theoretical frameworks guiding this study are Culturally Relevant Pedagogy (CRP), Digital Visual Literacy, and a Critical Feminism. To understand the many ways of social media, specifically Instagram, could influence science content understanding in the classroom, the research methodology used was a connective ethnography. This approach allowed for analysis for the creation of the dual-setting of the classroom and the digital platform and the emerging culture that resulted. As Instagram was used as the virtual component of the classroom, this gave rise to a new identity for the classroom, one in which a digital culture was established. Instagram served as an extension of the classroom space that was not limited by time, location, or teacher availability. The participants in this study were female high school biology students in New York City. An Instagram profile was created for the course and used in different ways: To post homework reminders, lab pictures, biology memes, current events, and discoveries, thereby exposing students to science in "nontraditional" ways. Students discussed their reactions and feelings of the uses and effectiveness of Instagram in the class and made suggestions for future applications through questionnaires, focus groups, and individual interviews. Findings reveal Instagram to ease access for review and reminders, integrate teenage culture into learning, and serve as an effective supplement tool to traditional classroom instruction. One chief goal of this research project was to help educators increase their understanding of the role that social

  11. Cross-Curricular Literacy: Writing for Learning in a Science Program

    Science.gov (United States)

    Peterson, Shelley Stagg; Rochwerger, Leonora

    2006-01-01

    Teacher educator and researcher Peterson works with eighth-grade science teacher, Rochwerger, who believes that writing is a learning tool that will enable her students to become scientifically literate. Here, we see this belief played out through an action research project that found students using a genre of their choice to write about what they…

  12. Education Catching up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology

    Science.gov (United States)

    Kramer, IJsbrand M.; Dahmani, Hassen-Reda; Delouche, Pamina; Bidabe, Marissa; Schneeberger, Patricia

    2012-01-01

    The large number of experimentally determined molecular structures has led to the development of a new semiotic system in the life sciences, with increasing use of accurate molecular representations. To determine how this change impacts students' learning, we incorporated image tests into our introductory cell biology course. Groups of students…

  13. Art as an Avenue to Science Literacy: Teaching Nanotechnology through Stained Glass

    Science.gov (United States)

    Duncan, Kimberly A.; Johnson, Chris; McElhinny, Kyle; Ng, Steve; Cadwell, Katie D.; Zenner Petersen, Greta M.; Johnson, Angela; Horoszewski, Dana; Gentry, Ken; Lisensky, George; Crone, Wendy C.

    2010-01-01

    Nanoscale science and engineering (NSE) and nanotechnology are emerging fields that have captured the attention of scientists and engineers, as well as mainstream media. However, the general public is relatively unaware of NSE, and schools (both K-12 and undergraduate institutions) rarely include nanotechnology as part of their curriculum. To help…

  14. Debunking the Librarian "Gene": Designing Online Information Literacy Instruction for Incoming Library Science Students

    Science.gov (United States)

    Lamb, Annette

    2017-01-01

    Information workers are not born information fluent. Like other students, incoming library science students enter graduate programs with a broad range of information and technology skills. The aim of this study was to determine if systematically designed online tutorials would be effective in preparing university students with information literacy…

  15. Climate Change Science: The Literacy of Geography Teachers in the Western Cape Province, South Africa

    Science.gov (United States)

    Anyanwu, Raymond; Le Grange, Lesley; Beets, Peter

    2015-01-01

    One of the universal responses to tackling global climate change is teaching climate change concepts at all levels of formal education. This response requires, among other things, teachers who are fully literate about climate change science, so that they can explain the concepts underlying the causes, impacts and solutions of climate change as…

  16. Simultaneous Co-deposition of Zn-Mg Alloy Layers on Steel Strip by PVD Process

    Energy Technology Data Exchange (ETDEWEB)

    Kim, Tae Yeob [POSCO Technical Research Laboratories, Gwangyang (Korea, Republic of); Goodenough, Mark [Strategic Marketing, Tata Steel, Warwickshire (United Kingdom)

    2011-12-15

    This is the first release of an interim report on the development of coating technology of Zn-Mg alloy layers on steel strip by EML-PVD (electromagnetic levitation - physical vapor deposition) process in an air-to-air type continuous PVD pilot plant. It intends to introduce a basic principle of the EML-PVD process together with the high speed PVD pilot plant built in Posco. Due to the agitation effect provided by the high frequency induction coil, simultaneous evaporation of Zn and Mg from a droplet could produce alloy coating layers with Mg content of 6% to 12% depending on the composition of the droplet inside the coil. For its superior corrosion resistance, Zn-Mg alloy coated steel would be a very promising material for automotive, electrical appliances, and construction applications.

  17. Simultaneous Co-deposition of Zn-Mg Alloy Layers on Steel Strip by PVD Process

    International Nuclear Information System (INIS)

    Kim, Tae Yeob; Goodenough, Mark

    2011-01-01

    This is the first release of an interim report on the development of coating technology of Zn-Mg alloy layers on steel strip by EML-PVD (electromagnetic levitation - physical vapor deposition) process in an air-to-air type continuous PVD pilot plant. It intends to introduce a basic principle of the EML-PVD process together with the high speed PVD pilot plant built in Posco. Due to the agitation effect provided by the high frequency induction coil, simultaneous evaporation of Zn and Mg from a droplet could produce alloy coating layers with Mg content of 6% to 12% depending on the composition of the droplet inside the coil. For its superior corrosion resistance, Zn-Mg alloy coated steel would be a very promising material for automotive, electrical appliances, and construction applications

  18. Nanograined Net-Shaped Fabrication of Rhenium Components by EB-PVD

    International Nuclear Information System (INIS)

    Singh, Jogender; Wolfe, Douglas E.

    2004-01-01

    Cost-effective net-shaped forming components have brought considerable interest into DoD, NASA and DoE. Electron beam physical vapor deposition (EB-PVD) offers flexibility in forming net-shaped components with tailored microstructure and chemistry. High purity rhenium (Re) components including rhenium-coated graphite balls, Re- plates and tubes have been successfully manufactured by EB-PVD. EB-PVD Re components exhibited sub-micron and nano-sized grains with high hardness and strength as compared to CVD. It is estimated that the cost of Re components manufactured by EB-PVD would be less than the current CVD and powder-HIP Technologies

  19. The Ocean Literacy Campaign

    Science.gov (United States)

    Schoedinger, S. E.; Strang, C.

    2008-12-01

    "Ocean Literacy is an understanding of the ocean's influence on you and your influence on the ocean." This simple statement captures the spirit of a conceptual framework supporting ocean literacy (COSEE et al., 2005). The framework comprises 7 essential principles and 44 fundamental concepts an ocean literate person would know (COSEE et al., 2005). The framework is the result of an extensive grassroots effort to reach consensus on (1) a definition for ocean literacy and (2) an articulation of the most important concepts to be understood by ocean-literate citizen (Cava et al., 2005). In the process of reaching consensus on these "big ideas" about the ocean, what began as a series of workshops has emerged as a campaign "owned" by an ever-expanding community of individuals, organizations and networks involved in developing and promoting the framework. The Ocean Literacy Framework has provided a common language for scientists and educators working together and serves as key guidance for the ocean science education efforts. This presentation will focus on the impact this Ocean Literacy Campaign has had to date as well as efforts underway to provide additional tools to enable educators and educational policy makers to further integrate teaching and learning about the ocean and our coasts into formal K-12 education and informal education. COSEE, National Geographic Society, NOAA, College of Exploration (2005). Ocean Literacy: The Essential Principles of Ocean Sciences Grades K-12, a jointly published brochure, URL: http://www.coexploration.org/oceanliteracy/documents/OceanLitChart.pdf Cava, F., S. Schoedinger , C. Strang, and P. Tuddenham (2005). Science Content and Standards for Ocean Literacy: A Report on Ocean Literacy, URL: http://www.coexploration.org/oceanliteracy/documents/OLit2004-05_Final_Report.pdf.

  20. Fostering science literacy, environmental stewardship, and collaboration: Assessing a garden-based approach to teaching life science

    Science.gov (United States)

    Fisher-Maltese, Carley B.

    Recently, schools nationwide have expressed a renewed interest in school gardens (California School Garden Network, 2010), viewing them as innovative educational tools. Most of the scant studies on these settings investigate the health/nutritional impacts, environmental attitudes, or emotional dispositions of students. However, few studies examine the science learning potential of a school garden from an informal learning perspective. Those studies that do examine learning emphasize individual learning of traditional school content (math, science, etc.) (Blaire, 2009; Dirks & Orvis, 2005; Klemmer, Waliczek & Zajicek, 2005a & b; Smith & Mostenbocker, 2005). My study sought to demonstrate the value of school garden learning through a focus on measures of learning typically associated with traditional learning environments, as well as informal learning environments. Grounded in situated, experiential, and contextual model of learning theories, the purpose of this case study was to examine the impacts of a school garden program at a K-3 elementary school. Results from pre/post tests, pre/post surveys, interviews, recorded student conversations, and student work reveal a number of affordances, including science learning, cross-curricular lessons in an authentic setting, a sense of school community, and positive shifts in attitude toward nature and working collaboratively with other students. I also analyzed this garden-based unit as a type curriculum reform in one school in an effort to explore issues of implementing effective practices in schools. Facilitators and barriers to implementing a garden-based science curriculum at a K-3 elementary school are discussed. Participants reported a number of implementation processes necessary for success: leadership, vision, and material, human, and social resources. However, in spite of facilitators, teachers reported barriers to implementing the garden-based curriculum, specifically lack of time and content knowledge.

  1. Advancing Earth System Science Literacy and Preparing the Future Geoscience Workforce Through Strategic Investments at the National Science Foundation (Invited)

    Science.gov (United States)

    Karsten, J. L.; Patino, L. C.; Rom, E. L.; Weiler, C. S.

    2010-12-01

    The National Science Foundation (NSF) is an independent federal agency created 60 years ago by the U.S. Congress "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense…" NSF is the primary funding agency in the U.S. to support basic, frontier research across all fields in science, engineering, and education, except for medical sciences. With a FY 2011 budget request of more than $955 million, the NSF Directorate for Geosciences (GEO) is the principle source of federal funding for university-based fundamental research in the geosciences and preparation of the next generation of geoscientists. Since its inception, GEO has supported the education and training of a diverse and talented pool of future scientists, engineers, and technicians in the Earth, Ocean, Atmospheric and Geospatial Sciences sub-fields, through support of graduate research assistants, post-doctoral fellows, and undergraduate research experiences. In the late 1990’s and early 2000’s, GEO initiated several programs that expanded these investments to also support improvements in pre-college and undergraduate geoscience education through a variety of mechanisms (e.g., professional development support for K-12 teachers, development of innovative undergraduate curricula, and scientist-mentored research experiences for elementary and secondary students). In addition to GEO’s Geoscience Education (GeoEd), Opportunities for Enhancing Diversity in the Geosciences (OEDG), Global Learning and Observations to Benefit the Environment (GLOBE), and Geoscience Teacher Training (GEO-Teach) programs, GEO participates in a number of cross-Foundation programs, including the Research Experiences for Undergraduates (REU), Integrative Graduate Education and Research Traineeship (IGERT), Ethics Education in Science and Engineering (EESE), NSF Graduate STEM Fellows in K-12 Education (GK-12), and Partnerships for International Research and Education

  2. Lessons Learned: Collaborative Symbiosis and Responsive Disciplinary Literacy Teaching

    Science.gov (United States)

    Wilder, Phillip; Herro, Danielle

    2016-01-01

    This paper describes a case study of how a middle school literacy coach and a science teacher attempted to improve disciplinary literacy teaching in a sixth-grade science class. The collaborative inquiry exposed the disciplinary knowledge gap of the literacy coach (a former language arts teacher) and the science teacher's limited knowledge of…

  3. Applying an information literacy rubric to first-year health sciences student research posters*

    OpenAIRE

    Goodman, Xan; Watts, John; Arenas, Rogelio; Weigel, Rachelle; Terrell, Tony

    2018-01-01

    Objective This article describes the collection and analysis of annotated bibliographies created by first-year health sciences students to support their final poster projects. The authors examined the students’ abilities to select relevant and authoritative sources, summarize the content of those sources, and correctly cite those sources. Methods We collected images of 1,253 posters, of which 120 were sampled for analysis, and scored the posters using a 4-point rubric to evaluate the students...

  4. Applying an information literacy rubric to first-year health sciences student research posters

    OpenAIRE

    Xan Goodman; John Watts; Rogelio Arenas; Rachelle Weigel; Tony Terrell

    2018-01-01

    Objective: This article describes the collection and analysis of annotated bibliographies created by first-year health sciences students to support their final poster projects. The authors examined the students’ abilities to select relevant and authoritative sources, summarize the content of those sources, and correctly cite those sources. Methods: We collected images of 1,253 posters, of which 120 were sampled for analysis, and scored the posters using a 4-point rubric to evaluate student...

  5. Factors in Information Literacy Education

    Science.gov (United States)

    Williams, Michelle Hale; Evans, Jocelyn Jones

    2008-01-01

    Information literacy has long been discussed in the field of library science but is only recently becoming applied in specific academic disciplines. This article assesses student learning of information literacy skills analyzing data collected from three semesters of the Introduction to Comparative Politics course. Variables such as major…

  6. Computer literacy and E-learning perception in Cameroon: the case of Yaounde Faculty of Medicine and Biomedical Sciences

    Science.gov (United States)

    2013-01-01

    Background Health science education faces numerous challenges: assimilation of knowledge, management of increasing numbers of learners or changes in educational models and methodologies. With the emergence of e-learning, the use of information and communication technologies (ICT) and Internet to improve teaching and learning in health science training institutions has become a crucial issue for low and middle income countries, including sub-Saharan Africa. In this perspective, the Faculty of Medicine and Biomedical Sciences (FMBS) of Yaoundé has played a pioneering role in Cameroon in making significant efforts to improve students’ and lecturers’ access to computers and to Internet on its campus. The objective is to investigate how computer literacy and the perception towards e-learning and its potential could contribute to the learning and teaching process within the FMBS academic community. Method A cross-sectional survey was carried out among students, residents and lecturers. The data was gathered through a written questionnaire distributed at FMBS campus and analysed with routine statistical software. Results 307 participants answered the questionnaire: 218 students, 57 residents and 32 lecturers. Results show that most students, residents and lecturers have access to computers and Internet, although students’ access is mainly at home for computers and at cyber cafés for Internet. Most of the participants have a fairly good mastery of ICT. However, some basic rules of good practices concerning the use of ICT in the health domain were still not well known. Google is the most frequently used engine to retrieve health literature for all participants; only 7% of students and 16% of residents have heard about Medical Subject Headings (MeSH). The potential of e-learning in the improvement of teaching and learning still remains insufficiently exploited. About two thirds of the students are not familiar with the concept of e-leaning. 84% of students and 58% of

  7. Computer literacy and E-learning perception in Cameroon: the case of Yaounde Faculty of Medicine and Biomedical Sciences.

    Science.gov (United States)

    Bediang, Georges; Stoll, Beat; Geissbuhler, Antoine; Klohn, Axel M; Stuckelberger, Astrid; Nko'o, Samuel; Chastonay, Philippe

    2013-04-19

    Health science education faces numerous challenges: assimilation of knowledge, management of increasing numbers of learners or changes in educational models and methodologies. With the emergence of e-learning, the use of information and communication technologies (ICT) and Internet to improve teaching and learning in health science training institutions has become a crucial issue for low and middle income countries, including sub-Saharan Africa. In this perspective, the Faculty of Medicine and Biomedical Sciences (FMBS) of Yaoundé has played a pioneering role in Cameroon in making significant efforts to improve students' and lecturers' access to computers and to Internet on its campus.The objective is to investigate how computer literacy and the perception towards e-learning and its potential could contribute to the learning and teaching process within the FMBS academic community. A cross-sectional survey was carried out among students, residents and lecturers. The data was gathered through a written questionnaire distributed at FMBS campus and analysed with routine statistical software. 307 participants answered the questionnaire: 218 students, 57 residents and 32 lecturers. Results show that most students, residents and lecturers have access to computers and Internet, although students' access is mainly at home for computers and at cyber cafés for Internet. Most of the participants have a fairly good mastery of ICT. However, some basic rules of good practices concerning the use of ICT in the health domain were still not well known. Google is the most frequently used engine to retrieve health literature for all participants; only 7% of students and 16% of residents have heard about Medical Subject Headings (MeSH).The potential of e-learning in the improvement of teaching and learning still remains insufficiently exploited. About two thirds of the students are not familiar with the concept of e-leaning. 84% of students and 58% of residents had never had access to

  8. Increasing Geoscience Literacy and Public Support for the Earthscope National Science Initiative Through Informal Education

    Science.gov (United States)

    Aubele, J. C.

    2005-12-01

    Geology and geophysics are frequently perceived by the student, teacher, or adult non-geologist as "difficult to understand"; however, most non-geologists of all ages appreciate geological landforms such as mountains, volcanoes and canyons, and are interested in phenomena such as earthquakes and natural resources. Most people are also interested in local connections and newsworthy programs and projects. Therefore, the EarthScope Project is a perfect opportunity to excite and educate the public about solid-Earth geoscience research and to increase the non-geologist's understanding of Earth's dynamic processes. As the EarthScope Project sweeps across the country, the general public must be made aware of the magnitude, scope, excitement, and achievements of this national initiative. However, EarthScope science is difficult for the non-scientist to understand. The project is large-scale and long-term, and its data sets consist of maps, structural graphics, 3D and 4D visualizations, and the integration of many different geophysical instruments, all elements that are difficult for the non-scientist to understand. Targeted programs for students, teachers, and visitors to the National Parks will disseminate EarthScope information; in addition, museums and other informal science education centers can also play an important role in translating scientific research for the general public. Research on learning in museums has shown that museums educate an audience that is self-selected and self-directed (non-captive), includes family/groups, multigenerational, and repeat visitors, and requires presentation of information for a variety of learning styles. Informal science centers have the following advantages in geoscience-related education: (1) graphics/display expertise; (2) flexibility in approach and programming; (3) ability to quickly produce exhibits, educational programming, and curricula themed to specific topics of interest; (4) inclusion of K-12 teachers in the

  9. NOAA Ocean Exploration: Science, Education and Ocean Literacy Online and in Social Media

    Science.gov (United States)

    Keener-Chavis, P.

    2012-12-01

    "Engagement" in ocean science initially might seem like a simple concept, however within an agency like NOAA, with a broad mission and a wide variety of stakeholders, the concept of engagement becomes quite complex. Several years ago, a Kellogg Commission Report was submitted to NOAA's Science Advisory Board to assist the Agency with more closely defining-and refining-how it could more effectively engage with the multiple audiences with which it works. For NOAA, engagement is a two-way relationship that unfolds in a commitment of service to society. It is an Enterprise-wide capability represented in NOAA's Next Generation Strategic Plan and carries the same weight across the Agency as science and technology. NOAA's Office of Ocean Exploration and Research (OER) engages scientists, educators and the public through a variety of online and social media offerings explicitly tied to the exploration science of its expeditions. The principle platform for this engagement is the Ocean Explorer website (http://oceanexplorer.noaa.gov). It is the single point of entry for formal and informal educators and the public to chronicled OER expeditions to little known regions of the world ocean. The site also enables access to live streaming video and audio from the United States' first ship solely dedicated to ocean exploration, the NOAA Ship Okeanos Explorer and the Institute for Exploration's E/V Nautilus. Video includes footage from the remotely operated vehicles, sonar displays, navigation displays, and mapping data displays. Through telepresence technologies and other online communication tools, scientists at remote locations around the world, including Exploration Command Centers, collaborate in deep-sea exploration conducted by the Okeanos Explorer. Those wanting access to the ship's track, oceanographic data, daily updates, web logs, and imagery during an expedition can access the online Okeanos Explorer Digital Atlas. Information on archived expeditions can be accessed

  10. Calculus, Biology and Medicine: A Case Study in Quantitative Literacy for Science Students

    Directory of Open Access Journals (Sweden)

    Kim Rheinlander

    2011-01-01

    Full Text Available This paper describes a course designed to enhance the numeracy of biology and pre-medical students. The course introduces students with the background of one semester of calculus to systems of nonlinear ordinary differential equations as they appear in the mathematical biology literature. Evaluation of the course showed increased enjoyment and confidence in doing mathematics, and an increased appreciation of the utility of mathematics to science. Students who complete this course are better able to read the research literature in mathematical biology and carry out research problems of their own.

  11. Physical literacy

    OpenAIRE

    Roučka, Ladislav

    2013-01-01

    Topic: Physical literacy Goals: The aproximation of physical literacy, collection and evaluation questionnaires of physical literacy knowledge and students anamnesis. Description of applicants progress in the specific movement skills. Method: Unified questionnaires was used for obtaining informations. We make video for movement analysis. Results: The results didn't obtain our expectation that students are able to express precisely the content of physical literacy by specific skills. However, ...

  12. Prevalence of early and late stages of physiologic PVD in emmetropic elderly population.

    Science.gov (United States)

    Schwab, Christoph; Ivastinovic, Domagoj; Borkenstein, Andreas; Lackner, Eva-Maria; Wedrich, Andreas; Velikay-Parel, Michaela

    2012-05-01

    To investigate the early and late stages of posterior vitreous detachment (PVD) in the foveal area in correlation with age and gender. Three hundred and thirty-five emmetropic eyes of 271 Caucasian patients (216 women/119 men) were examined by optical coherence tomography (OCT) and ultrasound (US). Eyes were classified into groups according to the patients age (up to 69.9; 70-74.9; 75-79.9; over 80 years) and to the clinical findings [Vitreous state: Detached in US; Detached in OCT; Foveal adhesion (FA); Attached vitreous]. The mean age was 76 ± 8 ranging from 44 to 89 years in female and 72 ± 10 ranging from 46 to 87 years in male subjects. The vitreous was attached in 32% of all eyes, 18.5% had FA, 18.5% were detached in OCT and 68% were detached in US. While prevalence of FA decreases with increasing age, OCT-diagnosed detachments did not change significantly with age. Between the ages of 70 and 75, an increase in PVD rates occurred. The prevalence of PVD was similar in both genders. Women were significantly older than men in the late-stage PVD in the eyes. The use of OCT and US enabled us to detect a partial or total PVD in 80% of the eyes. A sudden increase in late-stage PVD between the ages of 70 and 75 was observed, correlating with the reported age prevalence of various macular diseases. In contrast to myopics, both genders of elderly emmetropics have a similar prevalence of PVD. © 2011 The Authors. Acta Ophthalmologica © 2011 Acta Ophthalmologica Scandinavica Foundation.

  13. Education catching up with science: preparing students for three-dimensional literacy in cell biology.

    Science.gov (United States)

    Kramer, Ijsbrand M; Dahmani, Hassen-Reda; Delouche, Pamina; Bidabe, Marissa; Schneeberger, Patricia

    2012-01-01

    The large number of experimentally determined molecular structures has led to the development of a new semiotic system in the life sciences, with increasing use of accurate molecular representations. To determine how this change impacts students' learning, we incorporated image tests into our introductory cell biology course. Groups of students used a single text dealing with signal transduction, which was supplemented with images made in one of three iconographic styles. Typically, we employed realistic renderings, using computer-generated Protein Data Bank (PDB) structures; realistic-schematic renderings, using shapes inspired by PDB structures; or schematic renderings, using simple geometric shapes to represent cellular components. The control group received a list of keywords. When students were asked to draw and describe the process in their own style and to reply to multiple-choice questions, the three iconographic approaches equally improved the overall outcome of the tests (relative to keywords). Students found the three approaches equally useful but, when asked to select a preferred style, they largely favored a realistic-schematic style. When students were asked to annotate "raw" realistic images, both keywords and schematic representations failed to prepare them for this task. We conclude that supplementary images facilitate the comprehension process and despite their visual clutter, realistic representations do not hinder learning in an introductory course.

  14. Political Literacy as Information Literacy

    OpenAIRE

    Ross Cory Alexander

    2009-01-01

    This paper contends that political literacy and information literacy are compatible concepts that are inextricably linked and should therefore be taught and stressed simultaneously to students in the classroom. Improving the information literacy and political literacy skills of students will allow them to not only perform better academically, but also empower them to become better citizens who form opinions and make decisions based on appropriate and quality information.

  15. What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

    Directory of Open Access Journals (Sweden)

    Joanne Munn

    2017-09-01

    Full Text Available Abstract Objective – This systematic review sought to identify evidence for best practice to support the development of information literacy and academic skills of first year undergraduate health science students. Methods – A range of electronic databases were searched and hand searches conducted. Initial results were screened using explicit inclusion and exclusion criteria to identify 53 relevant articles. Data on study design, student cohort, support strategy, and learning outcomes were extracted from each article. Quality of individual studies was considered and described narratively. Articles were classified and findings synthesized according to the mode of delivery of the intervention (Embedded, Integrated, or Adjunct and classification of the study’s learning evaluation outcome (Organizational change, Behaviour, Learning, or Reaction. Results – Studies included in this review provide information on academic skills and information literacy support strategies offered to over 12,000 first year health science students. Courses targeted were varied but most commonly involved nursing, followed by psychology. Embedded strategies were adopted in 21 studies with Integrated and Adjunct strategies covered in 14 and 16 studies respectively. Across all modes of delivery, intervention formats included face-to-face, peer mentoring, online, and print based approaches, either solely or in combination. Most studies provided some outcomes at a level higher than student reaction to the intervention. Overall, irrespective of mode of delivery, positive learning outcomes were generally reported. Typically, findings of individual studies were confounded by the absence of suitable control groups, students self-selecting support and analysis of outcomes not accounting for these issues. As a result, there is very little unbiased, evaluative evidence for the best approach to supporting students. Nonetheless, our findings did identify poor student uptake of

  16. Adaptive PVD Steganography Using Horizontal, Vertical, and Diagonal Edges in Six-Pixel Blocks

    Directory of Open Access Journals (Sweden)

    Anita Pradhan

    2017-01-01

    Full Text Available The traditional pixel value differencing (PVD steganographical schemes are easily detected by pixel difference histogram (PDH analysis. This problem could be addressed by adding two tricks: (i utilizing horizontal, vertical, and diagonal edges and (ii using adaptive quantization ranges. This paper presents an adaptive PVD technique using 6-pixel blocks. There are two variants. The proposed adaptive PVD for 2×3-pixel blocks is known as variant 1, and the proposed adaptive PVD for 3×2-pixel blocks is known as variant 2. For every block in variant 1, the four corner pixels are used to hide data bits using the middle column pixels for detecting the horizontal and diagonal edges. Similarly, for every block in variant 2, the four corner pixels are used to hide data bits using the middle row pixels for detecting the vertical and diagonal edges. The quantization ranges are adaptive and are calculated using the correlation of the two middle column/row pixels with the four corner pixels. The technique performs better as compared to the existing adaptive PVD techniques by possessing higher hiding capacity and lesser distortion. Furthermore, it has been proven that the PDH steganalysis and RS steganalysis cannot detect this proposed technique.

