WorldWideScience

Sample records for science making connections

  1. Making the Connection between Environmental Science and Decision Making

    Science.gov (United States)

    Woodhouse, C. A.; Crimmins, M.; Ferguson, D. B.; Garfin, G. M.; Scott, C. A.

    2011-12-01

    As society is confronted with population growth, limited resources, and the impacts of climate variability and change, it is vital that institutions of higher education promote the development of professionals who can work with decision-makers to incorporate scientific information into environmental planning and management. Skills for the communication of science are essential, but equally important is the ability to understand decision-making contexts and engage with resource managers and policy makers. It is increasingly being recognized that people who understand the linkages between science and decision making are crucial if science is to better support planning and policy. A new graduate-level seminar, "Making the Connection between Environmental Science and Decision Making," is a core course for a new post-baccalaureate certificate program, Connecting Environmental Science and Decision Making at the University of Arizona. The goal of the course is to provide students with a basic understanding of the dynamics between scientists and decision makers that result in scientific information being incorporated into environmental planning, policy, and management decisions. Through readings from the environmental and social sciences, policy, and planning literature, the course explores concepts including scientific information supply and demand, boundary organizations, co-production of knowledge, platforms for engagement, and knowledge networks. Visiting speakers help students understand some of the challenges of incorporating scientific information into planning and decision making within institutional and political contexts. The course also includes practical aspects of two-way communication via written, oral, and graphical presentations as well as through the interview process to facilitate the transfer of scientific information to decision makers as well as to broader audiences. We aspire to help students develop techniques that improve communication and

  2. Making Connections

    Science.gov (United States)

    Pien, Cheng Lu; Dongsheng, Zhao

    2011-01-01

    Effective teaching includes enabling learners to make connections within mathematics. It is easy to accord with this statement, but how often is it a reality in the mathematics classroom? This article describes an approach in "connecting equivalent" fractions and whole number operations. The authors illustrate how a teacher can combine a common…

  3. Making Connections: Where STEM Learning and Earth Science Data Services Meet

    Science.gov (United States)

    Bugbee, Kaylin; Ramachandran, Rahul; Maskey, Manil; Gatlin, Patrick; Weigel, Amanda

    2016-01-01

    STEM (Science, Technology, Engineering, Mathematics) learning is most effective when students are encouraged to see the connections between science, technology and real world problems. Helping to make these connections has become an increasingly important aspect of Earth Science data research. The Global Hydrology Resource Center (GHRC), one of NASA's 12 EOSDIS (Earth Observing System Data Information System) data centers, has developed a new type of documentation called the micro article to facilitate making connections between data and Earth science research problems.

  4. Making connections

    DEFF Research Database (Denmark)

    Hilton, Annette

    will be in the form of a presentation to outline for teachers the different applications of proportional reasoning across science subjects in upper primary and lower secondary schools. It will use examples from the Danish science curriculum to show teachers where and how proportional reasoning applies...

  5. Making connections

    NARCIS (Netherlands)

    Marion Duimel

    2007-01-01

    Original title: Verbinding maken; senioren en internet. More and more older people are finding their way to the Internet. Many people aged over 50 who have only recently gone online say that a new world has opened up for them. By connecting to the Internet they have the feeling that they

  6. Making connections: Where STEM learning and Earth science data services meet

    Science.gov (United States)

    Bugbee, K.; Ramachandran, R.; Maskey, M.; Gatlin, P. N.; Weigel, A. M.

    2016-12-01

    STEM learning is most effective when students are encouraged to see the connections between science, technology and real world problems. Helping to make these connections has become an increasingly important aspect of Earth science data research. The Global Hydrology Resource Center (GHRC), one of NASA's 12 EOSDIS data centers, has developed a new type of documentation called the micro article to facilitate making connections between data and Earth science research problems. Micro articles are short academic texts that enable a reader to quickly understand a scientific phenomena, a case study, or an instrument used to collect data. While originally designed to increase data discovery and usability, micro articles also serve as a reliable starting point for project-based learning, an educational approach in STEM education, for high school and higher education environments. This presentation will highlight micro articles at the Global Hydrology Resource Center data center and will demonstrate the potential applications of micro articles in project-based learning.

  7. Urban fifth graders' connections-making between formal earth science content and their lived experiences

    Science.gov (United States)

    Brkich, Katie Lynn

    2014-03-01

    Earth science education, as it is traditionally taught, involves presenting concepts such as weathering, erosion, and deposition using relatively well-known examples—the Grand Canyon, beach erosion, and others. However, these examples—which resonate well with middle- and upper-class students—ill-serve students of poverty attending urban schools who may have never traveled farther from