  17. 7YSZ coating prepared by PS-PVD based on heterogeneous nucleation

    Directory of Open Access Journals (Sweden)

    Ziqian DENG

    2018-04-01

    Full Text Available Plasma spray-physical vapor deposition (PS-PVD as a novel coating process based on low-pressure plasma spray (LPPS has been significantly used for thermal barrier coatings (TBCs. A coating can be deposited from liquid splats, nano-sized clusters, and the vapor phase forming different structured coatings, which shows obvious advantages in contrast to conventional technologies like atmospheric plasma spray (APS and electron beam-physical vapor deposition (EB-PVD. In addition, it can be used to produce thin, dense, and porous ceramic coatings for special applications because of its special characteristics, such as high power, very low pressure, etc. These provide new opportunities to obtain different advanced microstructures, thus to meet the growing requirements of modern functional coatings. In this work, focusing on exploiting the potential of gas-phase deposition from PS-PVD, a series of 7YSZ coating experiments with various process conditions was performed in order to better understand the deposition process in PS-PVD, where coatings were deposited on different substrates including graphite and zirconia. Meanwhile, various substrate temperatures were investigated for the same substrate. As a result, a deposition mechanism of heterogeneous nucleation has been presented showing that surface energy is an important influencing factor for coating structures. Besides, undercooling of the interface between substrate and vapor phase plays an important role in coating structures. Keywords: 7YSZ, Deposition mechanism, Heterogeneous nucleation, PS-PVD, TBC

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

    Science.gov (United States)

    Jones-Moore, Lisa Michelle

    2011-12-01

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

  19. Cross-national survey on science literacy and attitudes toward use of radiation among 7700 high-school students in seven FNCA countries

    International Nuclear Information System (INIS)

    Tanaka, Yasumasa

    2005-01-01

    A joint cross-cultural study was launched in 2002 in seven member countries of the Forum for Nuclear Cooperation in Asia (FNCA---China, Indonesia, Japan, Korea, The Philippines, Thailand, and Vietnam). It was intended to examine (1) personal interest, (2) information sources regarding science and technology, (3) general science literacy, (4) images of radiation (including ''Hiroshima-Nagasaki-Nuclear Weapon''), and (5) the extent and the kind of information needs for radiation, with a total of 1000 male and female high-school students serving as respondents in each country. Basic information thus obtained regarding the ''receivers'' should be able to serve for an appropriate selection of the ''message'', ''style'' and ''media'' by any ''potential communicators'' when they need to communicate with the receivers''---high-school students in this case. (author)

  20. Comparative study of dlc coatings by pvd against cvd technique on textile dents

    International Nuclear Information System (INIS)

    Malik, M.; Alam, S.; Iftikhar, F.

    2007-01-01

    Diamond like Carbon (DLC) film is a hard amorphous carbon hydride film formed by Physical or Chemical vapor deposition (PVD or CVD) techniques. Due to its unique properties especially high hardness, lower coefficient of friction and lubricious nature, these coatings are not only used to extend the life of cutting tools but also for non cutting applications such as for forming dies, molds and on many functional parts of textile. In the present work two techniques were employed i.e. PVD and CVD for deposition of diamond like carbon film on textile dents. These dents are used as thread guider in high speed weaving machine. The measurement of coating thickness, adhesion, hardness and roughness values indicates that overall properties of DLC coating developed by PVD LARC technology reduces abrasion and increases the workability and durability of textile dents as well as suppress the need of lubricants. (author)

  1. Life assessment of PVD based hard coatings by linear sweep voltammetry for high performance industrial application

    International Nuclear Information System (INIS)

    Malik, M.; Alam, S.; Irfan, M.; Hassan, Z.

    2006-01-01

    PVD based hard coatings have remarkable achievements in order to improve Tribological and surface properties of coating tools and dies. As PVD based hard coatings have a wide range of industrial applications especially in aerospace and automobile parts where they met different chemical attacks and in order to improve industrial performance these coatings must provide an excellent resistance against corrosion, high temperature oxidation and chemical reaction. This paper focuses on study of behaviour of PVD based hard coatings under different corrosive environments like as H/sub 2/SO/sub 4/, HCl, NaCl, KCl, NaOH etc. Corrosion rate was calculate under linear sweep voltammetry method where the Tafel extrapolation curves used for continuously monitoring the corrosion rate. The results show that these coatings have an excellent resistance against chemical attack. (author)

  2. Starting a learning progression for agricultural literacy: A qualitative study of urban elementary student understandings of agricultural and science education benchmarks

    Science.gov (United States)

    Hess, Alexander Jay

    Science and agriculture professional organizations have argued for agricultural literacy as a goal for K-12 public education. Due to the complexity of our modern agri-food system, with social, economic, and environmental concerns embedded, an agriculturally literate society is needed for informed decision making, democratic participation, and system reform. While grade-span specific benchmarks for gauging agri-food system literacy have been developed, little attention has been paid to existing ideas individuals hold about the agri-food system, how these existing ideas relate to benchmarks, how experience shapes such ideas, or how ideas change overtime. Developing a body of knowledge on students' agri-food system understandings as they develop across K-12 grades can ground efforts seeking to promote a learning progression toward agricultural literacy. This study compares existing perceptions held by 18 upper elementary students from a large urban center in California to agri-food system literacy benchmarks and examines the perceptions against student background and experiences. Data were collected via semi-structured interviews and analyzed using the constant comparative method. Constructivist theoretical perspectives framed the study. No student had ever grown their own food, raised a plant, or cared for an animal. Participation in school fieldtrips to farms or visits to a relative's garden were agricultural experiences most frequently mentioned. Students were able to identify common food items, but could not elaborate on their origins, especially those that were highly processed. Students' understanding of post-production activities (i.e. food processing, manufacturing, or food marketing) was not apparent. Students' understanding of farms reflected a 1900's subsistence farming operation commonly found in a literature written for the primary grades. Students were unaware that plants and animals were selected for production based on desired genetic traits. Obtaining

  3. The Iowa K-12 Climate Science Education Initiative: a comprehensive approach to meeting in-service teachers' stated needs for teaching climate literacy with NGSS

    Science.gov (United States)

    Stanier, C. O.; Spak, S.; Neal, T. A.; Herder, S.; Malek, A.; Miller, Z.

    2017-12-01

    The Iowa Board of Education voted unanimously in 2015 to adopt NGSS performance standards. The CGRER - College of Education Iowa K-12 Climate Science Education Initiative was established in 2016 to work directly with Iowa inservice teachers to provide what teachers need most to teach climate literacy and climate science content through investigational learning aligned with NGSS. Here we present teachers' requests for teaching climate with NGSS, and an approach to provide resources for place-based authentic inquiry on climate, developed, tested, and refined in partnership with inservice and preservice teachers. A survey of inservice middle school and high school science teachers was conducted at the 2016 Iowa Council of Teachers of Mathematics/Iowa Academy of Sciences - Iowa Science Teaching Section Fall Conference and online in fall 2016. Participants (n=383) were asked about their prior experience and education, the resources they use and need, their level of comfort in teaching climate science, perceived barriers, and how they address potential controversy. Teachers indicated preference for professional development on climate content and complete curricula packaged with lessons and interactive models aligned to Iowa standards, as well as training on instructional strategies to enhance students' ability to interpret scientific evidence. We identify trends in responses by teaching experience, climate content knowledge and its source, grade level, and urban and rural districts. Less than 20% of respondents reported controversy or negativity in teaching climate to date, and a majority were comfortable teaching climate science and climate change, with equal confidence in teaching climate and other STEM content through investigational activities. We present an approach and materials to meet these stated needs, created and tested in collaboration with Iowa teachers. We combine professional development and modular curricula with bundled standards, concepts, models, data

  4. Interfacial fatigue stress in PVD TiN coated tool steels under rolling contact fatigue conditions

    OpenAIRE

    Carvalho, N.J.M.; Huis in ’t Veld, A.J.; Hosson, J.Th. De

    1998-01-01

    Titanium–nitrogen (TiN) films were Physical Vapour Deposited (PVD) on tool steel substrates with different hardness and surface roughness, in a Bai 640R unit using a triode ion plating (e-gun) with a high plasma density. The coated substrates were submitted to a rolling contact fatigue test technique (modified pin-on-ring test) to obtain some clarifications of the mechanism of interfacial failure. Tests were run using PVD-coated rings finished by polishing or grinding to produce different sur...

  5. PVD processes of thin films deposition using Hall-current discharge

    International Nuclear Information System (INIS)

    Svadkovskij, I.V.

    2007-01-01

    Results of research and developments in the field of PVD processes of thin films deposition using Hall-current discharge have been summarized. Effects of interaction of ions with surface during deposition have been considered. Also features of application and prospects of devices based on ion beam and magnetron sputtering systems in thin films technologies have been analyzed. The aspects in the field plasma physics, technology and equipment plasma PVD processes of thin films deposition have been systematized, on the base of investigations made by author and other scientists. (authors)

  6. Properties of Pd nanograins in C-Pd composite films obtained by PVD method

    Directory of Open Access Journals (Sweden)

    Kozłowski M.

    2015-09-01

    Full Text Available Properties of palladium nanograins obtained by sedimentation of a soluted C-Pd film prepared by PVD method are presented. These properties were studied using SEM and TEM methods. Dissolved films were prepared by PVD method and after dissolving, they were fractionated to obtain different parts classified with palladium nanograins diameters. Several classes of diameters were determined: below 20 nm, between 20 and 100 nm and above 100 nm. The defects and triple junction were observed. Multishell carbonaceous structures were found in the big and medium size Pd nanograins.

  7. "We Put on the Glasses and Moon Comes Closer!" Urban Second Graders Exploring the Earth, the Sun and Moon through 3D Technologies in a Science and Literacy Unit

    Science.gov (United States)

    Isik-Ercan, Zeynep; Zeynep Inan, Hatice; Nowak, Jeffrey A.; Kim, Beomjin

    2014-01-01

    This qualitative case study describes (a) the ways 3D visualization, coupled with other science and literacy experiences, supported young children's first exploration of the Earth-Sun-Moon system and (b) the perspectives of classroom teachers and children on using 3D visualization. We created three interactive 3D software modules that simulate day…

  8. Geographic Media Literacy

    Science.gov (United States)

    Lukinbeal, Chris

    2014-01-01

    While the use of media permeates geographic research and pedagogic practice, the underlying literacies that link geography and media remain uncharted. This article argues that geographic media literacy incorporates visual literacy, information technology literacy, information literacy, and media literacy. Geographic media literacy is the ability…

  9. Climate Literacy Ambassadors

    Science.gov (United States)

    Ackerman, S. A.; Mooney, M. E.

    2011-12-01

    The Climate Literacy Ambassadors program is a collaborative effort to advance climate literacy led by the Cooperative Institute of Meteorological Satellite Studies (CIMSS) at the University of Wisconsin-Madison. With support from NASA, CIMSS is coordinating a three-tiered program to train G6-12 teachers to be Ambassadors of Climate Literacy in their schools and communities. The complete training involves participation at a teacher workshop combined with web-based professional development content around Global and Regional Climate Change. The on-line course utilizes e-learning technology to clarify graphs and concepts from the 2007 Intergovernmental Panel on Climate Change Summary for Policy Makers with content intricately linked to the Climate Literacy: The Essential Principles of Climate Science. Educators who take the course for credit can develop lesson plans or opt for a project of their choosing. This session will showcase select lesson plans and projects, ranging from a district-wide action plan that engaged dozens of teachers to Ambassadors volunteering at the Aldo Leopold Climate Change Nature Center to a teacher who tested a GLOBE Student Climate Research Campaign (SCRC) learning project with plans to participate in the SCRC program. Along with sharing successes from the CIMSS Climate Literacy Ambassadors project, we will share lessons learned related to the challenges of sustaining on-line virtual educator communities.

  10. A methodological proposal to contribute to the development of research skills in science education to start the design of a didactic unit built on foundations of scientific and technological literacy

    Directory of Open Access Journals (Sweden)

    Andrés Felipe Velásquez Mosquera

    2013-10-01

    Full Text Available This paper seeks to promote a discussion of the need to promote the training of investigative skills in students of natural sciences from a methodology structured from the design of the plan of course, including a didactic unit, based on scientific and technological literacy to. It is the result of several years of experience in teaching and research of the author in the field of the didactics of the sciences

  11. Health Literacy

    Science.gov (United States)

    ... Improvement, April 19, 2017 Considerations for a New Definition of Health Literacy, April 04, 2016 Health Literacy Online, Office of Disease Prevention & Health Promotion Connect with Us Contact Us Twitter Facebook Instagram YouTube Flickr More Social Media from NIH ...

  12. Early literacy

    DEFF Research Database (Denmark)

    Jensen, Anders Skriver

    2012-01-01

    This paper discusses findings from the Danish contribution to the EASE project, a European research project running from 2008 to 2010 on early literacy in relation to the transition from childcare to school. It explores a holistic, inclusive approach to early literacy that resists a narrow...... and schools. The paper also draws on Gee’s (2001, 2003, 2004, 2008) sociocultural approach to literacy, and Honneth’s (2003, 2006) concept of recognition. Emphasizing participation and recognition as key elements, it claims that stakeholders in early liter- acy must pay attention to how diverse early literacy...... opportunities empower children, especially when these opportunities are employed in a project-based learning environ- ment in which each child is able to contribute to the shared literacy events....

  13. Challenging metastatic breast cancer with the natural defensin PvD1.

    Science.gov (United States)

    Figueira, Tiago N; Oliveira, Filipa D; Almeida, Inês; Mello, Érica O; Gomes, Valdirene M; Castanho, Miguel A R B; Gaspar, Diana

    2017-11-09

    Metastatic breast cancer is a very serious life threatening condition that poses many challenges for the pharmaceutical development of effective chemotherapeutics. As the therapeutics targeted to the localized masses in breast improve, metastatic lesions in the brain slowly increase in their incidence compromising successful treatment outcomes overall. The blood-brain-barrier (BBB) is one important obstacle for the management of breast cancer brain metastases. New therapeutic approaches are in demand for overcoming the BBB's breaching by breast tumor cells. In this work we demonstrate the potential dual role of a natural antimicrobial plant defensin, PvD 1 : it interferes with the formation of solid tumors in the breast and concomitantly controls adhesion of breast cancer cells to human brain endothelial cells. We have used a combination of techniques that probe PvD 1 's effect at the single cell level and reveal that this peptide can effectively damage breast tumor cells, leaving healthy breast and brain cells unaffected. Results suggest that PvD1 quickly internalizes in cancer cells but remains located in the membrane of normal cells with no significant damage to its structure and biomechanical properties. These interactions in turn modulate cell adhesiveness between tumor and BBB cells. PvD 1 is a potential template for the design of innovative pharmacological approaches for metastatic breast cancer treatment: the manipulation of the biomechanical properties of tumor cells that ultimately prevent their attachment to the BBB.

  14. Interfacial fatigue stress in PVD TiN coated tool steels under rolling contact fatigue conditions

    NARCIS (Netherlands)

    Carvalho, N.J.M.; Huis in 't Veld, A.J.; Hosson, J.T. de

    1998-01-01

    Titanium-nitrogen (TiN) films were Physical Vapour Deposited (PVD) on tool steel substrates with different hardness and surface roughness, in a Bai 640R unit using a triode ion plating (e-gun) with a high plasma density. The coated substrates were submitted to a rolling contact fatigue test

  15. Interfacial fatigue stress in PVD TiN coated tool steels under rolling contact fatigue conditions

    NARCIS (Netherlands)

    Carvalho, N.J.M.; Huis in ’t Veld, A.J.; Hosson, J.Th. De

    1998-01-01

    Titanium–nitrogen (TiN) films were Physical Vapour Deposited (PVD) on tool steel substrates with different hardness and surface roughness, in a Bai 640R unit using a triode ion plating (e-gun) with a high plasma density. The coated substrates were submitted to a rolling contact fatigue test

  16. Microstructural investigations of interfaces in PVD TiN coated tool steels

    NARCIS (Netherlands)

    Carvalho, NJM; in't Veld, AJH; De Hosson, JTM; Lejcek, P; Paidar,

    1999-01-01

    The microstructure of PVD TiN coated tools steels composites has been investigated by scanning electron microscopy (SEM) and transmission electron microscopy (TEM). It was found that the microstructure of the coatings consists of a dense fibrous structure typical of a zone T structure. When the

  17. Thermocyclic behaviour of microstructurally modified EB-PVD thermal barrier coatings

    International Nuclear Information System (INIS)

    Schulz, U.; Fritscher, K.; Raetzer-Scheibe, H.-J.; Kaysser, W.A.; Peters, M.

    1997-01-01

    This paper focuses on the combined effects of substrate temperature and rotation during electron-beam physical vapor deposition (EB-PVD) on the columnar microstructure of yttria partially stabilized zirconia (YPSZ) thermal barrier coatings. Diameter and degree of ordering of the columns and the density of the coatings are sensitive to the processing parameters. Results are discussed in the frame of common structural zone models for PVD processes. The models are extended to consider the rotational effect. EB-PVD YPSZ TBCs of different column diameters were deposited on top of an EB-PVD NiCoCrAlY bondcoat on IN 100 superalloy test bars. The performance of the TBCs was investigated in a cyclic oxidation furnace test rig between 1100 C and 130 C and in a burner rig under hot gas corrosion conditions at a maximum temperature of 900 C. Results showed a correlation between cyclic lifetime and the various microstructures of the TBCs. Samples having a non-regular arrangement of columns performed best in both tests. (orig.)

  18. EB-PVD process management for highly productive zirconia thermal barrier coating of turbine blades

    International Nuclear Information System (INIS)

    Reinhold, E.; Botzler, P.; Deus, C.

    1999-01-01

    Zirconia thermal barrier coatings are well used in the turbine manufacturing industry because they ensure extended lifetimes of turbine blades. Compared with other techniques, EB-PVD processes are best suited for the deposition on turbine blades with regard to the layer properties. Therefore EB-PVD coaters for turbine blades are becoming increasingly interesting. The coating costs per component are mainly dependent on a highly productive solution for the deposition task. Thus the EB-PVD process management has to be optimized in order to meet the productivity requirements of the manufacturers. This includes the requirement of high deposition rates, large deposition areas, long time stable production cycles as well as a matched duration of preheating, deposition and cooling down per charge. Modern EB-PVD solutions to be introduced allow deposition rates on blades up to 7 μm/min. The consequences for the technological process management and plant design concerning long time stable coating cycles with high productivity will be discussed. (orig.)

  19. Crack resistance of pvd coatings : Influence of surface treatment prior to deposition

    NARCIS (Netherlands)

    Zoestbergen, E; de Hosson, J.T.M.

    The crack resistance of three different PVD coatings, TiN, Ti(C,N), and a multilayer system of alternating TiN and TiAlN, have been investigated. The three coating systems were deposited onto substrates with a different surface roughness to study the influence of this pretreatment on the crack

  20. Performance of a dual-process PVD/PS tungsten coating structure under deuterium ion irradiation

    Energy Technology Data Exchange (ETDEWEB)

    Kim, Hyunmyung; Lee, Ho Jung; Kim, Sung Hwan [Department of Nuclear and Quantum Engineering, KAIST, Daejeon (Korea, Republic of); Song, Jae-Min [Department of Nuclear Engineering, Seoul National University, Seoul (Korea, Republic of); Jang, Changheui, E-mail: chjang@kaist.ac.kr [Department of Nuclear and Quantum Engineering, KAIST, Daejeon (Korea, Republic of)

    2016-11-01

    Highlights: • D{sup +} irradiation performance of a dual-process PVD/PS W coating was evaluated. • Low-energy plasmas exposure of 100 eV D{sup +} with 1.17 × 10{sup 21} D/s{sup −1} m{sup 2} flux was applied. • After D ion irradiation, flakes were observed on the surface of the simple PS coating. • While, sub-μm size protrusions were observed for dual-process PVD/PS W coating. • Height of D spike in depth profile was lower for dual-process PVD/PS W coating. - Abstract: A dual-process coating structure was developed on a graphite substrate to improve the performance of the coating structure under anticipated operating condition of fusion devices. A thin multilayer W/Mo coating (6 μm) was deposited by physical vapor deposition (PVD) method with a variation of Mo interlayer thickness on plasma spray (PS) W coating (160 μm) of a graphite substrate panel. The dual-process PVD/PS W coatings then were exposed to 3.08 × 10{sup 24} D m{sup −2} of 100 eV D ions with a flux of 1.71 × 10{sup 21} D m{sup −2} s{sup −1} in an electron cyclotron resonance (ECR) chamber. After irradiation, surface morphology and D depth profiles of the dual-process coating were analyzed and compared to those of the simple PS W coating. Both changes in surface morphology and D retention were strongly dependent on the microstructure of surface coating. Meanwhile, the existence of Mo interlayer seemed to have no significant effect on the retention of deuterium.

  1. Production of AlN films: ion nitriding versus PVD coating

    International Nuclear Information System (INIS)

    Figueroa, U.; Salas, O.; Oseguera, J.

    2004-01-01

    The properties of AlN render this material very attractive for optical, electronic, and tribological applications; thus, a great interest exists for the production of thin AlN films on a variety of substrates. Many methods have been developed for this purpose where two processes stand out: plasma-assisted nitriding (PAN) and PVD coating. In the present paper, we compare the processing advantages and disadvantages of both methods in terms of the characteristics of the layers formed. AlN production by ion nitriding is very sensitive to presputtering cleaning and working pressure. Layers several micrometers thick can be produced in a few hours, which are formed by a fine mixture of Al+AlN. The surface morphology of the layers is rather rough. On the other hand, formation of PVD AlN coatings by DC reactive magnetron sputtering is more readily performed and better controlled than in ion nitriding. PVD results in macroscopically smoother AlN films and with similar thickness than the ion nitrided layers but produced in shorter processing times. The morphology of the PVD AlN layers is columnar with a fairly flat surface. Mechanisms for the formation of both types of AlN layers are proposed. One of the main differences between the two processes that explain the different AlN layer morphologies is the energy of the particles that arrive at the substrate. Considering only the processing advantages and the morphology of the AlN layers formed, PVD performs better than PAN processing

  2. Students' Knowledge of Nuclear Science and Its Connection with Civic Scientific Literacy in Two European Contexts: The Case of Newspaper Articles

    Science.gov (United States)

    Tsaparlis, Georgios; Hartzavalos, Sotiris; Nakiboğlu, Canan

    2013-08-01

    Nuclear science has uses and applications that are relevant and crucial for world peace and sustainable development, so knowledge of its basic concepts and topics should constitute an integral part of civic scientific literacy. We have used two newspaper articles that deal with uses of nuclear science that are directly relevant to life, society, economy, and international politics. One article discusses a new thermonuclear reactor, and the second one is about depleted uranium and its danger for health. 189 first-year undergraduate physics and primary education Greek students were given one of the two articles each, and asked to answer a number of accompanying questions dealing with knowledge that is part of the Greek high school curriculum. The study was repeated with 272 first-year undergraduate physics, physics education, science education, and primary education Turkish students. Acceptable or partially acceptable answers were provided on average by around 20 % of Greek and 11 % of Turkish students, while a large proportion (on the average, around 50 % of Greek and 27 % of Turkish students) abstained from answering the questions. These findings are disappointing, but should be seen in the light of the limited or no coverage of the relevant learning material in the Greek and the Turkish high-school programs. Student conceptual difficulties, misconceptions and implications for research and high school curricula are discussed.

  3. Literacy and Health Disparities

    Science.gov (United States)

    Prins, Esther; Mooney, Angela

    2014-01-01

    This chapter explores the relationship between literacy and health disparities, focusing on the concept of health literacy. Recommendations are provided for ways to bridge the health literacy gap for learners in adult basic education and family literacy programs.

  4. Functional Literacy

    Directory of Open Access Journals (Sweden)

    Fani Nolimal

    2000-12-01

    Full Text Available The author first defines literacy as the ability of co-operation in all fields of life and points at the features of illiterate or semi-literate individuals. The main stress is laid upon the assessment of literacy and illiteracy. In her opinion the main weak­ ness of this kind of evaluation are its vague psycho-metric characteristics, which leads to results valid in a single geographical or cultural environment only. She also determines the factors causing illiteracy, and she states that the level of functional literacy is more and more becoming a national indicator of successfulness.

  5. ICT Literacy

    DEFF Research Database (Denmark)

    Riis, Søren

    2017-01-01

    The entanglement of ethics and technology makes it necessary for us to understand and reflect upon our own practices and to question technological hypes. The information and communication technology (ICT) literacy required to navigate the twenty-first century has to do with recognizing our own...... human limitations, developing critical measures and acknowledging feelings of estrangement, puzzlement as well as sheer wonder of technology. ICT literacy is indeed all about visions of the good life and the art of living in the twenty-first century. The main focus of this paper is to explore...... sensitivity with regard to ICT in the ‘classic’ literacy context of the educational system....

  6. Digital literacies

    CERN Document Server

    Hockly, Nicky; Pegrum, Mark

    2014-01-01

    Dramatic shifts in our communication landscape have made it crucial for language teaching to go beyond print literacy and encompass the digital literacies which are increasingly central to learners' personal, social, educational and professional lives. By situating these digital literacies within a clear theoretical framework, this book provides educators and students alike with not just the background for a deeper understanding of these key 21st-century skills, but also the rationale for integrating these skills into classroom practice. This is the first methodology book to address not jus

  7. Students’ Information Literacy: A Perspective from Mathematical Literacy

    Directory of Open Access Journals (Sweden)

    Ariyadi Wijaya

    2016-09-01

    Full Text Available Information literacy is mostly seen from the perspective of library science or information and communication technology. Taking another point of view, this study was aimed to explore students’ information literacy from the perspective of mathematical literacy. For this purpose, a test addressing Programme for International Student Assessment (PISA mathematics tasks were administered to 381 eighth and ninth graders from nine junior high schools in the Province of Yogyakarta. PISA mathematics tasks which were used in this test had specific characteristics regarding information processing, i.e. containing superfluous information, having missing information, and requiring connection across information sources. An error analysis was performed to analyze students’ incorrect responses. The result of this study shows that students did not acquire three characteristics of information literacy; i.e. recognizing information needs, locating and evaluating the quality of information, and making effective and ethical use of information. This result indicates students’ low ability in information literacy.Keywords: information literacy, mathematical literacy, Programme for International Student Assessment (PISA DOI: http://dx.doi.org/10.22342/jme.7.2.3532.73-82

  8. Inquiry-Based Integrated Science Education: Implementation of Local Content “Soil Washing” Project To Improve Junior High School Students’ Environmental Literacy

    Science.gov (United States)

    Syifahayu

    2017-02-01

    The study was conducted based on teaching and learning problems led by conventional method that had been done in the process of learning science. It gave students lack opportunities to develop their competence and thinking skills. Consequently, the process of learning science was neglected. Students did not have opportunity to improve their critical attitude and creative thinking skills. To cope this problem, the study was conducted using Project-Based Learning model through inquiry-based science education about environment. The study also used an approach called Sains Lingkungan and Teknologi masyarakat - “Saling Temas” (Environmental science and Technology in Society) which promoted the local content in Lampung as a theme in integrated science teaching and learning. The study was a quasi-experimental with pretest-posttest control group design. Initially, the subjects were given a pre-test. The experimental group was given inquiry learning method while the control group was given conventional learning. After the learning process, the subjects of both groups were given post-test. Quantitative analysis was performed using the Mann-Whitney U-test and also a qualitative descriptive. Based on the result, environmental literacy skills of students who get inquiry learning strategy, with project-based learning model on the theme soil washing, showed significant differences. The experimental group is better than the control group. Data analysis showed the p-value or sig. (2-tailed) is 0.000 <α = 0.05 with the average N-gain of experimental group is 34.72 and control group is 16.40. Besides, the learning process becomes more meaningful.

  9. Disciplinary Literacy from a Speech-Language Pathologist's Perspective

    Science.gov (United States)

    Ehren, Barbara J.; Murza, Kimberly A.; Malani, Melissa D.

    2012-01-01

    Disciplinary literacy is an increasingly popular focal area in adolescent literacy. In disciplinary literacy, the discourse features of specific knowledge domains (e.g., literature, history, science, and math) assume major importance in understanding and constructing meaning in each discipline. Because language plays a significant role in…

  10. Literacy Skills Development for Tertiary Institutions: A Case Study of ...

    African Journals Online (AJOL)

    Literacy Skills Development for Tertiary Institutions: A Case Study of the University of Calabar. ... These were drawn from five faculties, namely Education, Social Sciences, Law, Arts and Agriculture. The study observed that there is a ... more literacy skills. Key Words: Literacy skills, university, Nigeria, tertiary institution ...

  11. Developing an Instrument of Scientific Literacy Assessment on the Cycle Theme

    Science.gov (United States)

    Rusilowati, Ani; Kurniawati, Lina; Nugroho, Sunyoto E.; Widiyatmoko, Arif

    2016-01-01

    The purpose of this study is to develop scientific literacy evaluation instrument that tested its validity, reliability, and characteristics to measure the skill of student's scientific literacy used four scientific literacy, categories as follow:science as a body of knowledge (category A), science as a way of thinking (category B), science as a…

  12. Scientific Method and Advent of Literacy: Towards Understanding Itaukei and Indo-Fijian School Students' Differential Achievement in Science

    Science.gov (United States)

    Dakuidreketi, Mesake Rawaikela

    2014-01-01

    In general, people believe that if we want our children to be good in and relate well to science, or to enable at least a few of them eventually to become scientists themselves, we may need to be clear about what science is and the nature of its method. Individuals can then wield the method of science, making them scientists. This way of thinking…

  13. Computational Literacy

    DEFF Research Database (Denmark)

    Chongtay, Rocio; Robering, Klaus

    2016-01-01

    In recent years, there has been a growing interest in and recognition of the importance of Computational Literacy, a skill generally considered to be necessary for success in the 21st century. While much research has concentrated on requirements, tools, and teaching methodologies for the acquisit......In recent years, there has been a growing interest in and recognition of the importance of Computational Literacy, a skill generally considered to be necessary for success in the 21st century. While much research has concentrated on requirements, tools, and teaching methodologies...... for the acquisition of Computational Literacy at basic educational levels, focus on higher levels of education has been much less prominent. The present paper considers the case of courses for higher education programs within the Humanities. A model is proposed which conceives of Computational Literacy as a layered...

  14. Information Literacy

    African Journals Online (AJOL)

    ian

    Institutions are consequently introducing information literacy programmes in their curricula in a bid to ..... Brazil, Chile and Mexico (Lau 2007:31). Lau (2007) reported that these initiatives rarely involve IL inclusion in curricula and are scattered ...

  15. Scientific Literacy of High School Students.

    Science.gov (United States)

    Lucas, Keith B.; Tulip, David F.

    This investigation was undertaken in order to establish the status of scientific literacy among three groups of secondary school students in four Brisbane, Australia high schools, and to reduce the apparent reticence of science teachers to evaluate students' achievement in the various dimensions of scientific literacy by demonstrating appropriate…

  16. Information Literacy

    OpenAIRE

    Basili, Carla

    2015-01-01

    Information literacy is a concept which is well established in theory while in practice it is only slowly breaking ground in accordance with the understanding of its significance and the possibilities of its realisation. Based on fundamental works, the characteristics of information literacy, its cognitive foundations and significance for individuals as well as for society, are argumented in the article. The analyzed content of this concept is connected with the content of a librarian’s knowl...

  17. Boat-Based Education for Boston Area Public Schools: Encouraging Marine Science and Technology Literacy and Awareness of the Coastal "Backyard"

    Science.gov (United States)

    Howard, E. M.; Reynolds, R. M.; Wright, A. K.; Deschenes, H. A.

    2016-02-01

    Half the global population lives within 60 km of the ocean, profoundly influencing environmental quality and services to local communities. Adoption of marine science curricula creates opportunities for educators and scientists to engage and entrain K-12 students as ocean stewards. In particular, boat-based science activities facilitate hands-on inquiry. These activities reinforce key science concepts while creating a tangible connection to our shared coastal "backyard." A collaboration between Zephyr Education Foundation, the New England Aquarium, the University of Massachusetts Boston and Woods Hole Oceanographic Institution has taken >500 Boston, MA area students from 26 public schools on boat-based education trips in Boston Harbor. Marine science and technology professionals and educators facilitate participatory activities using modern marine technology aboard a research vessel. Trips are funded at no cost to participants by a grant from the Richard Lounsbery Foundation; cost-free outings are essential for participation from underserved public school districts. Participants perceived three important outcomes of their outings: the trips 1) enhanced in-class curricular learning and improved marine science literacy 2) increased personal connections to local marine environments, and 3) increased interest in careers in marine science, including engineering and technical positions. Despite living in close proximity to water, this was the first boat outing for many students; boat-based education trips enhanced student awareness of local environments in a way that curricular study had not. Boston trip results are being evaluated, but 3000 evaluations from similar trips in Woods Hole, MA indicate that 98% of participants gained a better understanding and appreciation of the work conducted by marine scientists, engineers, and other professionals, and 82% said their experience made them more interested in becoming involved in science at school and/or as a job. In summary

  18. Integration of Information and Scientific Literacy: Promoting Literacy in Undergraduates

    Science.gov (United States)

    Wolbach, Kevin C.; Purzycki, Catherine B.; Bowman, Leslie A.; Agbada, Eva; Mostrom, Alison M.

    2010-01-01

    The Association of College and Research Libraries recommends incorporating information literacy (IL) skills across university and college curricula, for the goal of developing information literate graduates. Congruent with this goal, the Departments of Biological Sciences and Information Science developed an integrated IL and scientific literacy (SL) exercise for use in a first-year biology course. Students were provided the opportunity to access, retrieve, analyze, and evaluate primary scientific literature. By the completion of this project, student responses improved concerning knowledge and relevance of IL and SL skills. This project exposes students to IL and SL early in their undergraduate experience, preparing them for future academic advancement. PMID:21123700

  19. Microstructural, mechanical and oxidation features of NiCoCrAlY coating produced by plasma activated EB-PVD

    International Nuclear Information System (INIS)

    He, Jian; Guo, Hongbo; Peng, Hui; Gong, Shengkai

    2013-01-01

    NiCoCrAlY coatings produced by electron beam-physical vapor deposition (EB-PVD) have been extensively used as the oxidation resistance coatings or suitable bond coats in thermal barrier coating (TBC) system. However, the inherent imperfections caused by EB-PVD process degrade the oxidation resistance of the coatings. In the present work, NiCoCrAlY coatings were creatively produced by plasma activated electron beam-physical vapor deposition (PA EB-PVD). The novel coatings showed a terraced substructure on the surface of each grain due to the increased energy of metal ions and enhanced mobility of adatoms. Also a strong (1 1 1) crystallographic texture of γ/γ′ grains was observed. The toughness of the coatings got remarkably improved compared with the coatings deposited by conventional EB-PVD and the oxidation behavior at 1373 K showed that the novel coatings had excellent oxidation resistance. The possible mechanism was finally discussed.

  20. Thermal Conductivity of EB-PVD Thermal Barrier Coatings Evaluated by a Steady-State Laser Heat Flux Technique

    Science.gov (United States)

    Zhu, Dongming; Miller, Robert A.; Nagaraj, Ben A.; Bruce, Robert W.

    2000-01-01

    The thermal conductivity of electron beam-physical vapor deposited (EB-PVD) Zr02-8wt%Y2O3 thermal barrier coatings was determined by a steady-state heat flux laser technique. Thermal conductivity change kinetics of the EB-PVD ceramic coatings were also obtained in real time, at high temperatures, under the laser high heat flux, long term test conditions. The thermal conductivity increase due to micro-pore sintering and the decrease due to coating micro-delaminations in the EB-PVD coatings were evaluated for grooved and non-grooved EB-PVD coating systems under isothermal and thermal cycling conditions. The coating failure modes under the high heat flux test conditions were also investigated. The test technique provides a viable means for obtaining coating thermal conductivity data for use in design, development, and life prediction for engine applications.

  1. Embedding Multiple Literacies into STEM Curricula

    Science.gov (United States)

    Soules, Aline; Nielsen, Sarah; LeDuc, Danika; Inouye, Caron; Singley, Jason; Wildy, Erica; Seitz, Jeff

    2014-01-01

    In fall 2012, an interdisciplinary team of science, English, and library faculty embedded reading, writing, and information literacy strategies in Science, Technology, Engineering, and Mathematics (STEM) curricula as a first step in improving student learning and retention in science courses and aligning them with the Next Generation Science and…

  2. Review of Developing Quantitative Literacy Skills in History and the Social Sciences: A Web-Based Common Core Approach by Kathleen W. Craver

    Directory of Open Access Journals (Sweden)

    Victor J. Ricchezza

    2015-07-01

    Full Text Available Kathleen W. Craver. Developing Quantitative Literacy Skills in History and Social Sciences: A Web-Based Common Core Standards Approach (Lantham MD: Rowman & Littlefield Publishing Group, Inc., 2014. 191 pp. ISBN 978-1-4758-1050-9 (cloth; ISBN …-1051-6 (pbk; ISBN…-1052-3 (electronic. This book could be a breakthrough for teachers in the trenches who are interested in or need to know about quantitative literacy (QL. It is a resource providing 85 topical pieces, averaging 1.5 pages, in which a featured Web site is presented, described, and accompanied by 2-4 critical-thinking questions purposefully drawing on data from the Web site. The featured Web sites range from primary documents (e.g., All about California and the Inducements to Settle There, 1870 to modern databases (e.g., city-data.com. The 85 pieces are organized under three headings (Social Science Sites; U.S. History Sites; World History Sites following three chapters introducing QL, quantitative sources, and communicating with data. The QL skills in the questions are the usual suspects such as making comparisons, graph reading, table reading, and calculating and thinking about ratios. The author, the Head Librarian at the National Cathedral School (Washington DC, clearly aims the book at high school teachers who wish to comply with the Common Core Standards, which call for making communication with data a part of English Language Arts. The authors of this review believe the book will be of great value for college-level teachers too, whether they be interested in finding context (e.g., history and social science topics for their QL-math courses, or adding QL-type questions to their in-discipline courses. Moreover, we fervently wish that this book will inspire others to create and compile similar resources in such a way that, in the future, there will be a vast open-access library of such collections of QL questions coupled to data sources – with updated links – available on the

  3. Information literacy: Educate through literacy

    OpenAIRE

    Atjo, Nur Amanah Ilham; Pratama, Muhammad Fadhil

    2017-01-01

    The concepts and terms about “Information Literacy” has become general study in education studies. Information literacy is pivotal in this global world where the information literacy equip a person’s ability to access, understand and use the information intelligently. In higher education, in the learning process, students should be able to get used to a new way in education. Students must independently by finding, training themselves and absorbing the education material from lecturers. The de...

  4. Identification of residues of FpvA involved in the different steps of Pvd-Fe uptake in Pseudomonas aeruginosa.

    Science.gov (United States)

    Nader, Mirella; Dobbelaere, Wim; Vincent, Michel; Journet, Laure; Adams, Hendrik; Cobessi, David; Gallay, Jacques; Schalk, Isabelle J

    2007-10-23

    FpvA is an outer membrane transporter involved in iron uptake by the siderophore pyoverdine (Pvd) in Pseudomonas aeruginosa. This transporter, like all other proteins of the same family, consists of a transmembrane 22 beta-stranded barrel occluded by a plug domain. The beta-strands of the barrel are connected by large extracellular loops and short periplasmic turns. Site-directed mutagenesis was carried out on FpvA to identify the extracellular loops or parts of these loops involved in the various stages of Pvd-Fe uptake. The G286C, W362C, and W434C mutations in loops L1, L3, and L4, respectively, disturbed the binding of the apo siderophore, as shown by time-resolved fluorescence spectroscopy. Iron uptake experiments followed by fluorescence resonance energy transfer (FRET) or using 55Fe indicated that residues W434 and G701 and, therefore, loops L4 and L9 must be involved in Pvd-Fe uptake by FpvA. The two corresponding mutants incorporated smaller than normal amounts of 55Fe into cells, and no Pvd recycling on FpvA was observed after iron release. Surprisingly, the S603C mutation in loop L7 increased the amount of Pvd-Fe transported. Our results suggest that W434 (L4), S603 (L7), and G701 (L9) are involved in the mechanism of Pvd-Fe uptake.

  5. Student’s STEM Literacy in Biotechnology Learning at Junior High School

    Science.gov (United States)

    Nurlaely, N.; Permanasari, A.; Riandi, R.

    2017-09-01

    A considerable study to student’s STEM literacy achievement profile, especially in biotechnology learning, has been conducted to make the innovation of the STEM-based learning. The study aims to find out the STEM literacy. The sample is taken through purposive sampling technique to 45 students of 9th grade of a junior high school in Tasikmalaya district. The instruments are multiple choice questions. Data are analysed by calculating mean score of students’ STEM literacy achievement. The results show that student’s STEM literacy achievement was low. Science literacy aspect was the lowest, while mathematical literacy gained better than another aspect. The low achievement of students’ STEM literacy was because of learning activities that have not been able to integrate science, technology, engineering, and mathematics in science learning. The literacy profile indicates the importance of applying STEM approach to science learning, and it is recommended to improve students’ STEM literacy achievement.

  6. Thermal cycling behaviour of lanthanum zirconate as EB-PVD thermal barrier coating

    International Nuclear Information System (INIS)

    Bobzin, K.; Lugscheider, E.; Bagcivan, N.

    2006-01-01

    Thermal cycling tests with two different EB-PVD thermal barrier coatings (TBC) were performed in a furnace cycle test. The results of these tests showed an increase of endurable cycle number when pyrochloric La 2 Zr 2 O 7 was used as TBC. 1865 cycles were reached with La 2 Zr 2 O 7 and 1380 cycles with 7 weigth-% yttria stabilised zirconia (YSZ) EB-PVD TBC. Additional investigation was made with scanning electron microscope (SEM) to investigate morphology and to determine chemical composition by electron dispersive x-ray spectroscopy (EDS) analysis. X-Ray diffraction was performed to analyze structural constitution of deposited coatings. (Abstract Copyright [2006], Wiley Periodicals, Inc.)

  7. Depth-resolved X-ray residual stress analysis in PVD (Ti, Cr) N hard coatings

    CERN Document Server

    Genzel, C

    2003-01-01

    Physical vapour deposition (PVD) of thin hard coatings on TiN basis is usually performed at rather low temperatures (T sub D < 500 C) far from thermal equilibrium, which leads to high intrinsic residual stresses in the growing film. In contrast to the extrinsic thermal residual stresses which can easily be estimated from the difference of the coefficients of thermal expansion between the substrate and the coating, a theoretical prediction of the intrinsic residual stresses is difficult, because their amount as well as their distribution within the film depend in a very complex way on the deposition kinetics. By the example of strongly fibre-textured PVD (Ti, Cr)N coatings which have been prepared under defined variation of the deposition parameters in order to adjust the residual stress distribution within the coatings, the paper compares different X-ray diffraction techniques with respect to their applicability for detecting residual stresses which are non-uniform over the coating thickness. (orig.)

  8. Electrospun PVdF-based fibrous polymer electrolytes for lithium ion polymer batteries

    International Nuclear Information System (INIS)

    Kim, Jeong Rae; Choi, Sung Won; Jo, Seong Mu; Lee, Wha Seop; Kim, Byung Chul

    2004-01-01

    This paper discusses the preparation of microporous fibrous membranes from PVdF solutions with different polymer contents, using the electrospinning technique. Electrospun PVdF-based fibrous membranes with average fiber diameters (AFD's) of 0.45-1.38 μm have an apparent porosity and a mean pore size (MPS) of 80-89% and 1.1-4.3 μm, respectively. They exhibited a high uptake of the electrolyte solution (320-350%) and a high ionic conductivity of above 1 x 10 -3 s/cm at room temperature. Their ionic conductivity increased with the decrease in the AFD of the fibrous membrane due to its high electrolyte uptake. The interaction between the electrolyte molecules and the PVdF with a high crystalline content may have had a minor effect on the lithium ion transfer in the fibrous polymer electrolyte, unlike in a nanoporous gel polymer electrolyte. The fibrous polymer electrolyte that contained a 1 M LiPF 6 -EC/DMC/DEC (1/1/1 by weight) solution showed a high electrochemical stability of above 5.0 V, which increased with the decrease in the AFD The interfacial resistance (R i ) between the polymer electrolyte and the lithium electrode slightly increased with the storage time, compared with the higher increase in the interfacial resistance of other gel polymer electrolytes. The prototype cell (MCMB/PVdF-based fibrous electrolyte/LiCoO 2 ) showed a very stable charge-discharge behavior with a slight capacity loss under constant current and voltage conditions at the C/2-rate of 20 and 60 deg. C

  9. Sintering and microstructure evolution of columnar nickel-based superalloy sheets prepared by EB-PVD

    International Nuclear Information System (INIS)

    Chen, S.; Qu, S.J.; Liang, J.; Han, J.C.

    2010-01-01

    Research highlights: → EB-PVD technology is commonly used to deposit thermal barrier coatings (TBCs) and columnar structure is commonly seen in EB-PVD condensates. The unique columnar structure can provide outstanding resistance against thermal shock and mechanical strains for TBCs. However, a number of researchers have found that the columnar structure can affect the mechanical properties of EB-PVD alloy thin sheet significantly. As yet, works on how to reduce this kind of effects are seldom done. In the present article, we tried to reveal the sintering effects on microstructure evolution and mechanical properties of columnar Ni-based superalloy sheet. The results suggests that after sintering, the columnar structure degrades. Degradation depends on sintering temperature and time. Both the ultimate tensile strength and the elongation percentage are effectively improved after sintering. - Abstract: A ∼0.15 mm-thick columnar nickel-based superalloy sheet was obtained by electron beam physical vapor deposition (EB-PVD). The as-deposited alloy sheet was sintered at different conditions. The microstructure of the specimens before and after sintering was characterized by using scanning electron microscopy. An X'Pert texture facility was used to determine the crystallographic orientation of the as-deposited alloy sheet. The phase transformation was investigated by X-ray diffraction. Tensile tests were conducted at room temperature on as-deposited and sintered specimens. The results show that the as-deposited sheet is composed of typical columnar structures. After sintering, however, the columnar structure degrades. The degradation depends on sintering temperature and time. Both the ultimate tensile strength and the elongation percentage are effectively improved after sintering.

  10. THE ROLE OF OUT-OF-SCHOOL ENGLISH LITERACY ACTIVITIES IN PROMOTING STUDENTS’ ENGLISH LITERACY

    Directory of Open Access Journals (Sweden)

    LILIES SETIASIH

    2014-01-01

    Full Text Available This paper reports on a case study of the role of out-of-school English literacy activities in promoting students’ English literacy at an elementary school in Bandung. The study is an attempt to respond to controversy among decision makers about the idea of offering English at elementary schools and the reality that at the school where the research was conducted, English is fully used as a means of instruction for English, Mathematics, and Science. Considering that literacy is shaped in socio-cultural contexts, the researcher assumed that the students acquired and developed their English literacy not only at school but also outside of school. Their out-of-school English literacy activities might contribute to their English literacy development. The research aims were to investigate the students’ English literacy level and to identify their out-of-school literacy activities. The theoretical framework covered the cognitive and socio-cultural theories of literacy. The research results were: 1 the majority of the fourth grade students were in early advanced and advanced levels for the aspects of reading and writing proficiency; and 2 their out-of-school English literacy activities played an important role in building their English literacy.

  11. The effect of PVD coatings on the corrosion behaviour of AZ91 magnesium alloy

    International Nuclear Information System (INIS)

    Altun, Hikmet; Sen, Sadri

    2006-01-01

    In this study, multilayered AlN (AlN + AlN + AlN) and AlN + TiN were coated on AZ91 magnesium alloy using physical vapour deposition (PVD) technique of DC magnetron sputtering, and the influence of the coatings on the corrosion behaviour of the AZ91 alloy was examined. A PVD system for coating processes, a potentiostat for electrochemical corrosion tests, X-ray difractometer for compositional analysis of the coatings, and scanning electron microscopy for surface examinations were used. It was determined that PVD coatings deposited on AZ91 magnesium alloy increased the corrosion resistance of the alloy, and AlN + AlN + AlN coating increased the corrosion resistance much more than AlN + TiN coating. However, it was observed that, in the coating layers, small structural defects e.g., pores, pinholes, cracks that could arise from the coating process or substrate and get the ability of protection from corrosion worsened were present

  12. PEGDA/PVdF/F127 gel type polymer electrolyte membranes for lithium secondary batteries

    Energy Technology Data Exchange (ETDEWEB)

    Wang, Yan-Jie; Kim, Dukjoon [Department of Chemical Engineering, Polymer Technology Institute, Sungkyunkwan University, Suwon, Kyunggi 440-746 (Korea)

    2007-03-30

    A novel porous gel polymer electrolyte (GPE) membrane based on poly(ethylene glycol) diacrylate (PEGDA), poly(vinylidene fluoride) (PVdF), and polyethylene oxide-co-polypropylene oxide-co-polyethylene oxide (PEO-PPO-PEO, F127) was fabricated by a phase inversion technique. The PEGDA cross-linking oligomer could be randomly mixed with unraveled PVdF polymer chains to form the interpenetrating polymer network (IPN) structure. Several experimental techniques including infrared (IR) spectra, differential scanning calorimetry (DSC), thermogravimetric analyzer (TGA), scanning electron microscopy (SEM), electrochemical impedance spectroscopy (EIS) and potentiostat/galvanostat were employed to investigate the characteristics of the polymer membranes. PEGDA and F127 influenced the porous size and structure. The mechanical strength and flexibility of the membrane were controlled by its composition. The membrane with the composition of PEGDA/PVdF/F127 (0/4/4) showed the highest electrolyte uptake of 152.6% and the maximum ionic conductivity of 2.0 x 10{sup -3} S cm{sup -1} at room temperature. All GPEs prepared in this study were electrochemically stable up to 4.5 V. (author)

  13. Additional ion bombardment in PVD processes generated by a superimposed pulse bias voltage

    International Nuclear Information System (INIS)

    Olbrich, W.; Kampschulte, G.

    1993-01-01

    The superimposed pulse bias voltage is a tool to apply an additional ion bombardment during deposition in physical vapour deposition (PVD) processes. It is generated by the combination of a d.c. ground voltage and a higher d.c. pulse voltage. Using a superimposed pulse bias voltage in ion-assisted PVD processes effects an additional all-around ion bombardment on the surface with ions of higher energy. Both metal and reactive or inert-gas ions are accelerated to the surface. The basic principles and important characteristics of this newly developed process such as ion fluxes or deposition rates are shown. Because of pulsing the high voltage, the deposition temperature does not increase much. The adhesion, structure, morphology and internal stresses are influenced by these additional ion impacts. The columnar growth of the deposited films could be suppressed by using the superimposed pulse bias voltage without increasing the deposition temperature. Different metallizations (Cr and Cu) produced by arc and sputter ion plating are investigated. Carbon-fibre-reinforced epoxy are coated with PVD copper films for further treatment in electrochemical processes. (orig.)

  14. Plasma Spray-Physical Vapor Deposition (PS-PVD) of Ceramics for Protective Coatings

    Science.gov (United States)

    Harder, Bryan J.; Zhu, Dongming

    2011-01-01

    In order to generate advanced multilayer thermal and environmental protection systems, a new deposition process is needed to bridge the gap between conventional plasma spray, which produces relatively thick coatings on the order of 125-250 microns, and conventional vapor phase processes such as electron beam physical vapor deposition (EB-PVD) which are limited by relatively slow deposition rates, high investment costs, and coating material vapor pressure requirements. The use of Plasma Spray - Physical Vapor Deposition (PS-PVD) processing fills this gap and allows thin (deposited and multilayer coatings of less than 100 microns to be generated with the flexibility to tailor microstructures by changing processing conditions. Coatings of yttria-stabilized zirconia (YSZ) were applied to NiCrAlY bond coated superalloy substrates using the PS-PVD coater at NASA Glenn Research Center. A design-of-experiments was used to examine the effects of process variables (Ar/He plasma gas ratio, the total plasma gas flow, and the torch current) on chamber pressure and torch power. Coating thickness, phase and microstructure were evaluated for each set of deposition conditions. Low chamber pressures and high power were shown to increase coating thickness and create columnar-like structures. Likewise, high chamber pressures and low power had lower growth rates, but resulted in flatter, more homogeneous layers

  15. Controlling Dielectric and Magnetic Properties of PVdF/Magnetite Nanocomposite Fibre Webs

    Directory of Open Access Journals (Sweden)

    A. P. Venugopal

    2014-01-01

    Full Text Available The ability of filtration and separation media containing fibres to remove impurities from oil, water, and blood can be enhanced using magnetic fields. The ability to regulate the dielectric and magnetic behaviour of fibrous webs in terms of superparamagnetic or ferromagnetic properties by adjusting material composition is fundamental to meeting end-use requirements. Electrospun fibres were produced from PVdF (polyvinylidene fluoride and nanomagnetite (Fe3O4 nanoparticles from solutions of PVdF in dimethylacetamide containing Fe3O4 nanoparticle contents ranging from 3 to 10 wt%. Fibre dimensions, morphology, and nanoparticle agglomeration were characterised by environmental scanning electron microscopy (ESEM and field emission gun transmission electron microscopy (FEGTEM. Dielectric behaviour of the fibre webs was influenced by web porosity and the Fe3O4 nanoparticle content. Impedance analysis of the webs indicated an increase in dielectric constant of ∼80% by the addition of 10 wt% Fe3O4 nanoparticles compared to 100 wt% PVdF. The dielectric constants of the webs were compared with those obtained from the theoretical mixing models of Maxwell and Lichtenecker. Vibrating sample magnetometer (VSM magnetisation measurements indicated a blocking temperature above 300 K suggesting ferrimagnetic rather than superparamagnetic behaviour as a result of Fe3O4 nanoparticle agglomeration within fibres.

  16. 4: A STUDY ON THE RATE OF INFORMATION LITERACY OF FACULTY MEMBERS AND PHD STUDENTS OF FACULTY OF NURSING AND MIDWIFERY, TABRIZ UNIVERSITY OF MEDICAL SCIENCES, BASED ON SUCCESSFUL EVIDENCE HEALTHCARE

    Science.gov (United States)

    Razmkhah, Maryam; Moghadam, Hadi Sharif; Ziaei, Soraya; Zarea, Vahideh; Narimani, Mohammad Reza

    2017-01-01

    Background and aims Evidence based care is an approach to clinical problem-solving in which merging the results of several studies and information on specialty clinical care as well as patients' wishes and values leads to effective decision making, to avoid seeking frequent care facilitating the patient cares, empowering healthcare workers, maintaining and improving the health of patients and the families. Results of the conducted studies suggest that using such an approach requires information literacy skills. Therefore, the present study aimed to assess information literacy of the faculty members and PhD students of Nursing and Midwifery School of Tabriz University of Medical Sciences about evidence based care. Methods In this cross-sectional survey 53 PhD students and faculty members were selected using census sampling method. Data gathering tool was a researcher-made questionnaire. This inventory was developed regarding valid scientific literature on information literacy and evidence-based care with 68 items and 5 standards of literacy prepared within some steps. After confirming the validity, its reliability was concluded by Cranach's Alpha (0.89). Data was analyzed using SPSS/22. Results Average information literacy skill level for faculty members and students related to evidence-based care and information literacy standards was higher than the average index, except for “information exchange” standard (50±10). The highest and lowest mean scores in evidence based care were for, respectively, questions formation (respectively, 96.18±18.6.17 and 48.51±14.69) and evaluation results (respectively 95.56±6.66 and 45.94±14.08). For information literacy standards there were calculated for (respectively) finding information as the highest score for (respectively, 95.56±6.66 and 72.44±13.62) and the lowest for information exchange (respectively, 74.19±11.83 and 48.51±11.35). Conclusion According to the results of this study and also regarding to this

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

    Science.gov (United States)

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

    2014-12-01

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

  18. Historical and social contexts for scientific writing and use of passive voice: Toward an undergraduate science literacy course

    Science.gov (United States)

    Ding, Dan Xiong

    The passive voice is a major stylistic feature of modern scientific discourse, but such a feature did not dominate scientific writing until the 1890s. It has its roots in the philosophical thoughts of experimental science of Francis Bacon and his followers such as Thomas Sprat and John Locke. In the early seventeenth century. Bacon called for a new science that emphasized collective knowledge of nature. Such a science was a cooperative and public enterprise in which scientists should work as a group to advance knowledge of nature. When science was moving gradually toward a public enterprise from the early seventeenth century, the passive voice gradually replaced the active voice in science writing as a dominant stylistic feature. The passive voice in scientific writing is thus historically and socially conditioned. Scientists take advantage of the linguistic functions of the passive voice to serve their rhetorical and pragmatic purposes such as presenting experiments as they are for others to reproduce and verify the results. It embodies two major conventions of scientific communities: (1) science is a public enterprise and (2) it is also a cooperative venture. Other conventions are related to these two: the collective authority of an scientific community is above the personal authority of any one individual scientist; science is not an infallible force, so any research result needs to be verified by a scientific community before it becomes knowledge; scientists use passive voice to approach their writing to make it appear as if it were objective; and science is a human profession. Therefore, we need to teach science students to use the passive voice, and more importantly, why and when to use it. We should emphasize writing practice to have students' see that they use passives rhetorically to present experimental processes, materials and methods.

  19. Hybrid diffusive/PVD treatments to improve the tribological resistance of Ti-6Al-4V.

    Science.gov (United States)

    Marin, E; Offoiach, R; Lanzutti, A; Regis, M; Fusi, S; Fedrizzi, L

    2014-01-01

    Titanium alloys are nowadays used for a wide range of biomedical applications thanks to their combination of high mechanical resistance, high corrosion resistance and biocompatibility. Nevertheless, the applicability of titanium alloys is sometimes limited due to their low microhardness and tribological resistance. Thus the titanium alloys cannot be successfully applied to prosthetic joint couplings. A wide range of surface treatments, in particular PVD coatings such as CrN and TiN, have been used in order to improve the tribological behaviour of titanium alloys. However, the low microhardness of the titanium substrate often results in coating failure due to cracks and delamination. For this reason, hybrid technologies based on diffusive treatments and subsequent PVD coatings may improve the overall coating resistance. In this work, conventional PVD coatings of CrN or TiCN, deposited on Titanium Grade 5, were characterized and then combined with a standard thermal diffusive nitriding treatment in order to improve the tribological resistance of the titanium alloys and avoid coating delamination. The different treatments were studied by means of scanning electron microscopy both on the sample surface and in cross-section. In-depth composition profiles were obtained using glow discharge optical emission spectrometry (GDOES) and localized energy dispersive X-ray diffraction on linear scan-lines. The microhardness and adhesion properties of the different treatments were evaluated using Vickers microhardness tests at different load conditions. The indentations were observed by means of SEM in order to evaluate delaminated areas and the crack's shape and density. The tribological behaviour of the different treatments was tested in dry conditions and in solution, in alternate pin-on-flat configuration, with a frequency of 0.5 Hz. After testing, the surface was investigated by means of stylus profilometry and SEM both on the surface and in cross-section. The standalone PVD

  20. Literacy in Francophone Africa.

    Science.gov (United States)

    Kokora, Pascal D.

    1991-01-01

    Literacy in francophone Africa, where literacy is still a privilege, is reviewed in terms of the complex linguistic situation, effects of population change, concepts and definitions of literacy, promotion of literacy in adult nonformal settings (e.g., African language literacy materials, multilingual settings). (23 references) (LB)

  1. Negotiating new literacies in science: An examination of at-risk and average-achieving ninth-grade readers' online reading comprehension strategies

    Science.gov (United States)

    Sevensma, Kara

    In today's digital world the Internet is becoming an increasingly predominant resource for science information, rapidly eclipsing the traditional science textbook in content area classrooms (Lawless & Schrader, 2008). The shift challenges researchers, educators, administrators, and policy makers to reconsider what it means to read and comprehend online science information. The research on digital literacy is still in its infancy and little is known about the strategies and processes students use when reading science content on the Internet. Even less is known about how at-risk readers comprehend digital science content. Therefore, this study addresses three research questions: (1) What strategies and processes do at-risk and average-achieving readers use as they locate information and generate meaning from science websites? (2) What navigational profiles emerge as at-risk and average-achieving readers construct traversals (unique online paths of information) they locate information and generate meaning from science websites? (3) What individual characteristics influenced students' strategies as they locate information and generate meaning from science websites? Participants were six ninth-grade students in general education biology classrooms. Three were average-achieving readers and three were at-risk readers based on assessments of reading comprehension in traditional print-based texts. The students engaged in a three-day research project about the rainforest biome, locating information online, taking notes, and constructing an information brochure about the rainforest for peers. Data measures prior to and during the research included an Internet use survey, verbal protocols, screen captures of online activity, oral reading fluency assessments, and prior knowledge and topic engagement surveys. Quantitative descriptive and univariate analyses as well as qualitative abductive coding were employed over multiple phases to analyze the data. First, the results suggest

  2. Moving toward Collective Impact in Climate Change Literacy: The Climate Literacy and Energy Awareness Network (CLEAN)

    Science.gov (United States)

    Ledley, Tamara Shapiro; Gold, Anne U.; Niepold, Frank; McCaffrey, Mark

    2014-01-01

    In recent years, various climate change education efforts have been launched, including federally (National Oceanic and Atmospheric Administration, National Aeronautics and Space Administration, National Science Foundation, etc.) and privately funded projects. In addition, climate literacy and energy literacy frameworks have been developed and…

  3. Literacy for Real: Reading, Thinking, and Learning in the Content Areas. Language & Literacy Practitioners Bookshelf

    Science.gov (United States)

    Lent, ReLeah Cossett

    2009-01-01

    Written for the busy practitioner by an experienced professional development consultant, writer, and speaker, "Literacy for Real" is a hands-on guide to meaningful reading across the content areas of math, science, and social studies in grades 6-12. It presents key information that addresses all types of 21st century literacy--visual, digital, and…

  4. Clinical use of Malay Version of Vertigo Symptom Scale (MWSS) in patients with peripheral vestibular disorder (PVD).

    Science.gov (United States)

    Zainun, Zuraida; Zakaria, Mohd Normani; Sidek, Dinsuhaimi; Ismail, Zalina

    2012-08-01

    The Vertigo symptom scale (VSS) is a well established tool for the evaluation of vestibular disorders and the associated symptoms of autonomic arousal and somatosensation. By using a validated Malay version of vertigo symptom scale (MVVSS) questionnaire, the severity of the vertigo from patients' perspective can be determined and rated. Before MVVSS can be applied clinically among Malaysians, it was of interest to determine its clinical value in identifying vestibular disorders. Forty normal and 65 PVD subjects participated in this cross-sectional study. Normal subjects were recruited amongst Universiti Sains Malaysia (USM) staff and students who had no history of ear and vestibular disorders. Mean total score of MVVSS in normal and PVD subjects were 13.9 +/- 11.1 and 30.1 +/- 20.9, respectively. When the total scores of normal and PVD group were compared, the Mann-Whitney U test showed that there was a significant difference between the two groups (p PVD [benign paroxymal positional vertigo (BPPV), Meniere's disease, labyrinthitis and unknown] have different MVVSS results. However, analysis of variance (ANOVA) found no significant difference in term of outcomes of MVVSS among the different PVD pathologies. Using receiver operating characteristic curve (ROC) method, the sensitivity and specificity of MVVSS were 71% and 60%, respectively. MVVSS is able to discriminate clinically among the normal and PVD subjects. However, it is not a good indicator for differential diagnosis of PVD subtypes, at least in this study. Its sensitivity and specificity in clinical diagnosis are reasonably high. Perhaps a bigger sample size would be useful to further study the clinical usefulness of MVVSS.

  5. Coding as literacy metalithikum IV

    CERN Document Server

    Bühlmann, Vera; Moosavi, Vahid

    2015-01-01

    Recent developments in computer science, particularly "data-driven procedures" have opened a new level of design and engineering. This has also affected architecture. The publication collects contributions on Coding as Literacy by computer scientists, mathematicians, philosophers, cultural theorists, and architects. "Self-Organizing Maps" (SOM) will serve as the concrete reference point for all further discussions.

  6. Multiplied Environmental Literacy. Final Report.

    Science.gov (United States)

    Buethe, Chris

    This booklet presents a pupil-oriented program designed to increase the environmental literacy of teachers and students in Indiana schools through a programmed multiplier effect. Junior and senior high school science teachers were prepared to teach students the meanings of 44 selected environmental terms and related concepts. Those teachers then…

  7. Health Literacy

    Science.gov (United States)

    ... medical words, and of how their health care system works Abilities, such as physical or mental limitations Personal factors, such as age, education, language abilities, and culture More than 90 million adults in the United States have low health literacy. It affects their ability ...

  8. Pain, psychological distress and motor pattern in women with provoked vestibulodynia (PVD) - symptom characteristics and therapy suggestions.

    Science.gov (United States)

    Haugstad, Gro Killi; Wojniusz, Slawomir; Kirste, Unni Merete; Kirschner, Rolf Steinar; Lilleheie, Ingvild; Haugstad, Tor Sigbjørn

    2018-04-25

    Provoked vestibulodynia (PVD) represent a longstanding pain syndrome that affects large numbers of women worldwide. However, no standardized guidelines for PVD treatment exist. In a cross-sectional pilot study we examined 30 PVD patients on multidimensional parameters including pain, psychological distress and quality of movement, in order to obtain a broader understanding of the somatic and psychological symptoms in PVD, and for the future to develop better interventions. Additionally, we compare the findings to previously published results regarding the same parameters in women with chronic pelvic pain (CPP). Thirty women with PVD recruited from a tertiary care university clinic of gynecology were assessed for demographic data, pain intensity (VAS), psychological distress (GHQ-30 and Tampa scale of Kinesophobia) and quality of movement (standardized Mensendieck test, SMT). Average age of the PVD women was 24.7±3.60 years, 60% of them were in permanent relationships, all were nulliparous, none had been subjected to surgical procedures, 100% were working full or part time and 90% were educated to at least undergraduate level. Mean VAS score was 7.77±1.97 (mean±SD), kinesiophobia 24.4±3.95 and anxiety domain of GHQ-30 9.73±4.06. SMT scores were particularly low for the domains of respiration and gait (less than 50% of optimal scores). PVD women display reduced quality of movement, especially for gait and respiration patterns, increased level of anxiety and high average pain scores. These findings are similar to what we have previously reported in CPP patients. However, in contrast to CPP group, PVD women are on average younger, have higher work participation, higher education level and have not been subjected to surgical procedures. Since PVD women display similar, although somewhat less severe, symptom profile than CPP, we suggest that a multidimensional approach to treatment, such as "somatocognitive therapy" should be investigated in this group as it has

  9. Science, Technology and Social Change Course's Effects on Technological Literacy Levels of Social Studies Pre-Service Teachers

    Science.gov (United States)

    Yigit, E. Ozlem

    2013-01-01

    Social studies curricula are required in order to prepare to educate children who continue to learn after their formal training, and it is vital that teachers receive an education properly. In Social Studies Education Departments of Education Faculties Science, Technology and Social Change course is convenient to this aim and it contributes to…

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

    Science.gov (United States)

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

    2014-01-01

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

  11. Shared-Book Experience Using Science-Themed Books to Develop Scientific Literacy: An Interactive Approach with Struggling Readers

    Science.gov (United States)

    Chung, Mi-Hyun; Keckler, Barbara

    2016-01-01

    This paper will explain what a reading teacher learned from working with a group of first-grade struggling readers in a series of shared-book experience classes. The shared-book experience approach used a variety of science-themed books that were aligned with the first-grade curriculum and appropriate for beginning readers. Considering the…

  12. Review, Revise, and (re)Release: Updating an Information Literacy Tutorial to Embed a Science Information Life Cycle

    Science.gov (United States)

    Bussmann, Jeffra Diane; Plovnick, Caitlin E.

    2013-01-01

    In 2008, University of California, Irvine (UCI) Libraries launched their first Find Science Information online tutorial. It was an innovative web-based tool, containing not only informative content but also interactive activities, embedded hyperlinked resources, and reflective quizzes, all designed primarily to educate undergraduate science…

  13. Enhancing Science Literacy and Art History Engagement at Princeton Through Collaboration Between the University Art Museum and the Council on Science and Technology

    Science.gov (United States)

    Riihimaki, C. A.; White, V. M.

    2016-12-01

    The importance of innovative science education for social science and humanities students is often under-appreciated by science departments, because these students typically do not take science courses beyond general education requirements, nor do they contribute to faculty research programs. However, these students are vitally important in society—for example as business leaders or consultants, and especially as voters. In these roles, they will be confronted with decisions related to science in their professional and personal lives. The Council on Science and Technology at Princeton University aims to fill this education gap by developing and supporting innovative programs that bring science to cross-disciplinary audiences. One of our most fruitful collaborations has been with the Princeton University Art Museum, which has an encyclopedic collection of over 92,000 works of art, ranging from antiquity to the contemporary. Our work includes 1) bringing introductory environmental science courses to the Museum to explore how original works of art of different ages can serve as paleo-environmental proxies, thereby providing a means for discussing broader concepts in development of proxies and validation of reconstructions; 2) sponsoring a panel aimed at the general public and composed of science faculty and art historians who discussed the scientific and art historical contexts behind Albert Bierstadt's Mount Adams, Washington, 1875 (oil on canvas, gift of Mrs. Jacob N. Beam, accession number y1940-430), including the landscape's subjects, materials, technique, and style; and 3) collaborating on an installation of photographs relevant to a freshman GIS course, with an essay about the artwork written by the students. This first-hand study of works of art encourages critical thinking and an empathetic approach to different historical periods and cultures, as well as to the environment. Our collaboration additionally provides an opportunity to engage more students in

  14. Learning Crude Oil by Using Scientific Literacy Comics

    Science.gov (United States)

    Aisyah, R.; Zakiyah, I. A.; Farida, I.; Ramdhani, M. A.

    2017-09-01

    A research has been conducted to create a crude oil learning media in the form of scientific literacy-oriented comic. The research included some phases, namely: concept analysis, material transformation to concept map, indicator identification and science literacy aspect. The product was made based on flowcharts and storyboards that have been validated by expert validators. The product has characteristics namely; 1) Develops indicators and aspects of science literacy, 2) presents the materials in form of story of science fiction genre, 3) has characters adopting levels of scientific literacy, 4) has optional stories, because it depends on questions asked to develop scientific literacy in terms of content, context, process and attitude. Based on feasibility test, the product is feasible to be used as learning media. It is suggested to do an expanded experiment to examine its affectivity in improving scientific literacy and growing students’ awareness about the issues of energy crisis and the impacts of fossil fuel use on the environment.

  15. Advocating for Patient Care Literacy.

    Science.gov (United States)

    Poirier, Therese I

    2018-02-01

    The value of the arts and humanities in becoming an "educated" pharmacist is reviewed in this commentary. The term "patient care literacy" is defined as becoming a more humane pharmacist. This implies not only using heads but HARTSS (humanities, arts and social sciences) for developing the necessary skills. A conceptual framework for curricular reform that focuses on using the arts and humanities is proposed for advancing patient care literacy. Methods for enhancing use of arts and humanities for developing pharmacy graduates is specifically proposed. The need for more empiric research to demonstrate the value of the arts and humanities in developing a patient care literate professional is highlighted.

  16. Protection of yttria-stabilized zirconia for dental applications by oxidic PVD coating.

    Science.gov (United States)

    Hübsch, C; Dellinger, P; Maier, H J; Stemme, F; Bruns, M; Stiesch, M; Borchers, L

    2015-01-01

    In this study, the application of transparent physical vapor deposition (PVD) coatings on zirconia ceramics was examined as an approach to retard the low-temperature degradation of zirconia for dental applications. Transparent monolayers of titanium oxide (TixOy) and multilayers consisting of titanium oxide-alumina-titanium oxide (TixOy-AlxOy-TixOy) were deposited onto standardized discs of 3Y-TZP using magnetron sputtering. Using X-ray photospectroscopy and time-of-flight secondary-ion mass spectrometry, the compositions of the coatings were verified, and an approximate thickness of 50 nm for each type of coating was ascertained. After aging the coated and uncoated samples in water vapor at 134°C and 3 bar for 4, 8, 16, 32, 64 and 128 h, the monoclinic phase content was determined using X-ray diffraction, and its impact on mechanical properties was assessed in biaxial flexural strength tests. In addition, the depth of the transformation zone was measured from scanning electron microscopy images of the fracture surfaces of hydrothermally aged samples. The results revealed that the tetragonal-to-monoclinic phase transformation of the zirconia ceramic was retarded by the application of PVD coatings. During the first stages of aging, the coated samples exhibited a significantly lower monoclinic phase content than the uncoated samples and, after 128 h of aging, showed a transformation zone which was only ∼12-15 μm thick compared to ∼30 μm in the control group. Biaxial flexural strength decreased by ∼10% during aging and was not influenced by the application of a PVD coating. Copyright © 2014 Acta Materialia Inc. Published by Elsevier Ltd. All rights reserved.

  17. NiCoCrAl/YSZ laminate composites fabricated by EB-PVD

    International Nuclear Information System (INIS)

    Shi Guodong; Wang Zhi; Liang Jun; Wu Zhanjun

    2011-01-01

    Highlights: → The metal-ceramic laminate composites were fabricated by EB-PVD. → Both metal and ceramic layers consisted of straight columns with banded structures. → Columnar grain size was limited by the periodic layer interfaces in the laminates. → Effect of columns on fracture property was decreased by limiting layer thickness. → Laminates showed greater specific strength than monolithic metal foil. - Abstract: Two NiCoCrAl/YSZ laminate composites (A and B) with different metal-layer thickness (∼35 μm and 14 μm, respectively) were fabricated by electron beam physical vapor deposition (EB-PVD). Their microstructure was examined and their mechanical properties were compared with the 289 μm thick NiCoCrAl monolithic foil produced by EB-PVD. Both the YSZ and NiCoCrAl layers of the laminate composites had columnar grain structure. But the periodic layer interfaces limited the columnar grain size. Some pores between the columns were also observed. It was found that the strength of the laminate A was equal approximately to that of the NiCoCrAl monolithic foil, and that laminate B had the greater strength. Moreover, the density of the foils decreased with the increasing thickness ratio of YSZ/NiCoCrAl layers and the increasing the layer number. Thus, comparing with the NiCoCrAl monolithic foil, the NiCoCrAl/YSZ laminate composites not only had the equal or greater strength, but also had the much greater specific strength.

  18. The properties of B-Sb thin films prepared by molecular flow region PVD process

    International Nuclear Information System (INIS)

    Kumashiro, Y.; Nakamura, K.; Sato, K.; Ohtsuka, M.; Ohishi, Y.; Nakano, M.; Doi, Y.

    2004-01-01

    The present paper is the first description on the electrical and thermoelectric properties of amorphous PVD B 12 Sb 2 films prepared using the reaction of decaborane gas with evaporated antimony gas on Si (1900 A) / SiO x (3700 A) / Si (100) (625 μm) substrate at the temperature 350 deg. C. Ohmic metals contacts of the film were examined by making evaporated Al, followed by annealing at 200 deg. C. The comparatively high mobility of ∼100 cm 2 /V s and high thermoelectric figures-of-merit of ∼10 -4 /K were confirmed

  19. Growth Mechanism for Low Temperature PVD Graphene Synthesis on Copper Using Amorphous Carbon

    Science.gov (United States)

    Narula, Udit; Tan, Cher Ming; Lai, Chao Sung

    2017-03-01

    Growth mechanism for synthesizing PVD based Graphene using Amorphous Carbon, catalyzed by Copper is investigated in this work. Different experiments with respect to Amorphous Carbon film thickness, annealing time and temperature are performed for the investigation. Copper film stress and its effect on hydrogen diffusion through the film grain boundaries are found to be the key factors for the growth mechanism, and supported by our Finite Element Modeling. Low temperature growth of Graphene is achieved and the proposed growth mechanism is found to remain valid at low temperatures.

  20. Structural characterisation of oxygen diffusion hardened alpha-tantalum PVD-coatings on titanium.

    Science.gov (United States)

    Hertl, C; Koll, L; Schmitz, T; Werner, E; Gbureck, U

    2014-08-01

    Titanium substrates were coated with tantalum layers of 5 μm thickness using physical vapour deposition (PVD). The tantalum layers showed a (110)-preferred orientation. The coated samples were hardened by oxygen diffusion. Using X-ray diffraction the crystallographic structure of the tantalum coatings was characterised, comparing untreated and diffusion hardened specimen conditions. Oxygen depth profiles were determined by glow discharge spectrometry. The hardening effect of the heat treatment was examined by Vickers microhardness testing. The increase of surface hardness caused by oxygen diffusion was at least 50%. Copyright © 2014 Elsevier B.V. All rights reserved.

  1. Multilayered and composite PVD-CVD coatings in cemented carbides manufacture

    International Nuclear Information System (INIS)

    Glushkov, V.N.; Anikeev, A.I.; Anikin, V.N.; Vereshchaka, A.S.

    2001-01-01

    Carbide cutting tools with wear-resistant coatings deposited by CVD process are widely employed in mechanical engineering to ensure a substantially longer service life of tool systems. However, the relatively high temperature and long time of the process make the substrate decarburise and, as a result, the bend strength and performance characteristics of a tool decrease. The present study suggests the problem of deteriorated strength of CVD-coated carbide tools be solved by the development of a technology that combines arc-PVD and CVD processes to deposit multilayered coatings of titanium and aluminium compounds. (author)

  2. An apparatus for sequential pulsed plasma beam treatment in combination with Arc PVD deposition

    International Nuclear Information System (INIS)

    Stanislawski, J.; Werner, Z.; Piekoszewski, J.; Richter, E.

    2002-01-01

    A hybrid type of apparatus is described which enables one to form a thin multi-layer film on the surface of any kind of solid substrate. In one process, the surface is treated with a high intensity pulse plasma beam which introduces the chosen kind of atoms into the near-surface layer of the substrate. In the second process, following the first without breaking the vacuum, the coating is formed by arc PVD (physics vapour deposition) process. Two examples of coatings formed on metallic and ceramic substrates are presented. (author)

  3. Playful Literacy

    DEFF Research Database (Denmark)

    Froes, Isabel

    these practices, which compose the taxonomy of tablet play. My contribution lies in identifying and proposing a series of theoretical concepts that complement recent theories related to play and digital literacy studies. The data collected through observations informed some noteworthy aspects, including how...... with tablets’ physical and digital affordances shape children’s digital play. This thesis presents how young children’s current practices when playing with tablets inform digital experiences in Denmark and Japan. Through an interdisciplinary lens and a grounded theory approach, I have identified and mapped...... vocabulary in children’s digital play experiences. These early digital experiences set the rules for the playgrounds and assert digital tablets as twenty-first-century toys, shaping young children’s playful literacy....

  4. Unpacking New Media Literacy

    Directory of Open Access Journals (Sweden)

    Der-Thanq “victor” Chen

    2011-04-01

    Full Text Available The 21st century has marked an unprecedented advancement of new media. New media has become so pervasive that it has penetrated into every aspect of our society. New media literacy plays an essential role for any citizen to participate fully in the 21st century society. Researchers have documented that literacy has evolved historically from classic literacy (reading-writing-understanding to audiovisual literacy to digital literacy or information literacy and recently to new media literacy. A review of literature on media literacy reveals that there is a lack of thorough analysis of unique characteristics of new media and its impacts upon the notion of new media literacy. The purpose of the study is to unpack new media literacy and propose a framework for a systematic investigation of new media literacy.

  5. Frozen-in vacancies in PVD-Cu films with improved high-pressure reflowability studied using a slow positron beam

    Energy Technology Data Exchange (ETDEWEB)

    Yabuuchi, A; Kubo, D; Mizuno, M; Araki, H [Division of Materials and Manufacturing Science, Graduate School of Engineering, Osaka University, 2-1 Yamadaoka, Suita, Osaka 565-0871 (Japan); Onishi, T [Materials Research Laboratory, Kobe Steel Ltd., 5-5 Takatsukadai 1-chome, Nishi-ku, Kobe, Hyogo 651-2271 (Japan); Shirai, Y [Department of Materials Science and Engineering, Graduate School of Engineering, Kyoto University, Yoshida-Honmachi, Sakyo-ku, Kyoto 606-8501 (Japan)], E-mail: atsushi.yabuuchi@mat.eng.osaka-u.ac.jp

    2009-05-01

    Recently, a new process has been proposed for fabricating a LSI interconnection; filling trenches and via holes with Cu using high-pressure annealing treatment. It is already known that a Cu film produced by physical vapor deposition (PVD) has a lower reflowability compared to a Cu film produced by electrochemical deposition (ECD). Additionally, it has also been recognized that the addition of Sb to the PVD-Cu film improves the reflowability. However, the factors responsible for the reflowability of Cu films have not yet been studied. In this work, we evaluated a PVD pure-Cu film and a PVD Cu-0.5at%Sb film by using a slow positron beam. Addition of Sb led to the introduction of lattice defects in the as-deposited film. These defects that were observed in the PVD-CuSb dilute alloy film were identified as frozen-in vacancies that were produced during deposition.

  6. Frozen-in vacancies in PVD-Cu films with improved high-pressure reflowability studied using a slow positron beam

    International Nuclear Information System (INIS)

    Yabuuchi, A; Kubo, D; Mizuno, M; Araki, H; Onishi, T; Shirai, Y

    2009-01-01

    Recently, a new process has been proposed for fabricating a LSI interconnection; filling trenches and via holes with Cu using high-pressure annealing treatment. It is already known that a Cu film produced by physical vapor deposition (PVD) has a lower reflowability compared to a Cu film produced by electrochemical deposition (ECD). Additionally, it has also been recognized that the addition of Sb to the PVD-Cu film improves the reflowability. However, the factors responsible for the reflowability of Cu films have not yet been studied. In this work, we evaluated a PVD pure-Cu film and a PVD Cu-0.5at%Sb film by using a slow positron beam. Addition of Sb led to the introduction of lattice defects in the as-deposited film. These defects that were observed in the PVD-CuSb dilute alloy film were identified as frozen-in vacancies that were produced during deposition.

  7. The Role of SiO2 Gas in the Operation of Anti-Corrosion Coating Produced by PVD

    Directory of Open Access Journals (Sweden)

    Meysam Zarchi

    2015-09-01

    Full Text Available This study examined theSiO2 gas present in the coatings used in corrosion industry.These layers have been created by physical vapor deposition (PVD, with an appropriate performance. Sublimation of SiO2is used to protect PVD aluminum flakes from water corrosionand to generate highly porous SiO2 flakes with holes in the nanometer range. SiOx/Al/SiOx sandwiches were made as well as Ag loaded porous SiO2 as antimicrobial filler.

  8. Climate Literacy and Cyberlearning: Emerging Platforms and Programs

    Science.gov (United States)

    McCaffrey, M. S.; Wise, S. B.; Buhr, S. M.

    2009-12-01

    With the release of the Essential Principles of Climate Science Literacy: A Guide for Individuals and Communities in the Spring of 2009, an important step toward an shared educational and communication framework about climate science was achieved. Designed as a living document, reviewed and endorsed by the thirteen federal agencies in the U.S. Climate Change Science Program (now U.S. Global Change Research Program), the Essential Principles of Climate Literacy complement other Earth system literacy efforts. A variety of emerging efforts have begun to build on the framework using a variety of cyberlearning tools, including an online Climate Literacy course developed by Education and Outreach group at CIRES, the Cooperative Institute for Research in Environmental Sciences, and the Independent Learning program of the Continuing Education Division at the University of Colorado at Boulder. The online course, piloted during the Summer of 2009 with formal classroom teachers and informal science educators, made use of the online Climate Literacy Handbook, which was developed by CIRES Education and Outreach and the Encyclopedia of Earth, which is supported by the National Council for Science and the Environment and hosted by Boston University. This paper will explore challenges and opportunities in the use of cyberlearning tools to support climate literacy efforts, highlight the development of the online course and handbook, and note related emerging cyberlearning platforms and programs for climate literacy, including related efforts by the Climate Literacy Network, the NASA Global Climate Change Education programs, the National STEM Education Distributed Learning (NSDL) and AAAS Project 2061.

  9. From Local to EXtreme Environments (FLEXE): Promoting Earth Systems Science Literacy Through Student Inquiry and Real Data

    Science.gov (United States)

    Goehring, E. C.; Carlsen, W.; Larsen, J.; Simms, E.; Smith, M.

    2007-12-01

    From Local to EXtreme Environments (FLEXE) is an innovative new project of the GLOBE Program that involves middle and high school students in systematic, facilitated analyses and comparisons of real environmental data. Through FLEXE, students collect and analyze data from various sources, including the multi-year GLOBE database, deep-sea scientific research projects, and direct measurements of the local environment collected by students using GLOBE sampling protocols. Initial FLEXE materials and training have focused on student understanding of energy transfer through components of the Earth system, including a comparison of how local environmental conditions differ from those found at deep-sea hydrothermal vent communities. While the importance of data acquisition, accuracy and replication is emphasized, FLEXE is also uniquely structured to deepen students' understanding of multiple aspects of the process and nature of science, including written communication of results and on-line peer review. Analyses of data are facilitated through structured, web-based interactions and culminating activities with at-sea scientists through an online forum. The project benefits from the involvement of a professional evaluator, and as the model is tested and refined, it may serve as a template for the inclusion of additional "extreme" earth systems. FLEXE is a partnership of the international GLOBE web- based education program and the NSF Ridge 2000 mid-ocean ridge and hydrothermal vent research program, and includes the expertise of the Center for Science and the Schools at Penn State University. International collaborators also include the InterRidge and ChEss international research programs.

  10. Literacy in America.

    Science.gov (United States)

    Graubard, Stephen R., Ed.

    1990-01-01

    This collection of essays addresses issues related to basic literacy and mathematical competence in the United States. Articles include the following: "The Roots of Literacy" (David Hawkins); "Historical Perspectives on Literacy and Schooling" (Daniel P. Resnick); "Reconciling the Literacies of Generations" (William…

  11. Development and characterization of nano structured hard coatings for high performance tools by using PVD technique

    International Nuclear Information System (INIS)

    Irfan, M.; Alam, S.; Hassan, Z.; Iftikhar, F.; Khadim, S.

    2006-01-01

    No doubt hard coatings nave major applications in high performance cutting tools in order to improve tribological and mechanical properties of these tools since last years. The actual top development in this regard is the development of PVD based AlTiN coatings and their supplementation with nano. layers. In present these nano coatings are replaced by nano composites along with an additional development of Multilayer Nano structured coatings. This PVD based nano structured coating development optimized by process parameters, crystalline structure and deposition in multilayer. These coating are definitely produced by combination of ARC and Sputtering with filtration of arc droplets. It is studied that the properties like oxidation resistance, wear resistance and resistance against chemical reaction may be obtained by alloying additions of different elements. This paper presents different development stages and Process parameters for- producing high performance Nanostructure coatings and including adhesion test by using Kalomax system for determination of adhesion strength of these coatings and coating thickness measurements by using image analyzer system. Results and conclusions are showing the optimum values for better coatings for different applications. (author)

  12. A study on the high velocity impact behavior of titanium alloy by PVD method

    International Nuclear Information System (INIS)

    Sohn, Se Won; Lee, Doo Sung; Hong, Sung Hee

    2001-01-01

    In order to investigate the fracture behaviors(penetration modes) and resistance to penetration during ballistic impact of titanium alloy laminates and nitrified titanium alloy laminates which were treated by PVD(Physical Vapor Deposition) method, ballistic tests were conducted. Evaporation, sputtering, and ion plating are three kinds of PVD method. In this research, ion plating was used to achieve higher surface hardness and surface hardness test were conducted using a micro Vicker's hardness tester. Resistance to penetration is determined by the protection ballistic limit(V 50 ), a statistical velocity with 50% probability for complete penetration. Fracture behaviors and ballistic tolerance, described by penetration modes, are respectfully observed at and above ballistic limit velocities, as a result of V 50 test and Projectile Through Plates(PTP) test methods. PTP tests were conducted with 0 .deg. obliquity at room temperature using 5.56mm ball projectile. V 50 tests with 0 .deg. obliquity at room temperature were conducted with projectiles that were able to achieve near or complete penetration during PTP tests. Surface hardness, resistance to penetration, and penetration modes of titanium alloy laminates are compared to those of nitrified titanium alloy laminates

  13. Effects of synchrotron x-rays on PVD deposited and ion implanted α-Si

    International Nuclear Information System (INIS)

    Yu, K.M.; Wang, L.; Walukiewicz, W.; Muto, S.; McCormick, S.; Abelson, J.R.

    1997-01-01

    The authors have studied the effects of intense X-ray irradiation on the structure of amorphous Si films. The films were obtained by either physical vapor deposition or by implantation of high energy ions into crystalline Si. They were exposed to different total doses of synchrotron X-rays. From the EXAFS and EXELFS measurements they find that an exposure to X-rays increases the Si coordination number. Also in the PVD films a prolonged X-ray exposure enlarges, by about 2%, the Si-Si bond length. Raman spectroscopy shows that Si amorphized with high energy ions contains small residual amounts of crystalline material. Irradiation of such films with X-rays annihilates those crystallites resulting in homogeneously amorphous layer with a close to four-fold coordination of Si atoms. This rearrangement of the local structure has a pronounced effect on the crystallization process of the amorphous films. Thermal annealing of X-ray irradiated ion amorphized films leads to nearly defect free solid phase epitaxy at 500 C. Also they observe a delay in the onset of the crystallization process in X-ray irradiated PVD films. They associate this with a reduced concentration of nucleation centers in the x-ray treated materials

  14. Metallic Conductive Nanowires Elaborated by PVD Metal Deposition on Suspended DNA Bundles.

    Science.gov (United States)

    Brun, Christophe; Elchinger, Pierre-Henri; Nonglaton, Guillaume; Tidiane-Diagne, Cheikh; Tiron, Raluca; Thuaire, Aurélie; Gasparutto, Didier; Baillin, Xavier

    2017-09-01

    Metallic conductive nanowires (NWs) with DNA bundle core are achieved, thanks to an original process relying on double-stranded DNA alignment and physical vapor deposition (PVD) metallization steps involving a silicon substrate. First, bundles of DNA are suspended with a repeatable process between 2 µm high parallel electrodes with separating gaps ranging from 800 nm to 2 µm. The process consists in the drop deposition of a DNA lambda-phage solution on the electrodes followed by a naturally evaporation step. The deposition process is controlled by the DNA concentration within the buffer solution, the drop volume, and the electrode hydrophobicity. The suspended bundles are finally metallized with various thicknesses of titanium and gold by a PVD e-beam evaporation process. The achieved NWs have a width ranging from a few nanometers up to 100 nm. The electrical behavior of the achieved 60 and 80 nm width metallic NWs is shown to be Ohmic and their intrinsic resistance is estimated according to different geometrical models of the NW section area. For the 80 nm width NWs, a resistance of about few ohms is established, opening exploration fields for applications in microelectronics. © 2017 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

  15. Ion irradiation-induced stress relaxation in thin films and multilayers deposited using energetic PVD techniques

    International Nuclear Information System (INIS)

    Abadias, Gregory; Michel, Anny; Debelle, Aurelien; Jaouen, Christiane; Djemia Philippe

    2009-01-01

    The aim of the present work is to understand the stress build-up during energetic PVD film growth and the stress relaxation during subsequent ion irradiation at low dose (typically in the range 0.1-1.0 displacement per atom). Monolithic Mo thin films and Mo/Ni multilayers were grown using Dual Ion Beam Sputtering and Magnetron Sputtering at room temperature. Due to the high energy of incoming species (sputtered atoms, backscattered Ar), growth defects of interstitial-type are created during growth. The defect density can reach up to 1.4 % (far from equilibrium) in these Mo refractory layers. These defects act as misfitting particles, inducing a hydrostatic stress component and an associated in-plane compressive stress component. However, after Ar ion irradiation at low dose (∼0.2 dpa), most of the stress is relieved, showing that the growth induced defects are highly unstable. For Ni layers, the compressive stress is much lower due to the higher bulk atom mobility in this metal, making annihilation of defects more effective. An intermixing occurring mainly at the Mo/Ni interfaces is revealed from a complete strain-stress analysis using X-ray Diffraction. The magnitude of this interfacial alloying is found to increase with the energetics of the PVD process and is at the origin of the huge softening of the C 4 4 elastic constant, as measured using Brillouin light scattering. (authors)

  16. Great Lakes Literacy Principles

    Science.gov (United States)

    Fortner, Rosanne W.; Manzo, Lyndsey

    2011-03-01

    Lakes Superior, Huron, Michigan, Ontario, and Erie together form North America's Great Lakes, a region that contains 20% of the world's fresh surface water and is home to roughly one quarter of the U.S. population (Figure 1). Supporting a $4 billion sport fishing industry, plus $16 billion annually in boating, 1.5 million U.S. jobs, and $62 billion in annual wages directly, the Great Lakes form the backbone of a regional economy that is vital to the United States as a whole (see http://www.miseagrant.umich.edu/downloads/economy/11-708-Great-Lakes-Jobs.pdf). Yet the grandeur and importance of this freshwater resource are little understood, not only by people in the rest of the country but also by many in the region itself. To help address this lack of knowledge, the Centers for Ocean Sciences Education Excellence (COSEE) Great Lakes, supported by the U.S. National Science Foundation and the National Oceanic and Atmospheric Administration, developed literacy principles for the Great Lakes to serve as a guide for education of students and the public. These “Great Lakes Literacy Principles” represent an understanding of the Great Lakes' influences on society and society's influences on the Great Lakes.

  17. Just a subtle difference? Findings from a systematic review on definitions of nutrition literacy and food literacy.

    Science.gov (United States)

    Krause, Corinna; Sommerhalder, Kathrin; Beer-Borst, Sigrid; Abel, Thomas

    2018-06-01

    Nutrition literacy and food literacy have become increasingly important concepts in health promotion. Researchers use one or the other term to describe the competencies needed to maintain a healthy diet. This systematic review examines whether these terms are synonymous or if their meanings are substantially different.We searched major bibliographic databases (Web of Science, PubMed, ScienceDirect, CINAHL, SocIndex and ERIC) for publications that provided an original definition of nutrition or food literacy. Then we used Nutbeam's tripartite health literacy model as an analytical grid. The definitions we found included specific competencies, which we mapped to the domains of functional, interactive, or critical literacy.In the 173 full-text publications we screened, we found six original definitions of nutrition literacy, and 13 original definitions of food literacy. Seven food literacy definitions were integrated into a conceptual framework. Analysing their structure revealed that nutrition literacy and food literacy are seen as specific forms of health literacy, and represent distinct but complementary concepts. Definitions of nutrition literacy mainly described the abilities necessary to obtain and understand nutrition information. Definitions of food literacy incorporated a broader spectrum of theoretical and practical knowledge and skills. To be food literate also means to apply information on food choices and critically reflect on the effect of food choice on personal health and on society. Since food literacy is based on a more comprehensive understanding of health behaviours, it is the more viable term to use in health promotion interventions. For the practical implication, a harmonization of the different definitions is desirable.

  18. Family literacy

    DEFF Research Database (Denmark)

    Sehested, Caroline

    2012-01-01

    I Projekt familielæsning, der er et samarbejde mellem Nationalt Videncenter for Læsning og Hillerød Bibliotek, arbejder vi med at få kontakt til de familier, som biblioteket ellers aldrig ser som brugere og dermed også de børn, der vokser op i familier, for hvem bøger og oplæsningssituationer ikk...... er en selvfølgelig del af barndommen. Det, vi vil undersøge og ønsker at være med til at udvikle hos disse familier, er det, man kan kalde family literacy....

  19. Quantitative Literacy on the Web of Science, 2 – Mining the Health Numeracy Literature for Assessment Items

    Directory of Open Access Journals (Sweden)

    H.L. Vacher

    2009-01-01

    Full Text Available A topic search of the Web of Science (WoS database using the term “numeracy” produced a bibliography of 293 articles, reviews and editorial commentaries (Oct 2008. The citation graph of the bibliography clearly identifies five benchmark papers (1995-2001, four of which developed numeracy assessment instruments. Starting with the 80 papers that cite these benchmarks, we identified a set of 25 papers (1995-2008 in which the medical research community reports the development and/or application of health-numeracy assessments. In all we found 10 assessment instruments from which we have compiled a total of 48 assessment items. There are both general and context-specific tests, with the wide range in the latter illustrated by names such as the Diabetes Numeracy Test and the Asthma Numeracy Questionnaire. There is also a Medical Data Interpretation Test and a Subjective Numeracy Scale. Much of this literature discusses the validity and reliability of the test, and many papers include item-by-item results of the tests from when they were applied in the research reported in the papers. The research that used the tests was directed at exploring such subjects as the patients’ ability to evaluate risks and benefits in order to make informed decisions; to understand and carry out instructions in order to self-manage their medical conditions; and, in research settings, to understand what the researchers were asking in their assessments (e.g., quantified quality of life that require comparison of numerical information. We present the collection of items as a potential resource for educators interested in numeracy assessments in context.

  20. Stress analysis and microstructure of PVD monolayer TiN and multilayer TiN/(Ti,Al)N coatings

    NARCIS (Netherlands)

    Carvalho, NJM; Zoestbergen, E; Kooi, BJ; De Hosson, JTM

    2003-01-01

    Two PVD titanium nitride based coatings; monolayer TiN and multilayer resulting from the stacking of TiN and (Ti,Al)N layers were evaluated with respect to their stress state and microstructure. The TiN was deposited by triode evaporation ion plating, whereas the TiN/(Ti,AI)N was deposited using a

  1. Partial sulfonation of PVdF-co-HFP: A preliminary study and characterization for application in direct methanol fuel cell

    International Nuclear Information System (INIS)

    Das, Suparna; Kumar, Piyush; Dutta, Kingshuk; Kundu, Patit Paban

    2014-01-01

    Highlights: • Synthesis of sulfonated PVdF-co-HFP by reacting with chlorosulfonic acid. • Maximum degree of sulfonation and best properties were obtained for 7 h reaction. • A maximum water uptake value of 20% was obtained. • A maximum IEC value of 0.42 meq g −1 was obtained. • A methanol permeability of 2.44 × 10 −7 cm 2 s −1 was obtained. - Abstract: Sulfonation of PVdF-co-HFP was conducted by treating the copolymer with chlorosulfonic acid. The efficiency of this sulfonated copolymer towards application as a polymer electrolyte membrane in direct methanol fuel cell (DMFC) was evaluated. For this purpose, we determined the thermal stability, water uptake, ion exchange capacity (IEC), methanol crossover, and proton conductivity of the prepared membranes as functions of duration and degree of sulfonation. The characteristic aromatic peaks obtained in the FT-IR spectra confirmed the successful sulfonation of PVdF-co-HFP. The effect of sulfonation on the semi-crystalline nature of pure PVdF-co-HFP was determined from XRD analysis. Water uptake results indicated that a sulfonation time of 7 h produced maximum water uptake value of about 20%, with a corresponding IEC and proton conductivity values of about 0.42 meq g −1 and 0.00375 S cm −1 respectively. The maximum current density was recorded to be 30 mA cm −2 at 0.2 V potential

  2. [Efficacy of PVD regimen combined with IMRT for early-stage extranodal nasal NK/T-cell lymphoma].

    Science.gov (United States)

    Zhang, Y; Huang, Y H; Hu, Y F; Liu, Q L; Wu, T

    2017-07-11

    Objective: To evaluate the efficacy of PVD chemo-regimen (Pegaspargase, vincristine and dexamethasone) combined with intensity-modulated radiotherapy (IMRT) for patients with early-stage extranodal nasal NK/T-cell lymphoma (ENKL). Methods: Clinical data of 52 patients with early-stage ENKL were collected during May 2010 and June 2015 in Department of Lymphoma, Cancer Hospital of Guizhou Medical University, and these patients firstly received a concurrent chemoradiotherapy of two-cycle of PVD and IMRT (gross tumor volume primary: 12.6-59.4 Gy) and then 2 to 4 cycles of PVD as subsequent chemotherapy, the efficacy and adverse responses were retrospectively analyzed and observed. Results: Follow-up stopped until December 2015, complete remission was seen in 44 cases (84.6%) and partial remission 7 cases (13.5%), out of 52 cases. A total of 1 case died of progression disease during treatment and within 1 year after treatment, 1 case died of pulmonary infection within 1 week after treatment, 2 cases survived with tumor; so the objective response rate and clinical benefit rate were both 98.1%, 1-year, 2-year and 3-year overall survival rates and progression free survival rates were all 93.6%, 1-year and 2-year disease free survival rates were both 90.3%; the correlation analysis showed that the radiotherapy dose was related to the curative effect ( P PVD regimen and IMRT have a good therapeutic effect and adverse response can be tolerated.

  3. Mechanical properties of EB-PVD ZrO{sub 2} thermal barrier coatings; Mechanische Eigenschaften von EB-PVD ZrO{sub 2} Waermedaemmschichten

    Energy Technology Data Exchange (ETDEWEB)

    Held, Carolin

    2014-08-29

    In this work, the elastic properties of thermal barrier coatings which were produced by electron-beam enhanced physical vapour deposition were investigated, as well as the dependency of the properties on the sample microstructure, the thermal treatment and the test method. For this purpose, not only commercial coatings were characterized, but also special sample material was used which consists of a 1 mm thick layer of EB-PVD TBC. This material was isothermally heat treated for different times at 950 C, 1100 C and 1200 C and then tested in a specially developed miniaturized bend test and by dynamic mechanical analysis. The sample material was tested by nanoindentation in order to measure the Young's modulus on a local scale, and the porosity of the samples was determined by microstructure analysis and porosimetry. The decrease of porosity could be connected with sintering and subsequent stiffening of the material. The test results are dependent on the tested volume. A small test volume leads to larger measured Young's moduli, while a large test volume yields lower values. The test volume also has an influence on the increase of stiffness during thermal exposure. With a small tested volume, a quicker increase of the Young's modulus was registered, which could be associated to the sintering of local structures.

  4. Mechanical properties of EB-PVD ZrO{sub 2} thermal barrier coatings; Mechanische Eigenschaften von EB-PVD ZrO{sub 2} Waermedaemmschichten

    Energy Technology Data Exchange (ETDEWEB)

    Held, Carolin

    2014-08-29

    In this work, the elastic properties of thermal barrier coatings which were produced by electron-beam enhanced physical vapour deposition were investigated, as well as the dependency of the properties on the sample microstructure, the thermal treatment and the test method. For this purpose, not only commercial coatings were characterized, but also special sample material was used which consists of a 1 mm thick layer of EB-PVD TBC. This material was isothermally heat treated for different times at 950 C, 1100 C and 1200 C and then tested in a specially developed miniaturized bend test and by dynamic mechanical analysis. The sample material was tested by nanoindentation in order to measure the Young's modulus on a local scale, and the porosity of the samples was determined by microstructure analysis and porosimetry. The decrease of porosity could be connected with sintering and subsequent stiffening of the material. The test results are dependent on the tested volume. A small test volume leads to larger measured Young's moduli, while a large test volume yields lower values. The test volume also has an influence on the increase of stiffness during thermal exposure. With a small tested volume, a quicker increase of the Young's modulus was registered, which could be associated to the sintering of local structures.

  5. Methods to improve the PVD coatability of brass by using diffusion barriers

    Science.gov (United States)

    Langer, Bernd

    Previous work involving PVD coatings on brass has used a combination of multilayers consisting of electroplated films like nickel or chromium and deposited decorative PVD coatings like TiN, TiAIN or ZrN systems. The disadvantages of these systems are the combination of wet electrochemistry and high tech vacuum processes. Furthermore the allergic reaction to nickel and the toxic nature of Cr(VI) must be considered.There is a need for intermediate layers to 'seal-off the brass in order to avoid the evaporation of zinc in vacuum using a diffusion barrier. Furthermore the intermediate layers are required to act as a corrosion barrier.This thesis reports on the development of PVD coatings on heat sensitive brass substrate materials utilising ABS technology with Al, CuAl8 and Nb targets as vapour sources.The brass pretreatment includes careful grinding, polishing and cleaning steps as well as steered arc metal ion etching using the above target materials. The coatings are produced at temperatures between 100 and 250°C in the unbalanced magnetron mode, including layers made from Al, Al-Nb, CuA18, CuAl8-Nb and Nb.Scratch adhesion and Rockwell indentation tests are found not to be directly applicable to the system of soft brass and ductile coating(s). Therefore a new classification for both scratch and indentation tests was defined. The best adhesion was shown by the CuA18 coatings on brass. Corrosion tests showed good results for the Al coatings and poor results for the pure Nb coatings directly applied on brass. The best corrosion result was obtained with a CuAl8-Nb layer system. This layer system also offers very good barrier behaviour concerning Zn diffusion.Other investigations like Glow Discharge Optical Emission Spectroscopy (GDOES), Scanning Electron Microscopy (SEM) imaging, Transmission Electron Microscopy (TEM) and X-ray Diffraction (XRD) were undertaken to characterise the new coating systems for brass.

  6. Prediction of the properties of PVD/CVD coatings with the use of FEM analysis

    International Nuclear Information System (INIS)

    Śliwa, Agata; Mikuła, Jarosław; Gołombek, Klaudiusz; Tański, Tomasz; Kwaśny, Waldemar; Bonek, Mirosław; Brytan, Zbigniew

    2016-01-01

    Highlights: • Prediction of the properties of PVD/CVD coatings with the use of (FEM) analysis. • Stress distribution in multilayer Ti/Ti(C,N)/CrN, Ti/Ti(C,N)/(Ti,Al)N coatings. • The experimental values of stresses were determined on X-ray diffraction patterns. • An FEM model was established for the purpose of building a computer simulation. - Abstract: The aim of this paper is to present the results of the prediction of the properties of PVD/CVD coatings with the use of finite element method (FEM) analysis. The possibility of employing the FEM in the evaluation of stress distribution in multilayer Ti/Ti(C,N)/CrN, Ti/Ti(C,N)/(Ti,Al)N, Ti/(Ti,Si)N/(Ti,Si)N, and Ti/DLC/DLC coatings by taking into account their deposition conditions on magnesium alloys has been discussed in the paper. The difference in internal stresses in the zone between the coating and the substrate is caused by, first of all, the difference between the mechanical and thermal properties of the substrate and the coating, and also by the structural changes that occur in these materials during the fabrication process, especially during the cooling process following PVD and CVD treatment. The experimental values of stresses were determined based on X-ray diffraction patterns that correspond to the modelled values, which in turn can be used to confirm the correctness of the accepted mathematical model for testing the problem. An FEM model was established for the purpose of building a computer simulation of the internal stresses in the coatings. The accuracy of the FEM model was verified by comparing the results of the computer simulation of the stresses with experimental results. A computer simulation of the stresses was carried out in the ANSYS environment using the FEM method. Structure observations, chemical composition measurements, and mechanical property characterisations of the investigated materials has been carried out to give a background for the discussion of the results that were

  7. Prediction of the properties of PVD/CVD coatings with the use of FEM analysis

    Energy Technology Data Exchange (ETDEWEB)

    Śliwa, Agata; Mikuła, Jarosław; Gołombek, Klaudiusz; Tański, Tomasz; Kwaśny, Waldemar; Bonek, Mirosław, E-mail: miroslaw.bonek@polsl.pl; Brytan, Zbigniew

    2016-12-01

    Highlights: • Prediction of the properties of PVD/CVD coatings with the use of (FEM) analysis. • Stress distribution in multilayer Ti/Ti(C,N)/CrN, Ti/Ti(C,N)/(Ti,Al)N coatings. • The experimental values of stresses were determined on X-ray diffraction patterns. • An FEM model was established for the purpose of building a computer simulation. - Abstract: The aim of this paper is to present the results of the prediction of the properties of PVD/CVD coatings with the use of finite element method (FEM) analysis. The possibility of employing the FEM in the evaluation of stress distribution in multilayer Ti/Ti(C,N)/CrN, Ti/Ti(C,N)/(Ti,Al)N, Ti/(Ti,Si)N/(Ti,Si)N, and Ti/DLC/DLC coatings by taking into account their deposition conditions on magnesium alloys has been discussed in the paper. The difference in internal stresses in the zone between the coating and the substrate is caused by, first of all, the difference between the mechanical and thermal properties of the substrate and the coating, and also by the structural changes that occur in these materials during the fabrication process, especially during the cooling process following PVD and CVD treatment. The experimental values of stresses were determined based on X-ray diffraction patterns that correspond to the modelled values, which in turn can be used to confirm the correctness of the accepted mathematical model for testing the problem. An FEM model was established for the purpose of building a computer simulation of the internal stresses in the coatings. The accuracy of the FEM model was verified by comparing the results of the computer simulation of the stresses with experimental results. A computer simulation of the stresses was carried out in the ANSYS environment using the FEM method. Structure observations, chemical composition measurements, and mechanical property characterisations of the investigated materials has been carried out to give a background for the discussion of the results that were

  8. Literacy in the World and Turkey "A General Assessment of the Situation"

    Science.gov (United States)

    Asici, Murat

    2015-01-01

    Literacy concept has changed and become different as a result of researches carried out in the field of educational sciences, and social and technological developments in the world. Particularly after the 1990s, literacy concept included not a single fact, but multiple facts. The word literacy has started being used along with different…

  9. Woman and partner-perceived partner responses predict pain and sexual satisfaction in provoked vestibulodynia (PVD) couples.

    Science.gov (United States)

    Rosen, Natalie O; Bergeron, Sophie; Leclerc, Bianca; Lambert, Bernard; Steben, Marc

    2010-11-01

    Provoked vestibulodynia (PVD) is a highly prevalent vulvovaginal pain condition that results in significant sexual dysfunction, psychological distress, and reduced quality of life. Although some intra-individual psychological factors have been associated with PVD, studies to date have neglected the interpersonal context of this condition. We examined whether partner responses to women's pain experience-from the perspective of both the woman and her partner-are associated with pain intensity, sexual function, and sexual satisfaction. One hundred ninety-one couples (M age for women=33.28, standard deviation [SD]=12.07, M age for men=35.79, SD=12.44) in which the woman suffered from PVD completed the spouse response scale of the Multidimensional Pain Inventory, assessing perceptions of partners' responses to the pain. Women with PVD also completed measures of pain, sexual function, sexual satisfaction, depression, and dyadic adjustment. Dependent measures were women's responses to: (i) a horizontal analog scale assessing the intensity of their pain during intercourse; (ii) the Female Sexual Function Index; and (iii) the Global Measure of Sexual Satisfaction Scale. Controlling for depression, higher solicitous partner responses were associated with higher levels of women's vulvovaginal pain intensity. This association was significant for partner-perceived responses (β=0.29, Psexual function and dyadic adjustment, woman-perceived greater solicitous partner responses (β=0.16, P=0.02) predicted greater sexual satisfaction. Partner-perceived responses did not predict women's sexual satisfaction. Partner responses were not associated with women's sexual function. Findings support the integration of dyadic processes in the conceptualization and treatment of PVD by suggesting that partner responses to pain affect pain intensity and sexual satisfaction in affected women. © 2010 International Society for Sexual Medicine.

  10. Effect of PbI2 deposition rate on two-step PVD/CVD all-vacuum prepared perovskite

    International Nuclear Information System (INIS)

    Ioakeimidis, Apostolos; Christodoulou, Christos; Lux-Steiner, Martha; Fostiropoulos, Konstantinos

    2016-01-01

    In this work we fabricate all-vacuum processed methyl ammonium lead halide perovskite by a sequence of physical vapour deposition of PbI 2 and chemical vapour deposition (CVD) of CH 3 NH 3 I under a static atmosphere. We demonstrate that for higher deposition rate the (001) planes of PbI 2 film show a higher degree of alignment parallel to the sample's surface. From X-ray diffraction data of the resulted perovskite film we derive that the intercalation rate of CH 3 NH 3 I is fostered for PbI 2 films with higher degree of (001) planes alignment. The stoichiometry of the produced perovskite film is also studied by Hard X-ray photoelectron spectroscopy measurements. Complete all-vacuum perovskite solar cells were fabricated on glass/ITO substrates coated by an ultra-thin (5 nm) Zn-phthalocyanine film as hole selective layer. A dependence of residual PbI 2 on the solar cells performance is displayed, while photovoltaic devices with efficiency up to η=11.6% were achieved. - Graphical abstract: A two-step PVD/CVD processed perovskite film with the CVD intercalation rate of CH 3 NCH 3 molecules been fostered by increasing the PVD rate of PbI 2 and prolonging the CVD time. - Highlights: • A simple PVD/CVD process for perovskite film production. • Increased PVD rate yields better alignment of the PbI 2 (001) crystallite planes. • CH 3 NH 3 I intercalation process fostered by increased PbI 2 PVD rate. • Stoichiometric CH 3 NH 3 PbI 3 suitable as absorber in photovoltaic applications • Reduced PbI 2 residue at the bottom of CH 3 NH 3 PbI 3 improves device performance.

  11. Health literacy: communication for the public good.

    Science.gov (United States)

    Ratzan, S C

    2001-06-01

    This article builds upon a presentation at the Fifth Global Health Conference on Health Promotion (Mexico City, 9 June 2000), seeking to advance the development of health literacy through effective communication. First, it offers a timely reflection for health promotion epistemology in particular, and the potential approach to framing health promotion activities in general, with health literacy as a bridging concept. The concept of health literacy is briefly explained and defined, followed by identification of some promising communication interventions to diffuse health literacy. Four predominant areas within the communication field are described that shed light on approaches for developing health literacy: integrated marketing communication, education, negotiation and social capital. Each component can contribute to strategic science-based communication. Finally, the article elucidates that communication and developing health literacy are not simple solutions. Communication is not simply message repetition, but includes the development of an environment for community involvement to espouse common values of humankind. With effective communication, worldwide health literacy can become a reality in the 21st century, embodying health as a central tenet of human life.

  12. Enabling Digital Literacy

    DEFF Research Database (Denmark)

    Ryberg, Thomas; Georgsen, Marianne

    2010-01-01

    There are some tensions between high-level policy definitions of “digital literacy” and actual teaching practice. We need to find workable definitions of digital literacy; obtain a better understanding of what digital literacy might look like in practice; and identify pedagogical approaches, which...... support teachers in designing digital literacy learning. We suggest that frameworks such as Problem Based Learning (PBL) are approaches that enable digital literacy learning because they provide good settings for engaging with digital literacy. We illustrate this through analysis of a case. Furthermore......, these operate on a meso-level mediating between high-level concepts of digital literacy and classroom practice....

  13. Relative effect of environmental factors, information literacy, course

    African Journals Online (AJOL)

    Computer literacy, as an aspect of information literacy refers to effectiveness in searching for ... study, that researchers in the sciences use ICT facilities in their information .... Human Kinetics and Health Education, Creative Arts, Chemical Engineering, ... Questions were asked to obtain information on the relative effect of.

  14. Preparing for the Plunge: Preservice Teachers' Assessment Literacy

    Science.gov (United States)

    Siegel, Marcelle A.; Wissehr, Cathy

    2011-01-01

    Using a framework of assessment literacy that included principles, tools, and purposes, this study explored the assessment literacy of 11 secondary preservice teachers. Participants' journals, teaching philosophies, and inquiry-based science units served as data sources. We examined how the preservice teachers understood assessment tools as well…

  15. Family Health and Financial Literacy--Forging the Connection

    Science.gov (United States)

    Braun, Bonnie; Kim, Jinhee; Anderson, Elaine A.

    2009-01-01

    Families are at-risk of or experiencing a diminished quality of living and life in current economic times and difficult decisions are required. Health and financial literacy are the basis for wise personal and public decision making. Family and consumer sciences (FCS) professionals can forge connections between health and financial literacy to…

  16. Perspectives on Information Literacy: A Framework for Conceptual Understanding

    Science.gov (United States)

    Addison, Colleen; Meyers, Eric

    2013-01-01

    Information literacy, 40 years since the term was coined, remains a conceptually contested aspect of library and information science research. This paper uses a review of the literature related to the concept of information literacy to identify three different perspectives, their historical origins, and connection to library and information…

  17. Socioscientific Issues and the Affective Domain: Scientific Literacy's Missing Link.

    Science.gov (United States)

    Sadler, Troy D.

    The promotion of scientific literacy has become an important goal for science education, and the ability to negotiate socioscientific issues is at least one aspect of scientific literacy. This paper focuses on how the moral dimensions of socioscientific issues influence decision-making regarding these issues. Morality is examined from multiple…

  18. Non-classical crystallization of thin films and nanostructures in CVD and PVD processes

    CERN Document Server

    Hwang, Nong Moon

    2016-01-01

    This book provides a comprehensive introduction to a recently-developed approach to the growth mechanism of thin films and nanostructures via chemical vapour deposition (CVD). Starting from the underlying principles of the low pressure synthesis of diamond films, it is shown that diamond growth occurs not by individual atoms but by charged nanoparticles. This newly-discovered growth mechanism turns out to be general to many CVD and some physical vapor deposition (PVD) processes. This non-classical crystallization is a new paradigm of crystal growth, with active research taking place on growth in solution, especially in biomineralization processes. Established understanding of the growth of thin films and nanostructures is based around processes involving individual atoms or molecules. According to the author’s research over the last two decades, however, the generation of charged gas phase nuclei is shown to be the rule rather than the exception in the CVD process, and charged gas phase nuclei are actively ...

  19. Characterization and evaluation of EB-PVD thermal barrier coatings by impedance spectroscopy

    Energy Technology Data Exchange (ETDEWEB)

    Zhang Chunxia; Liu Fushun; Gong Shengkai; Xu Huibin [School of Materials Science and Engineering, Beihang Univ., Beijing, BJ (China)

    2005-07-01

    Two layer thermal barrier coatings (TBCs) were prepared by EB-PVD (electron beam-physical vapor deposition) at different substrate temperatures in the range of 823 to 1123 K, and their microstructure was investigated with SEM and AC impedance as a function of substrate temperature and thermal cycling time. YSZ layer of all TBCs samples is in column structure, but the grain size and growth orientation are different with substrate. In this research, impedance spectra (IS) was measured as a function of thermal cycling between 1323 K and 298 K for these thermal barrier coatings. Grain boundary and bulk can be distinguished from analysis of AC impedance spectroa to provide information about the relation between microstructure and electric properties. The change in IS until failure was found to be related with the thickness, microcracks and macrocracks of TGO and the change in the interfacial of TGO/YSZ. (orig.)

  20. Double Pulse LIBS of Titanium-Based PVD-Coatings with Submicron Resolution

    Directory of Open Access Journals (Sweden)

    K. Ermalitskaia

    2016-01-01

    Full Text Available The possibility for double pulse LIBS in the process of a direct layer-by-layer analysis of the titanium-based PVD-coatings on polished flat blank samples of steel and silicon and also of the TiAlN/TiN-coating on a milling cutter is considered. A method is proposed to control thickness of the radiation evaporated layer by defocusing the laser beam with respect to the surface, making it possible to attain the depth resolution of 0.1 μm. The Ti and Ti-Zr-coatings produced using the ion-assisted condensation method and subjected to streams of the nitrogen plasma in a magnetic-plasma compressor are studied.

  1. Investigations on PVdF- HFP - PEMA polymer blend electrolytes doped with different lithium salts

    Science.gov (United States)

    Manojkumar Ubarhande, Radha; Bhattacharya, Shreya; Usha Rani, M.; Shanker Babu, Ravi; Krishnaveni, S.

    2017-11-01

    Plasticized polymer blend electrolytes were prepared by incorporating poly (vinylidenefluoride-co-hexafluoropropylene)(PVdF-HFP) and poly(ethylmethacrylate) (PEMA) complexed with plasticizer (PC) and different lithium salts such as LiClO4, LiBF4, LiCF3SO3 and LiN (CF3SO2)2) using solution-casting technique. X-ray diffraction and Fourier transform infra-red techniques confirms the structural characters and complex formation of the polymer electrolytes respectively. AC impedance analysis was carried out for all the samples in the range303-373K. The results suggest that among the various lithium salts, LiN (CF3SO2)2) based electrolytes exhibited the highest ionic conductivity (3.17 × 10-3 Scm-1).

  2. Synthesis and electrochemical properties of composite galvanic Ni with carbon nanomaterials and PVD Mo coatings

    International Nuclear Information System (INIS)

    Drozdovich, V.B.; Chayeuski, V.V.; Zhdanok, S.A.; Barkovskaya, M.M.

    2011-01-01

    Double layer coatings Ni – Mo were obtained by electrolytic deposition of galvanic Ni and following arc PVD deposition of molybdenum. The ion plating coatings Mo on Ni foil and composition electrolytic Ni coatings with carbon nanomaterials (CNM) deposited on mild steel has been also investigated. Composite galvanic Ni coatings with CNM and ion plating coatings Mo contain separately obtained cubic α-Mo phase as well as fragmentary solid solution Mo in Ni. Such coatings exclude hydrogenation of Ni foundation in alkaline solution and possess enlarged electrocatalytic properties while emitting hydrogen and oxygen. Availability of carbon based nanomaterials in combined coatings is cause of an active absorption hydrogen after cathodic polarization. A formation on the surface layer of nanostructure solid solution (Ni, Mo) after compression plasma flows treatment with fixed parameters of patterns Mo/Ni/ mild steel take place. (authors)

  3. Structure and functionality of PVdF/PAN based, composite proton conducting membranes

    International Nuclear Information System (INIS)

    Martinelli, A.; Navarra, M.A.; Matic, A.; Panero, S.; Jacobsson, P.; Boerjesson, L.; Scrosati, B.

    2005-01-01

    We have investigated new poly-vinylidene fluoride/poly-acrylonitrile (PVdF/PAN) based proton conducting membranes by means of vibrational spectroscopy. We find that a complete phase inversion occurs during the preparation procedure, when the gelling solvents are replaced by an acidic solution, providing the proton conducting property. The uptake of acid is promoted both by the presence of PAN and the ceramic filler, Al 2 O 3 . No particular interaction between the polymer matrix and the acidic solution could be detected, supporting the picture of an inert matrix entrapping a liquid component. However, the dissociation degree of the acid is decreased due to the spatial confinement in the membrane. By comparing the dissociation degree and the actual amount of acid in the membrane to the conductivity, we conclude that the limiting factor for the conductivity is the long-range mobility of the protons, which is governed by the morphology of the membrane

  4. Investigation of the Effect of Residual Stress Gradient on the Wear Behavior of PVD Thin Films

    Science.gov (United States)

    Tlili, B.; Nouveau, C.; Guillemot, G.; Besnard, A.; Barkaoui, A.

    2018-02-01

    The control of residual stresses has been seldom investigated in multilayer coatings dedicated to improvement of wear behavior. Here, we report the preparation and characterization of superposed structures composed of Cr, CrN and CrAlN layers. Nano-multilayers CrN/CrAlN and Cr/CrN/CrAlN were deposited by Physical Vapor Deposition (PVD) onto Si (100) and AISI4140 steel substrates. The Cr, CrN and CrAlN monolayers were developed with an innovative approach in PVD coatings technologies corresponding to deposition with different residual stresses levels. Composition and wear tracks morphologies of the coatings were characterized by scanning electron microscopy, high-resolution transmission electron microscopy, atomic force microscopy, x-ray photoelectron spectroscopy, energy-dispersive x-ray spectroscopy, x-ray diffraction and 3D-surface analyzer. The mechanical properties (hardness, residual stresses and wear) were investigated by nanoindentation, interferometry and micro-tribometry (fretting-wear tests). Observations suggest that multilayer coatings are composed mostly of nanocrystalline. The residual stresses level in the films has practically affected all the physicochemical and mechanical properties as well as the wear behavior. Consequently, it is demonstrated that the coating containing moderate stresses has a better wear behavior compared to the coating developed with higher residual stresses. The friction contact between coated samples and alumina balls shows also a large variety of wear mechanisms. In particular, the abrasive wear of the coatings was a combination of plastic deformation, fine microcracking and microspallation. The application of these multilayers will be wood machining of green wood.

  5. Injection moulding of optical functional micro structures using laser structured, PVD-coated mould inserts

    Energy Technology Data Exchange (ETDEWEB)

    Hopmann, Ch.; Weber, M.; Schöngart, M.; Schäfer, C., E-mail: weber@ikv-aachen.de [Institute of Plastics Processing (IKV) at RWTH Aachen University (Germany); Bobzin, K.; Bagcivan, N.; Brögelmann, T.; Theiß, S.; Münstermann, T. [Surface Engineering Institute (IOT), RWTH Aachen University, Aachen (Germany); Steger, M. [Fraunhofer Institute for Laser Technology (ILT), Aachen (Germany)

    2015-05-22

    Micro structured optical plastics components are intensively used i. e. in consumer electronics, for optical sensors in metrology, innovative LED-lighting or laser technology. Injection moulding has proven to be successful for the large-scale production of those parts. However, the production of those parts still causes difficulties due to challenges in the moulding and demoulding of plastics parts created with laser structured mould inserts. A complete moulding of the structures often leads to increased demoulding forces, which then cause a breaking of the structures and a clogging of the mould. An innovative approach is to combine PVD-coated (physical vapour deposition), laser structured inserts and a variothermal moulding process to create functional mic8iüro structures in a one-step process. Therefore, a PVD-coating is applied after the laser structuring process in order to improve the wear resistance and the anti-adhesive properties against the plastics melt. In a series of moulding trials with polycarbonate (PC) and polymethylmethacrylate (PMMA) using different coated moulds, the mould temperature during injection was varied in the range of the glass transition and the melt temperature of the polymers. Subsequently, the surface topography of the moulded parts is evaluated by digital 3D laser-scanning microscopy. The influence of the moulding parameters and the coating of the mould insert on the moulding accuracy and the demoulding behaviour are being analysed. It is shown that micro structures created by ultra-short pulse laser ablation can be successfully replicated in a variothermal moulding process. Due to the mould coating, significant improvements could be achieved in producing micro structured optical plastics components.

  6. Prediction of the properties of PVD/CVD coatings with the use of FEM analysis

    Science.gov (United States)

    Śliwa, Agata; Mikuła, Jarosław; Gołombek, Klaudiusz; Tański, Tomasz; Kwaśny, Waldemar; Bonek, Mirosław; Brytan, Zbigniew

    2016-12-01

    The aim of this paper is to present the results of the prediction of the properties of PVD/CVD coatings with the use of finite element method (FEM) analysis. The possibility of employing the FEM in the evaluation of stress distribution in multilayer Ti/Ti(C,N)/CrN, Ti/Ti(C,N)/(Ti,Al)N, Ti/(Ti,Si)N/(Ti,Si)N, and Ti/DLC/DLC coatings by taking into account their deposition conditions on magnesium alloys has been discussed in the paper. The difference in internal stresses in the zone between the coating and the substrate is caused by, first of all, the difference between the mechanical and thermal properties of the substrate and the coating, and also by the structural changes that occur in these materials during the fabrication process, especially during the cooling process following PVD and CVD treatment. The experimental values of stresses were determined based on X-ray diffraction patterns that correspond to the modelled values, which in turn can be used to confirm the correctness of the accepted mathematical model for testing the problem. An FEM model was established for the purpose of building a computer simulation of the internal stresses in the coatings. The accuracy of the FEM model was verified by comparing the results of the computer simulation of the stresses with experimental results. A computer simulation of the stresses was carried out in the ANSYS environment using the FEM method. Structure observations, chemical composition measurements, and mechanical property characterisations of the investigated materials has been carried out to give a background for the discussion of the results that were recorded during the modelling process.

  7. Tribological and Wear Performance of Nanocomposite PVD Hard Coatings Deposited on Aluminum Die Casting Tool

    Directory of Open Access Journals (Sweden)

    Jose Mario Paiva

    2018-02-01

    Full Text Available In the aluminum die casting process, erosion, corrosion, soldering, and die sticking have a significant influence on tool life and product quality. A number of coatings such as TiN, CrN, and (Cr,AlN deposited by physical vapor deposition (PVD have been employed to act as protective coatings due to their high hardness and chemical stability. In this study, the wear performance of two nanocomposite AlTiN and AlCrN coatings with different structures were evaluated. These coatings were deposited on aluminum die casting mold tool substrates (AISI H13 hot work steel by PVD using pulsed cathodic arc evaporation, equipped with three lateral arc-rotating cathodes (LARC and one central rotating cathode (CERC. The research was performed in two stages: in the first stage, the outlined coatings were characterized regarding their chemical composition, morphology, and structure using glow discharge optical emission spectroscopy (GDOES, scanning electron microscopy (SEM, and X-ray diffraction (XRD, respectively. Surface morphology and mechanical properties were evaluated by atomic force microscopy (AFM and nanoindentation. The coating adhesion was studied using Mersedes test and scratch testing. During the second stage, industrial tests were carried out for coated die casting molds. In parallel, tribological tests were also performed in order to determine if a correlation between laboratory and industrial tests can be drawn. All of the results were compared with a benchmark monolayer AlCrN coating. The data obtained show that the best performance was achieved for the AlCrN/Si3N4 nanocomposite coating that displays an optimum combination of hardness, adhesion, soldering behavior, oxidation resistance, and stress state. These characteristics are essential for improving the die mold service life. Therefore, this coating emerges as a novelty to be used to protect aluminum die casting molds.

  8. Tribological and Wear Performance of Nanocomposite PVD Hard Coatings Deposited on Aluminum Die Casting Tool.

    Science.gov (United States)

    Paiva, Jose Mario; Fox-Rabinovich, German; Locks Junior, Edinei; Stolf, Pietro; Seid Ahmed, Yassmin; Matos Martins, Marcelo; Bork, Carlos; Veldhuis, Stephen

    2018-02-28

    In the aluminum die casting process, erosion, corrosion, soldering, and die sticking have a significant influence on tool life and product quality. A number of coatings such as TiN, CrN, and (Cr,Al)N deposited by physical vapor deposition (PVD) have been employed to act as protective coatings due to their high hardness and chemical stability. In this study, the wear performance of two nanocomposite AlTiN and AlCrN coatings with different structures were evaluated. These coatings were deposited on aluminum die casting mold tool substrates (AISI H13 hot work steel) by PVD using pulsed cathodic arc evaporation, equipped with three lateral arc-rotating cathodes (LARC) and one central rotating cathode (CERC). The research was performed in two stages: in the first stage, the outlined coatings were characterized regarding their chemical composition, morphology, and structure using glow discharge optical emission spectroscopy (GDOES), scanning electron microscopy (SEM), and X-ray diffraction (XRD), respectively. Surface morphology and mechanical properties were evaluated by atomic force microscopy (AFM) and nanoindentation. The coating adhesion was studied using Mersedes test and scratch testing. During the second stage, industrial tests were carried out for coated die casting molds. In parallel, tribological tests were also performed in order to determine if a correlation between laboratory and industrial tests can be drawn. All of the results were compared with a benchmark monolayer AlCrN coating. The data obtained show that the best performance was achieved for the AlCrN/Si₃N₄ nanocomposite coating that displays an optimum combination of hardness, adhesion, soldering behavior, oxidation resistance, and stress state. These characteristics are essential for improving the die mold service life. Therefore, this coating emerges as a novelty to be used to protect aluminum die casting molds.

  9. Effect of Hexagonal Phase Content on Wear Behaviour of AlTiN Arc PVD Coatings

    Directory of Open Access Journals (Sweden)

    Joern Kohlscheen

    2018-02-01

    Full Text Available In this study, the effect of increasing aluminum content and magnetic steering field strength on the structure and wear behavior of arc PVD AlTiN coatings is discussed. Deposition was done by means of an industrial-scale PVD unit for tool coating. The aluminium content in the AlTi source material was increased from 67 to 73 at.%. We applied two settings of the magnetic field that steers the arc across the cathode surface thereby evaporating the AlTi alloy differently. The resulting coating thickness ranged from 3.5 to about 7 µm. Cemented tungsten carbide was used as substrate material. Coating properties like hardness, adhesion, and crystal phases were analyzed by indentation and X-ray diffraction, respectively. The wear behaviour of the different AlTiN hard coatings were investigated in two ways. In a first idealized test, cyclic impacting was done applying a constant force. The resulting wear pattern was quantified by an Alicona multi-focus microscope. A second wear test was done by metal cutting under realistic conditions. Fly milling of ductile cast iron (EN-GJS-700 was performed with regular interruptions in order to measure the increasing wear mark. As expected, aluminium contents above 67 at.% (in the metal fraction of the coating lead to a decreased wear resistance as the soft hexagonal phase exceeds values of a few vol.%. However, it was found that the formation of the hexagonal phase can be effectively influenced and delayed by increasing the magnetic steering field at the cathode. The wear behavior observed in cyclic impact testing corresponds well to results obtained with the more complex loading situation encountered in milling.

  10. Defining food literacy: A scoping review.

    Science.gov (United States)

    Truman, Emily; Lane, Daniel; Elliott, Charlene

    2017-09-01

    The term "food literacy" describes the idea of proficiency in food related skills and knowledge. This prevalent term is broadly applied, although its core elements vary from initiative to initiative. In light of its ubiquitous use-but varying definitions-this article establishes the scope of food literacy research by identifying all articles that define 'food literacy', analysing its key conceptualizations, and reporting outcomes/measures of this concept. A scoping review was conducted to identify all articles (academic and grey literature) using the term "food literacy". Databases included Medline, Pubmed, Embase, CAB Abstracts, CINAHL, Scopus, JSTOR, and Web of Science, and Google Scholar. Of 1049 abstracts, 67 studies were included. From these, data was extracted on country of origin, study type (methodological approach), primary target population, and the primary outcomes relating to food literacy. The majority of definitions of food literacy emphasize the acquisition of critical knowledge (information and understanding) (55%) over functional knowledge (skills, abilities and choices) (8%), although some incorporate both (37%). Thematic analysis of 38 novel definitions of food literacy reveals the prevalence of six themes: skills and behaviours, food/health choices, culture, knowledge, emotions, and food systems. Study outcomes largely focus on knowledge generating measures, with very few focusing on health related outcome measures. Current definitions of food literacy incorporate components of six key themes or domains and attributes of both critical and functional knowledge. Despite this broad definition of the term, most studies aiming to improve food literacy focus on knowledge related outcomes. Few articles address health outcomes, leaving an important gap (and opportunity) for future research in this field. Copyright © 2017 Elsevier Ltd. All rights reserved.

  11. Learn about Health Literacy

    Science.gov (United States)

    ... Submit What's this? Submit Button What is Health Literacy? Recommend on Facebook Tweet Share Compartir Low Resolution ... and services to make appropriate health decisions. Health Literacy Capacity and Skills Capacity is the potential a ...

  12. Health Literacy - Multiple Languages

    Science.gov (United States)

    ... Here: Home → Multiple Languages → All Health Topics → Health Literacy URL of this page: https://medlineplus.gov/languages/ ... W XYZ List of All Topics All Health Literacy - Multiple Languages To use the sharing features on ...

  13. Information Literacy of Library Science

    OpenAIRE

    Yusniah,

    2016-01-01

    Literasi Informasi telah menjadi keterampilan penting pustakawan di era global saat ini. Informasi keaksaraan bagi pustakawan tidak hanya ditandai melek dan hanya untuk membacanya. Tetapi aplikasi mempunyai nilai lebih. Pustakawan harus menjadi manajer ilmu. Pustakawan harus bergerak sesuai dengan Perubahan teknologi terus bergerak maju dan pustakawan harus mampu beradaptasi sebagai pencari dan pemberi informasi dalam bentuk apapun. Saat ini pustakawan dituntut tidak hanya perawatan terampil ...

  14. Prefabricated Vertical Drain (PVD) and Deep Cement Mixing (DCM)/Stiffened DCM (SDCM) techniques for soft ground improvement

    Science.gov (United States)

    Bergado, D. T.; Long, P. V.; Chaiyaput, S.; Balasubramaniam, A. S.

    2018-04-01

    Soft ground improvement techniques have become most practical and popular methods to increase soil strength, soil stiffness and reduce soil compressibility including the soft Bangkok clay. This paper focuses on comparative performances of prefabricated vertical drain (PVD) using surcharge, vacuum and heat preloading as well as the cement-admixed clay of Deep Cement Mixing (DCM) and Stiffened DCM (SDCM) methods. The Vacuum-PVD can increase the horizontal coefficient of consolidation, Ch, resulting in faster rate of settlement at the same magnitudes of settlement compared to Conventional PVD. Several field methods of applying vacuum preloading are also compared. Moreover, the Thermal PVD and Thermal Vacuum PVD can increase further the coefficient of horizontal consolidation, Ch, with the associated reduction of kh/ks values by reducing the drainage retardation effects in the smear zone around the PVD which resulted in faster rates of consolidation and higher magnitudes of settlements. Furthermore, the equivalent smear effect due to non-uniform consolidation is also discussed in addition to the smear due to the mechanical installation of PVDs. In addition, a new kind of reinforced deep mixing method, namely Stiffened Deep Cement Mixing (SDCM) pile is introduced to improve the flexural resistance, improve the field quality control, and prevent unexpected failures of the Deep Cement Mixing (DCM) pile. The SDCM pile consists of DCM pile reinforced with the insertion of precast reinforced concrete (RC) core. The full scale test embankment on soft clay improved by SDCM and DCM piles was also analysed. Numerical simulations using the 3D PLAXIS Foundation finite element software have been done to understand the behavior of SDCM and DCM piles. The simulation results indicated that the surface settlements decreased with increasing lengths of the RC cores, and, at lesser extent, increasing sectional areas of the RC cores in the SDCM piles. In addition, the lateral movements

  15. Health literacy in Europe

    NARCIS (Netherlands)

    Heide, van der Iris; Uiters, Ellen; Sørensen, Kristine; Röthlin, Florian; Pelikan, Jürgen; Rademakers, Jany; Boshuizen, Hendriek

    2016-01-01

    Background: Health literacy is an important determinant of health, but national health literacy levels are known for only some European countries. This study aims to examine to what extent national health literacy levels can be estimated based on publicly available census data. Method:

  16. Health literacy in Suriname

    NARCIS (Netherlands)

    Diemer, Frederieke S.; Haan, Yentl C.; Nannan Panday, Rani V.; van Montfrans, Gert A.; Oehlers, Glenn P.; Brewster, Lizzy M.

    2017-01-01

    Low health literacy is an independent predictor of cardiovascular mortality. However, data on health literacy in low- and middle-income countries are scarce. Therefore, we assessed the level of health literacy in Suriname, a middle-income country with a high cardiovascular mortality. We estimated

  17. Literacies in the Body

    Science.gov (United States)

    Jones, Stephanie

    2013-01-01

    In this commentary, the author invites readers to consider the body and its central place in literacy pedagogy, practice and research. She emphasizes two interrelated paths for teachers and researchers interested in literacies to tend to the body: (1) the ways literacies are engaged and cultivated for making sense of bodies, and (2) the literacies…

  18. Literacy in South America.

    Science.gov (United States)

    Hornberger, Nancy H.

    1991-01-01

    Literacy in South America must be understood in terms of the linguistic diversity there, where only 2 of 14 nations and territories are monolingual. Oral traditions, standardization of indigenous languages, nonstandard varieties of colonial languages, bilingual education and mother tongue literacy, literacy teaching, and politics are discussed.…

  19. Measuring News Media Literacy

    Science.gov (United States)

    Maksl, Adam; Ashley, Seth; Craft, Stephanie

    2015-01-01

    News media literacy refers to the knowledge and motivations needed to identify and engage with journalism. This study measured levels of news media literacy among 500 teenagers using a new scale measure based on Potter's model of media literacy and adapted to news media specifically. The adapted model posits that news media literate individuals…

  20. Adapting to Teach Climate Literacy

    Science.gov (United States)

    Wilkening, B.; Schwartz, K. L.

    2017-12-01

    Adaptation is a key strategy to deal with the effects of climate change, and it can also be a key strategy in teaching climate literacy. Adapting curriculum to include utilizing new instructional practices, modifying existing lessons, evaluating evidence and engaging students in real-world projects are strategies employed in Recharge the Rain. Arizona Project WET and Watershed Management Group developed the Recharge the Rain project, through a NOAA Environmental Literacy Grant, to build community resiliency to hazards associated with increased temperatures, drought and flooding in Arizona. Sixth through twelfth grade teachers, students and the public will move through a continuum from awareness, to knowledge gain, to conceptual understanding, to action. During the first year of the project, through professional development and ongoing guidance, teachers developed a climate literacy curriculum to use in their classrooms. Using systems thinking language and structure from the Cabrera Research Labs, teachers and students gain the thinking tools necessary to increase understanding of Earth's climate system. Lessons and resources for teaching about climate change are abundant and many, such as those on the Climate Literacy Education Awareness Network (CLEAN), have gone through an extensive review process. By cataloguing online resources and sharing these with teachers through a social bookmarking tool, wakelet.com, teachers are easily able to find appropriate teaching material. Engaging students in evaluating evidence requires the data to be relevant to their everyday lives. Online data resources are readily available from NOAA and other sources at both the global and local levels. When teachers, students and the public contribute to the data collection process in citizen science projects such as CoCoRaHS, iSeeChange, and USA National Phenology Network, the data empowers them to act in ways to mitigate the climate threats in their community. Adapting to teach climate

  1. Literacy and Technological Development in Nigeria: A Philosophical ...

    African Journals Online (AJOL)

    Literacy and Technological Development in Nigeria: A Philosophical ... Many challenges have occurred in society as a result of advances in sciences and technology. ... historical and cultural factors determine if and how, a technology is used.

  2. The Attenuation of Correlation Coefficients: A Statistical Literacy Issue

    Science.gov (United States)

    Trafimow, David

    2016-01-01

    Much of the science reported in the media depends on correlation coefficients. But the size of correlation coefficients depends, in part, on the reliability with which the correlated variables are measured. Understanding this is a statistical literacy issue.

  3. From Literature to Cultural Literacy

    Directory of Open Access Journals (Sweden)

    Naomi Segal

    2015-02-01

    Full Text Available In recent years, the academic field of literary studies has changed radically. Literary scholars are now working on objects other than poems, dramas or fiction. This essay presents an ongoing strategic project, Cultural Literacy in Contemporary Europe, which was founded in 2007 and run in 2009-11 as an European Science Foundation & Cooperation in Science and Technology (ESF-COST synergy. Its aim is to investigate and celebrate the range of research currently being conducted in the field we have renamed “literary-and-cultural studies”, or LCS. This research aims to enhance cultural literacy. Cultural literacy is an attitude to the social and cultural phenomena that shape our existence—bodies of knowledge, fields of social action, individuals or groups, and of course cultural artefacts, including texts—which views them as being essentially readable: it is a way of looking at social and cultural issues, especially issues of change and mobility, through the lens of literary thinking. The project focuses on four academic fields—cultural memory, migration and translation, electronic textuality, and biopolitics and the body—and four concepts: textuality, fictionality, rhetoricity and historicity. It stresses multilingualism and is part of the movement of interdisciplinarity within the humanities and between the humanities and other disciplines, but remains a distinctive activity within that larger movement.

  4. Implications of a Cognitive Science Model Integrating Literacy in Science on Achievement in Science and Reading: Direct Effects in Grades 3-5 with Transfer to Grades 6-7

    Science.gov (United States)

    Romance, Nancy; Vitale, Michael

    2017-01-01

    Reported are the results of a multiyear study in which reading comprehension and writing were integrated within an in-depth science instructional model (Science IDEAS) in daily 1.5 to 2 h daily lessons on a schoolwide basis in grades 3-4-5. Multilevel (HLM7) achievement findings showed the experimental intervention resulted in significant and…

  5. Information Literacy and Digital Literacy: Competing or Complementary?

    OpenAIRE

    Rosanne Marie Cordell

    2013-01-01

    Digital Literacy is a more recent term than Information Literacy and is used for multiple categories of library users in multiple types of libraries. Determining the relationship between Information Literacy and Digital Literacy is essential before revision of the Information Literacy Standards can proceed.

  6. Evaluation of interfacial mechanical properties under shear loading in EB-PVD TBCs by the pushout method

    Energy Technology Data Exchange (ETDEWEB)

    Kim, Sang-Seok [Research Center for Advanced Science and Technology, University of Tokyo, Tokyo 153-8904 (Japan); Liu Yufu [Research Center for Advanced Science and Technology, University of Tokyo, Tokyo 153-8904 (Japan); Kagawa, Yutaka [Research Center for Advanced Science and Technology, University of Tokyo, Tokyo 153-8904 (Japan)]. E-mail: kagawa@iis.u-tokyo.ac.jp

    2007-06-15

    A new simple pushout technique for evaluation of interfacial shear mechanical properties in thermal barrier coatings has been developed. The technique is similar to the pushout test of fiber-reinforced ceramics, except for the specimen shape and support method. The technique has been applied to evaluation of interfacial delamination toughness, {gamma} {sub i}, of the electron beam physical vapor deposition (EB-PVD) ZrO{sub 2} thermal barrier coating (TBC) system. The change of {gamma} {sub i} in the EB-PVD system with thermal exposure is measured and discussed in terms of microstructural change and delamination crack path. The measured delamination toughness varied from {gamma} {sub i} = 10 to 115 J/m{sup 2}. The delamination path and TGO growth were found to be closely related. The delamination toughness significantly decreases due to the formation and growth of a spinel phase in the TGO layer. The relation between delamination toughness and delamination behavior is discussed.

  7. Advanced neutron and X-ray techniques for insights into the microstructure of EB-PVD thermal barrier coatings

    Energy Technology Data Exchange (ETDEWEB)

    Kulkarni, Anand [State University of New York, Stony Brook, NY 11794 (United States); Goland, Allen [State University of New York, Stony Brook, NY 11794 (United States); Herman, Herbert [State University of New York, Stony Brook, NY 11794 (United States)]. E-mail: hherman@ms.cc.sunysb.edu; Allen, Andrew J. [National Institute of Standards and Technology, Gaithersburg, MD 20899 (United States); Dobbins, Tabbetha [National Institute of Standards and Technology, Gaithersburg, MD 20899 (United States); DeCarlo, Francesco [Argonne National Laboratory, Argonne, IL 60439 (United States); Ilavsky, Jan [Argonne National Laboratory, Argonne, IL 60439 (United States); Long, Gabrielle G. [Argonne National Laboratory, Argonne, IL 60439 (United States); Fang, Stacy [Chromalloy Gas Turbine Corporation, Orangeburg, NY 10962 (United States); Lawton, Paul [Chromalloy Gas Turbine Corporation, Orangeburg, NY 10962 (United States)

    2006-06-25

    The ongoing quest to increase gas turbine efficiency and performance (increased thrust) provides a driving force for materials development. While improved engine design and usage of novel materials provide solutions for increased engine operating temperatures, and hence fuel efficiency, reliability issues remain. Thermal barrier coatings (TBCs), deposited onto turbine components using the electron-beam physical vapor deposition (EB-PVD) process, exhibit unique pore architectures capable of bridging the technological gap between insulation/life extension and prime reliance. This article explores the potential of advanced X-ray and neutron techniques for comprehension of an EB-PVD TBC coating microstructure. While conventional microscopy reveals a hierarchy of voids, complementary advanced techniques allow quantification of these voids in terms of component porosities, anisotropy, size and gradient through the coating thickness. In addition, the derived microstructural parameters obtained both further knowledge of the nature and architecture of the porosity, and help establish its influence on the resultant thermal and mechanical properties.

  8. PVD Silicon Carbide as a Thin Film Packaging Technology for Antennas on LCP Substrates for Harsh Environments

    Science.gov (United States)

    Scardelletti, Maximilian C.; Stanton, John W.; Ponchak, George E.; Jordan, Jennifer L.; Zorman, Christian A.

    2010-01-01

    This paper describes an effort to develop a thin film packaging technology for microfabricated planar antennas on polymeric substrates based on silicon carbide (SiC) films deposited by physical vapor deposition (PVD). The antennas are coplanar waveguide fed dual frequency folded slot antennas fabricated on liquid crystal polymer (LCP) substrates. The PVD SiC thin films were deposited directly onto the antennas by RF sputtering at room temperature at a chamber pressure of 30 mTorr and a power level of 300 W. The SiC film thickness is 450 nm. The return loss and radiation patterns were measured before and after the SiC-coated antennas were submerged into perchloric acid for 1 hour. No degradation in RF performance or physical integrity of the antenna was observed.

  9. Industrial inline PVD metallization for silicon solar cells with laser fired contacts leading to 21.8% efficiency

    OpenAIRE

    Nekarda, J.; Reinwand, D.; Hartmann, P.; Preu, R.

    2010-01-01

    In this contribution we present the latest results of our experiments in regard to an industrially feasible inline physical vapor deposition (PVD) metallization method for the rear side of passivated solar cells. In an earlier publication, the quality of such processed layers and the feasibility of the tool was already shown and compared with a commonly used laboratory process based on electron beam evaporation. Since then a difference in the Voc potential in the range of ~ 4 mV between both ...

  10. Development of a PVD-based manufacturing process of monolithic LEU irradiation targets for {sup 99}Mo production

    Energy Technology Data Exchange (ETDEWEB)

    Hollmer, Tobias

    2015-08-03

    {sup 99}Mo is the most important radioisotope in nuclear medicine. It is produced by fission of uranium in irradiation targets. The usage of cylindrical monolithic targets can ensure a safe supply of {sup 99}Mo and at the same reduce the amount of highly radioactive waste generated during production. To manufacture these targets, a novel PVD-based technique was developed. Both the feasibility and the high efficiency of this process were demonstrated in a prototype apparatus.

  11. Studying bilingual students’ literacy

    DEFF Research Database (Denmark)

    Laursen, Helle Pia

    2012-01-01

    In the official educational discourse in the Nordic countries literacy teaching has become a central and contested issue. In both public and political debate literacy seems to be constructed as a unified concept streamlined for administration and measurement (Prinsloo & Baynham, 2008...... conceived of as a threat to a school’s profile (Rampton, Harris & Leung, 2001). In this paper, I focus on different conceptualizations of literacy and discuss the implications for research on bilingual children's literacy acquisition and the need to expand the understanding of literacy in ways, which might...... contribute to lift the basic understanding of bilinguals’ literacy out of a disqualifying political discourse. Drawing on the ongoing study Sign of Language (Laursen, 2011), I reflect on how a social semiotic framework might help open new research perspectives on bilingual children’s literacy acquisition...

  12. Studies of steered arc motion and macroparticle production in PVD processing

    International Nuclear Information System (INIS)

    Craven, A.L.

    2000-03-01

    During the past decade the production industry has constantly strived to improve performance and cut costs, this has been aided by the development of high performance tools. The advancement of these tools has been accomplished by the application of hard wearing, low friction, coatings. A key process in the production of such coatings is Physical Vapour Deposition (PVD). Interest in such thin films has led to much research effort, both academic and industrial, being devoted to the area. In order that these advancements in technology continue, research into the fundamental aspects of PVD is required. This thesis describes research and experimental studies which have been performed to study the effect of 'steering' an electric arc on various aspects of its behaviour. 'Steering' of the arc is achieved by applying external magnetic fields which allow the guidance of the path of the arc. Work by earlier authors has aimed to control the arc more fully. The research presented here is based of a novel electromagnetic three coil steering array of cylindrical geometry. With such coils it is possible to vary the field profiles to a greater degree than has been previously achieved, permitting a greater range of steering arrangements/fields to be applied. The research presented is divided into two distinct areas: Firstly a number of experiments were performed to assess the effectiveness of the new steering coils on the motion of the arc. A personal computer was used here along with new arc motion monitoring electronics. This enabled the simultaneous measurement of the orbital transit times and also the degree of travel perpendicular to the steered direction of motion of the arc, as it traversed the surface of the cathode. Such information was then used to produce values for standard deviation of the arc from its steered path, velocity of the arc and a diffusion constant related to the motion of the are. Such values then allowed evaluation of the stochastic model of arc motion

  13. Optimization of hybrid polymer electrolytes with the effect of lithium salt concentration in PEO/PVdF-HFP blends

    Energy Technology Data Exchange (ETDEWEB)

    Pradeepa, P.; Edwin raj, S.; Sowmya, G.; Kalaiselvimary, J.; Ramesh Prabhu, M., E-mail: mkram83@gmail.com

    2016-03-15

    Highlights: • Polymer blends based on PVdF-HFP/PEO were prepared for Li-ion battery applications. • Structural and electrochemical studies were carried out on prepared electrolytes. • The electrolytes can be used as electrolyte in the possible device fabrications. - Abstract: Poly(ethylene oxide) (PEO) 6.25 wt%/poly(vinylidene fluoride-co-hexafluoropropylene) [P(VdF-HFP)] 18.75 wt% blend based electrolyte films containing different concentrations (2–10) wt% of lithium salt were prepared. The miscibility studies have been performed by using X-ray diffraction and Fourier transform infrared spectroscopy. The role of interaction between polymer hosts on conductivity is discussed using the results of a.c. impedance studies. A room temperature conductivity of 2.3912 × 10{sup −4} S cm{sup −1} has been obtained for PEO (6.25)–PVdF-HFP (18.75)–LiClO{sub 4} (8)–PC (67) polymer complex. The temperature dependence of the conductivity of polymer electrolyte seems to obey VTF relation. Electrochemical stability (3.3 V) was observed in the prepared polymer electrolyte. Reduction process and oxidation process of the prepared electrolyte system have also been evaluated by means of cyclic voltammetry. Thermogravimetric analysis results indicate thermal stability of PEO/PVdF-HFP lithium salt complexes. Roughness parameter of the sample having maximum ionic conductivity was studied by AFM. The morphology of the polymer complex is investigated by using SEM.

  14. Cutting Performance of Low Stress Thick TiAlN PVD Coatings during Machining of Compacted Graphite Cast Iron (CGI

    Directory of Open Access Journals (Sweden)

    Kenji Yamamoto

    2018-01-01

    Full Text Available A new family of physical vapor deposited (PVD coatings is presented in this paper. These coatings are deposited by a superfine cathode (SFC using the arc method. They combine a smooth surface, high hardness, and low residual stresses. This allows the production of PVD coatings as thick as 15 µm. In some applications, in particular for machining of such hard to cut material as compacted graphite iron (CGI, such coatings have shown better tool life compared to the conventional PVD coatings that have a lower thickness in the range of up to 5 μm. Finite element modeling of the temperature/stress profiles was done for the SFC coatings to present the temperature/stress profiles during cutting. Comprehensive characterization of the coatings was performed using XRD, TEM, SEM/EDS studies, nano-hardness, nano-impact measurements, and residual stress measurements. Application of the coating with this set of characteristics reduces the intensity of buildup edge formation during turning of CGI, leading to longer tool life. Optimization of the TiAlN-based coatings composition (Ti/Al ratio, architecture (mono vs. multilayer, and thickness were performed. Application of the optimized coating resulted in a 40–60% improvement in the cutting tool life under finishing turning of CGI.

  15. Enhancing Literacy Skills through Technology.

    Science.gov (United States)

    Sistek-Chandler, Cynthia

    2003-01-01

    Discusses how to use technology to enhance literacy skills. Highlights include defining literacy, including information literacy; research to support reading and writing instruction; literacy software; thinking skills; organizational strategies for writing and reading; how technology can individualize literacy instruction; and a new genre of…

  16. The profile of high school students’ scientific literacy on fluid dynamics

    Science.gov (United States)

    Parno; Yuliati, L.; Munfaridah, N.

    2018-05-01

    This study aims to describe the profile of scientific literacy of high school students on Fluid Dynamics materials. Scientific literacy is one of the ability to solve daily problems in accordance with the context of materials related to science and technology. The study was conducted on 90 high school students in Sumbawa using survey design. Data were collected using an instrument of scientific literacy for high school students on dynamic fluid materials. Data analysis was conducted descriptively to determine the students’ profile of scientific literacy. The results showed that high school students’ scientific literacy on Fluid Dynamics materials was in the low category. The highest average is obtained on indicators of scientific literacy i.e. the ability to interpret data and scientific evidence. The ability of scientific literacy is related to the mastery of concepts and learning experienced by students, therefore it is necessary to use learning that can trace this ability such as Science, Technology, Engineering, and Mathematics (STEM).

  17. Symposium Promotes Technological Literacy through STEM

    Science.gov (United States)

    Havice, Bill; Marshall, Jerry

    2009-01-01

    This article describes a symposium which promotes technological literacy through science, technology, engineering, and mathematics (STEM). The three-day symposium titled, "The Anderson, Oconee, Pickens Symposium on Teaching and Learning STEM Standards for the 21st Century," was held August 4-6, 2008 at the Tri-County Technical College…

  18. Teaching Embedded System Concepts for Technological Literacy

    Science.gov (United States)

    Winzker, M.; Schwandt, A.

    2011-01-01

    A basic understanding of technology is recognized as important knowledge even for students not connected with engineering and computer science. This paper shows that embedded system concepts can be taught in a technological literacy course. An embedded system teaching block that has been used in an electronics module for non-engineers is…

  19. Publishing Literacy for Researchers

    Directory of Open Access Journals (Sweden)

    Susanne Mikki

    2010-09-01

    Full Text Available The purpose of this paper is to present an example of teacher-librarian collaboration (TLC in a highly diverse branch of geography as a part of bachelor's seminar teaching. One can say that everything is geography if the phenomenon in question is delimited in a certain region, place or space. Thus every other discipline provides its methods, paradigms and information sources into the use of geography. This obviously presents a challenge to the librarian as he tries to support the geography students' information seeking. The topics can vary between cellular biology applications to sociological perception which also means a large variety in information needs. In our paper we aim to describe different approaches of collaboration this kind of variety requires based on the experiences and feedback gathered in a project, the aim of which was to integrate information literacy (IL into the academic curriculum. Collaborating with teachers with different backgrounds and from different scientific traditions can be challenging for the librarian. Not only the information sources, databases and methods are different but it is the whole approach to the science that is different. Thus it is fairly obvious that the competence of a single librarian or a teacher is not sufficient for an effective IL instruction. The key here is the collaboration when librarian's information literacy and teacher's academic subject competence complete each other. A successful TLC gives opportunity for both marketing the idea of information literacy and the competence of a library professional. It may also increase the efficiency of teaching and studies and even shorten the time for a student to graduate. Especially in the case of seminar teaching TLC seems to give a valuable opportunity to instruct the students' seminar thesis along the way. In 2008, Kumpula Campus Library launched a project to integrate the IL teaching into the academic curriculum and to enhance the collaboration

  20. Investigations on Wear Mechanisms of PVD Coatings on Carbides and Sialons

    Directory of Open Access Journals (Sweden)

    Staszuk M.

    2017-12-01

    Full Text Available The paper presents the results on the wear resistance of PVD coatings on cutting inserts made from sintered carbide and sialon ceramics. The exploitative properties of coatings in technological cutting trials were defined in the paper, which also examined the adhesion of coatings to the substrate, the thickness of the coating, and the microhardness. As a result, it was found that isomorphic coating with AlN-h phase of covalent interatomic bonds exhibits much better adhesion to the sialon substrate than isomorphic coating with titanium nitride TiN. These coatings assure the high wear resistance of the coated tools, and the high adhesion combined with the high microhardness and fine-grained structure assure an increase in the exploitative life of the coated tools. In the case of coatings on substrate made from sintered carbide, there was a significant influence on the properties of the tools coated with them as concerns the existence of the diffusion zone between the substrate and the coating.

  1. Evaluation of Osseous Integration of PVD-Silver-Coated Hip Prostheses in a Canine Model

    Directory of Open Access Journals (Sweden)

    Gregor Hauschild

    2015-01-01

    Full Text Available Infection associated with biomaterials used for orthopedic prostheses remains a serious complication in orthopedics, especially tumor surgery. Silver-coating of orthopedic (megaprostheses proved its efficiency in reducing infections but has been limited to surface areas exposed to soft tissues due to concerns of silver inhibiting osseous integration of cementless stems. To close this gap in the bactericidal capacity of silver-coated orthopedic prostheses extension of the silver-coating on surface areas intended for osseous integration seems to be inevitable. Our study reports about a PVD- (physical-vapor-deposition- silver-coated cementless stem in a canine model for the first time and showed osseous integration of a silver-coated titanium surface in vivo. Radiological, histological, and biomechanical analysis revealed a stable osseous integration of four of nine stems implanted. Silver trace elemental concentrations in serum did not exceed 1.82 parts per billion (ppb and can be considered as nontoxic. Changes in liver and kidney functions associated with the silver-coating could be excluded by blood chemistry analysis. This was in accordance with very limited metal displacement from coated surfaces observed by laser ablation inductively coupled plasma-mass spectrometry (LA-ICP-MS 12 months after implantation. In conclusion our results represent a step towards complete bactericidal silver-coating of orthopedic prostheses.

  2. Wear of different PVD coatings at industrial fine-blanking field tests

    Directory of Open Access Journals (Sweden)

    Liina Lind

    2015-09-01

    Full Text Available Thin hard physical vapor deposited (PVD coatings play significant role on wear performance of fine-blanking punches in the presence of extremely high contact stresses. Nevertheless it seems that in blanking or fine-blanking the coatings are selected based on coincidence, trial-error-method or latest trends. There is limited information about planning and conducting the fine-blanking industrial field tests and measuring the wear of different coatings. In the present study a set of fine-blanking punches and laboratory specimens were prepared with three coatings – TiCN, nACRo and nACo. As substrate material Böhler S390 Microclean high speed steel was used. Coating mechanical properties (modulus of elasticity and nanohardness were measured and wear rate with alumina ball was determined using the reciprocating sliding test. Wear of coatings was measured from punches after industrial use. All of the tested coatings showed high variance of wear. However coatings nACo and nACRo have better average wear resistance in fine-blanking compared with the well-known TiCN. Industrial field tests show correlation to the ratio elastic strain to failure H/E.DOI: http://dx.doi.org/10.5755/j01.ms.21.3.7249

  3. The effect of MEVVA ion implantation on the tribological properties of PVD-TiN films

    International Nuclear Information System (INIS)

    Manory, R.; Mollica, S.

    1998-01-01

    The present work is the first study in which the effects of metal evaporation vacuum (MEVVA) implantation are studied on TiN of the PVD type which is commercially available in Australia. The MEVVA ion implanter differs from the 'conventional' type of ion implanter in the fact that it has a high throughput of metal ions which are not mass analysed and therefore has more potential for industrial non-electronic applications. TiN-coated steel samples have been implanted with two types of species - one light and one heavy - C + and W + respectively. The samples were analysed by Rutherford backscattering (RBS) and x-ray diffraction (XRD). The tribological performance was assessed by pin-on-disc and microhardness. The results show that carbon implantation was very effective in improving the friction coefficient by the formation of a carbonaceous layer on the surface. XRD also shows formation of TiC in the near surface region. W implantation does not improve the friction coefficient but improves the lifetime of the coating. Unimplanted films fail in the pin-on-disk test after 7000 cycles, whereas implanted films are still well adhered after 18000 cycles

  4. Multilayer stacks obtained by ion assisted EB PVD aimed at thermal barrier coating

    Energy Technology Data Exchange (ETDEWEB)

    Roos, E.; Maile, K.; Lyutovich, A. [Stuttgart Univ. (DE). Materialpruefungsanstalt (MPA)

    2010-07-01

    Thermal Barrier Coating (TBC) using Electron Beam Physical Vapour Deposition (EB PVD) is widely implemented, especially for aero-engine turbine blades. Generally, multilayer stacks are used for these aims. For the additional improvement of intermediate layers with graded transitions to the initial Ni-based alloy, the use of accelerated ions in the EBPVD-process is advantageous. The effect of the substrate bias potential, ion current density and deposition temperature on the structure and properties of Ti and Zr intermediate layers are investigated. The morphology of the films is studied using optical microscopy, scanning electron microscopy (SEM) and atomic force microscopy (AFM). It is found that the surface morphology becomes smoother with rising bias potential and decreasing ion current density. Measurements of Vicker's micro-hardness performed on these coatings have shown its increase with higher values of the bias and its reduction with the growing temperature. This effect is caused by the observed decrease in grain size and higher porosity of the films. A multilayer coating system Ni (based substrate)-Si-Si{sub x}Al{sub y}-Al with graded transitions between the layers is obtained using ion assisted EBPVD. Architecture of a multilayer stack for TBC with graded transitions is proposed. (orig.)

  5. Computer Simulation of the Relationship between Selected Properties of PVD Coatings

    Directory of Open Access Journals (Sweden)

    Śliwa A.

    2016-06-01

    Full Text Available The possibility to apply the Finite Element Method to calculate internal stresses which occur in Ti+TiN, Ti+Ti(CxN1-x and Ti+TiC coatings obtained in the magnetron PVD process on the sintered high-speed steel of the PM HS6-5-3-8 type. For the purpose of computer simulation of internal stresses in coatings with the use of MES, the correct model of analyzed specimens was worked out and then it was experimentally verified by comparison of calculation results with the results of computer simulation. Accurate analysis of correlations indicated especially strong dependence between internal stresses and microhardness and between microhardness and erosion resistance what created conditions for establishing the dependence between internal stresses obtained in the result of computer simulation and erosion resistance as basic functional quality of coating. It has essential practical meaning because it allows to estimate predictable erosion resistance of coating exclusively on the base of the results of computer simulation for used parameters in the process of coating manufacturing.

  6. Performance of PVD-Coated Carbide Tools When Turning Inconel 718 in Dry Machining

    Directory of Open Access Journals (Sweden)

    Gusri Akhyar Ibrahim

    2011-01-01

    Full Text Available Inconel 718 has found its niche in many industries, owing to its unique properties such as high oxidation resistance and corrosion resistance even at very high temperatures. Coated carbide tool with hard layer of PVD TiAlN is used to turn Inconel 718. Taguchi method with the orthogonal array L9 is applied in this experiment with the parameter cutting speed of 60–80 m/min, feed rate of 0.2–0.3 mm/rev, and depth of cut of 0.3–0.5 mm. The results show that depth of cut is a significant influence to the tool life. Cutting speed of 60 m/min, feed rate of 0.2 mm/rev, and depth of cut of 0.3 mm are the optimum parameters. The flank wear, crater wear, notch wear, and nose wear are the wear mechanisms on the carbide tool. Through the SEM, abrasion, attrition, and adhesion are the wear mechanisms which can be seen on the cutting tool.

  7. Tweedracht maakt macht. De PvdA, de doorbraak en de ontluikende polarisatiestrategie (1946-1966

    Directory of Open Access Journals (Sweden)

    B. Mellink

    2011-01-01

    Full Text Available Divide and Rule: The Dutch Labour Party (PvdA, the Breakthrough and the Emerging Polarisation Strategy (1946-1966In 1966, after a lengthy debate in the Dutch parliament, the Cals cabinet came to a sudden end. As a motion proposed by Norbert Schmelzer, the parliamentary leader of the prime minister’s own Catholic party precipitated the cabinet’s fall, ‘Schmelzer’s Night’ received an iconic status in Dutch political history. Many historians have interpreted Schmelzer’s Night as the birth of a Social Democratic ‘polarisation strategy’: differences between Left and Right were exaggerated in order to divide the confessional parties along ideological lines. Established analyses ascribe the development of this polarisation strategy to the ascendancy of a younger generation in Dutch politics. This article argues instead that the polarisation strategy of the late 1960s was not so much caused by a new generation, but rather emerged as a consequence of postwar Social Democrats’ efforts to abolish pillarisation (verzuiling in Dutch society.

  8. Mechanical properties of EB-PVD ZrO2 thermal barrier coatings

    International Nuclear Information System (INIS)

    Held, Carolin

    2014-01-01

    In this work, the elastic properties of thermal barrier coatings which were produced by electron-beam enhanced physical vapour deposition were investigated, as well as the dependency of the properties on the sample microstructure, the thermal treatment and the test method. For this purpose, not only commercial coatings were characterized, but also special sample material was used which consists of a 1 mm thick layer of EB-PVD TBC. This material was isothermally heat treated for different times at 950 C, 1100 C and 1200 C and then tested in a specially developed miniaturized bend test and by dynamic mechanical analysis. The sample material was tested by nanoindentation in order to measure the Young's modulus on a local scale, and the porosity of the samples was determined by microstructure analysis and porosimetry. The decrease of porosity could be connected with sintering and subsequent stiffening of the material. The test results are dependent on the tested volume. A small test volume leads to larger measured Young's moduli, while a large test volume yields lower values. The test volume also has an influence on the increase of stiffness during thermal exposure. With a small tested volume, a quicker increase of the Young's modulus was registered, which could be associated to the sintering of local structures.

  9. Evaluation of osseous integration of PVD-silver-coated hip prostheses in a canine model.

    Science.gov (United States)

    Hauschild, Gregor; Hardes, Jendrik; Gosheger, Georg; Stoeppeler, Sandra; Ahrens, Helmut; Blaske, Franziska; Wehe, Christoph; Karst, Uwe; Höll, Steffen

    2015-01-01

    Infection associated with biomaterials used for orthopedic prostheses remains a serious complication in orthopedics, especially tumor surgery. Silver-coating of orthopedic (mega)prostheses proved its efficiency in reducing infections but has been limited to surface areas exposed to soft tissues due to concerns of silver inhibiting osseous integration of cementless stems. To close this gap in the bactericidal capacity of silver-coated orthopedic prostheses extension of the silver-coating on surface areas intended for osseous integration seems to be inevitable. Our study reports about a PVD- (physical-vapor-deposition-) silver-coated cementless stem in a canine model for the first time and showed osseous integration of a silver-coated titanium surface in vivo. Radiological, histological, and biomechanical analysis revealed a stable osseous integration of four of nine stems implanted. Silver trace elemental concentrations in serum did not exceed 1.82 parts per billion (ppb) and can be considered as nontoxic. Changes in liver and kidney functions associated with the silver-coating could be excluded by blood chemistry analysis. This was in accordance with very limited metal displacement from coated surfaces observed by laser ablation inductively coupled plasma-mass spectrometry (LA-ICP-MS) 12 months after implantation. In conclusion our results represent a step towards complete bactericidal silver-coating of orthopedic prostheses.

  10. Impedance study on the corrosion of PVD and CVD titanium nitride coatings

    International Nuclear Information System (INIS)

    Elsener, B.; Rota, A.; Boehni, H.

    1989-01-01

    Titanium nitride (TiN) coatings, produced by physical (PVD) or chemical (CVD) vapor deposition techniques are used routinely to improve the wear and corrosion resistance of a surface. The main problem in using TiN as a protective coating in aggressive environements are pores and pinholes in the coating where the substrate is exposed to the electrolyte. In this work, the electrochemical and corrosion behaviour of TiN films on quartz glass, carbon steel, 304 and 316 stainless steel is studied by polarization curves and electrochemical impedance spectroscopy (EIS) in hydrochloric acid. It is shown that the TiN coating can be used successfully only on substrates that passivate easily. On mild steel rapid corrosion takes place at pores in the coating due to the very noble steady state potential of the TiN coating. The interaction of the metallic substrate with the TiN coating is discussed for the two limiting cases mild steel (active) and 316SS (passive). It is shown that the determination of the coating porosity is possible for the active substrate only. On the passive substrate the occurence of an additional time constant in the high frequency region of the spectrum qualitatively indicates the presence of pores. A quality control of the coatings based on this fact might be possible. (author) 15 refs., 6 figs., 2 tabs

  11. Enhanced Corrosion Resistance of PVD-CrN Coatings by ALD Sealing Layers

    Science.gov (United States)

    Wan; Zhang, Teng Fei; Ding, Ji Cheng; Kim, Chang-Min; Park, So-Won; Yang, Yang; Kim, Kwang-Ho; Kwon, Se-Hun

    2017-04-01

    Multilayered hard coatings with a CrN matrix and an Al2O3, TiO2, or nanolaminate-Al2O3/TiO2 sealing layer were designed by a hybrid deposition process combined with physical vapor deposition (PVD) and atomic layer deposition (ALD). The strategy was to utilize ALD thin films as pinhole-free barriers to seal the intrinsic defects to protect the CrN matrix. The influences of the different sealing layers added in the coatings on the microstructure, surface roughness, and corrosion behaviors were investigated. The results indicated that the sealing layer added by ALD significantly decreased the average grain size and improved the corrosion resistance of the CrN coatings. The insertion of the nanolaminate-Al2O3/TiO2 sealing layers resulted in a further increase in corrosion resistance, which was attributed to the synergistic effect of Al2O3 and TiO2, both acting as excellent passivation barriers to the diffusion of corrosive substances.

  12. Effect of Hf Additions to Pt Aluminide Bond Coats on EB-PVD TBC Life

    Science.gov (United States)

    Nesbitt, James; Nagaraj, Ben; Williams, Jeffrey

    2000-01-01

    Small Hf additions were incorporated into a Pt aluminide coating during chemical vapor deposition (CVD) on single crystal RENE N5 substrates. Standard yttria-stabilized zirconia top coats were subsequently deposited onto the coated substrates by electron beam-physical vapor deposition (EB-PVD). The coated substrates underwent accelerated thermal cycle testing in a furnace at a temperature in excess of 1121 C (2050 F) (45 minute hot exposure, 15 minute cool to approximately 121 C (250 F)) until the thermal barrier coating (TBC) failed by spallation. Incorporating Hf in the bond coat increased the TBC life by slightly more than three times that of a baseline coating without added Hf. Scanning electron microscopy of the spalled surfaces indicated that the presence of the Hf increased the adherence of the thermally grown alumina to the Pt aluminide bond coat. The presence of oxide pegs growing into the coating from the thermally grown alumina may also partially account for the improved TBC life by creating a near-surface layer with a graded coefficient of thermal expansion.

  13. Financial Literacy of 15-Year-Olds: Results from PISA 2012. Data Point. NCES 2014-102

    Science.gov (United States)

    Gonzales, Patrick; Kelly, Dana

    2014-01-01

    This Data Point uses data from the 2012 administration of the Program for International Student Assessment (PISA) financial literacy assessment. PISA is an international assessment that measures 15-year-old students' reading, mathematics, and science literacy and, in 2012, general problem solving and financial literacy. PISA is coordinated by the…

  14. Plasma thermal performance of a dual-process PVD/PS tungsten coating on carbon-based panels for nuclear fusion application

    International Nuclear Information System (INIS)

    Kim, Hyunmyung; Lee, Ho Jung; Kim, Sung Hwan; Jang, Changheui

    2016-01-01

    Highlights: • Plasma thermal performance of a dual-process PVD/PS W coating was evaluated. • Steady-state heat fluxes of 1–3 MW/m 2 were applied to the W coated specimens. • Less micro-pores and grain growth were observed for the dual-process coating. • Loss of coating thickness was observed for the simple PS W coating. • Dual-process PVD/PS W coating was resistant to erosion due to the surface PVD layer. - Abstract: Various tungsten (W) coating techniques have been used for the application of plasma facing material in nuclear fusion devices, which resulted in limited success. In this study, a dual-process W coating structure was developed on a graphite substrate to improve the thermal performance of the coating structure. The dual-process coating structure consisted of a thin (∼7 μm) multilayer W/Mo physical vapor deposition (PVD) coating layer deposited on top of the relatively thick (∼160 μm) plasma spray (PS) W coating on a graphite substrate panel. Then the coated sample was exposed to plasma heat flux of 1–3 MW/m 2 for 300 s. With addition of a thin surface PVD coating layer, the microstructure change in underlying PS W coating was substantially reduced compared to the simple PS W coating structure. The thickness of overall coating structure was maintained for the dual-process PVD/PS coated samples after the thermal loading tests, while a significant reduction in thickness due to surface erosion was observed for the simple PS W coated samples. The improvement in surface erosion resistance in the dual-process coating structure was discussed in view of the characteristics of PVD and PS coating layers.

  15. Plasma thermal performance of a dual-process PVD/PS tungsten coating on carbon-based panels for nuclear fusion application

    Energy Technology Data Exchange (ETDEWEB)

    Kim, Hyunmyung; Lee, Ho Jung; Kim, Sung Hwan; Jang, Changheui, E-mail: chjang@kaist.ac.kr

    2016-11-01

    Highlights: • Plasma thermal performance of a dual-process PVD/PS W coating was evaluated. • Steady-state heat fluxes of 1–3 MW/m{sup 2} were applied to the W coated specimens. • Less micro-pores and grain growth were observed for the dual-process coating. • Loss of coating thickness was observed for the simple PS W coating. • Dual-process PVD/PS W coating was resistant to erosion due to the surface PVD layer. - Abstract: Various tungsten (W) coating techniques have been used for the application of plasma facing material in nuclear fusion devices, which resulted in limited success. In this study, a dual-process W coating structure was developed on a graphite substrate to improve the thermal performance of the coating structure. The dual-process coating structure consisted of a thin (∼7 μm) multilayer W/Mo physical vapor deposition (PVD) coating layer deposited on top of the relatively thick (∼160 μm) plasma spray (PS) W coating on a graphite substrate panel. Then the coated sample was exposed to plasma heat flux of 1–3 MW/m{sup 2} for 300 s. With addition of a thin surface PVD coating layer, the microstructure change in underlying PS W coating was substantially reduced compared to the simple PS W coating structure. The thickness of overall coating structure was maintained for the dual-process PVD/PS coated samples after the thermal loading tests, while a significant reduction in thickness due to surface erosion was observed for the simple PS W coated samples. The improvement in surface erosion resistance in the dual-process coating structure was discussed in view of the characteristics of PVD and PS coating layers.

  16. Implementation literacy strategies on health technology theme Learning to enhance Indonesian Junior High School Student's Physics Literacy

    Science.gov (United States)

    Feranie, Selly; Efendi, Ridwan; Karim, Saeful; Sasmita, Dedi

    2016-08-01

    The PISA results for Indonesian Students are lowest among Asian countries in the past two successive results. Therefore various Innovations in science learning process and its effectiveness enhancing student's science literacy is needed to enrich middle school science teachers. Literacy strategies have been implemented on health technologies theme learning to enhance Indonesian Junior high school Student's Physics literacy in three different health technologies e.g. Lasik surgery that associated with application of Light and Optics concepts, Ultra Sonographer (USG) associated with application of Sound wave concepts and Work out with stationary bike and walking associated with application of motion concepts. Science learning process involves at least teacher instruction, student learning and a science curriculum. We design two main part of literacy strategies in each theme based learning. First part is Integrated Reading Writing Task (IRWT) is given to the students before learning process, the second part is scientific investigation learning process design packed in Problem Based Learning. The first part is to enhance student's science knowledge and reading comprehension and the second part is to enhance student's science competencies. We design a transformation from complexity of physics language to Middle school physics language and from an expensive and complex science investigation to a local material and simply hands on activities. In this paper, we provide briefly how literacy strategies proposed by previous works is redesigned and applied in classroom science learning. Data were analysed using t- test. The increasing value of mean scores in each learning design (with a significance level of p = 0.01) shows that the implementation of this literacy strategy revealed a significant increase in students’ physics literacy achievement. Addition analysis of Avarage normalized gain show that each learning design is in medium-g courses effectiveness category

  17. Information Literacy in the Upper Secondary School

    DEFF Research Database (Denmark)

    Holm, Claus; Schreiber, Trine; Tønnesen, Pia Hvid

    The discussion paper is a publication from the project Information Literacy in the Upper Secondary School. The project is a collaboration between the National Library of Education at the Danish School of Education, Aarhus University, and the Royal School of Library and Information Science....... The project is funded by Denmark's Electronic Research Library (DEFF). The discussion paper is published in connection with the conference Information Literacy in the Upper Secondary School on 22 April 2010. See video streaming from the conference etc. at www.dpu.dk/info....

  18. 高中生海洋科學素養及迷思概念評量分析 Marine Science Literacy and Misconceptions among Senior High School Students

    Directory of Open Access Journals (Sweden)

    羅綸新 Lwun-Syin Lwo

    2013-09-01

    Full Text Available 本研究旨在:一、應用概念圖命題模式及開放性問答評量高中生海洋科學概念與素養之現況。二、以問卷試題診斷高中生海洋科學迷思概念之情形。研究以基隆市5 所公立高級中學學生為對象,共計發出361 份問卷,有效樣本346 份,回收率為96%。研究結果顯示:一、高中生在海洋科學概念詞彙運用前三名為暖化、地震及地球。二、高中生在海洋科學概念詞彙運用產生迷思的三大詞彙為生質能源、黑潮及親潮。三、高中生海洋概念以知識面向的概念最高。四、高中生在海洋科學迷思概念試題評量中,平均答對率只有53%。五、黑潮得名緣由為高中生在海洋科學迷思概念評量中答對率最低的題目,僅有16%。六、「瞭解冰期與間冰期海平面的升降,對全球生物與自然環境可能造成影響」為高中生最常帶有迷思概念的能力指標。研究的結果可供我國海洋教育相關人員及高中教師參考,以提升海洋教育實施之成效與國民海洋科學素養。 The purposes of this study were to examine the literacy of senior high school students regarding marine-science concepts by using the concept-map method (open-ended tasks and an open-ended question, and to assess their misconceptions about marine science. A survey was conducted among students from five senior high schools in northern Taiwan. A total of 361 questionnaires were distributed and a validity count of 346 was returned. The results of this study were as follows: (1 The terms “warming,” “earthquake,” and “earth” were most commonly used by students to express marine-science concepts. (2 The terms “bioenergy,” “Kuroshio Currents,” and “Oyashio Currents” caused the most confusion among students. (3 The marine concepts described by the students were more in cognitive domain, than in attitude and affective domains. (4 The students

  19. The development of scientific literacy assessment to measure student’s scientific literacy skills in energy theme

    Science.gov (United States)

    Rusilowati, A.; Nugroho, S. E.; Susilowati, E. S. M.; Mustika, T.; Harfiyani, N.; Prabowo, H. T.

    2018-03-01

    The research were aimed to develop and find out of validity, reliability, characteristic of scientific literacy assessment, and find out of the profile of students’ scientific literacy skills in Energy themed. The research is conducted in 7th grade of Secondary School at Demak, Central of Java Indonesia. The research design used R&D (Research and Development). The results of the research showed that the scientific literacy assessment was valid and reliable with 0.68 value in the first try out and 0.73 value in the last try out. The characteristics of the scientific literacy assessment are the difficulty index and the discrimination power. The difficulty index and distinguishing are 56.25% easy, 31.25% medium, and 12.5% very difficult with good discrimination power. The proportion of category of scientific literacy as the body of knowledge, the science as a way of investigating, science as a way of thinking, and the interaction among science, environment, technology, and society was 37.5%:25%:18.75%:18.75%. The highest to the lowest profile of students’ scientific literacy skills at Secondary School Demak was 72% in the category of science as a way of thinking and the lowest was 59% in the category of science as the body of knowledge.

  20. Framing Information Literacy

    OpenAIRE

    Anneke Dirkx

    2016-01-01

    In 2000 the Association of College & Research Libraries (ACRL) published the Standards for Information Literacy. After 15 years these standards were in desperate need of revision. Instead of releasing a revised edition of the Standards, in 2015 ACRL presented a completely new vision on information literacy in higher education. In this keynote we will explore the new ACRL Framework for Information Literacy in all its glory. We will compare it to the old standards. Is this new American Fram...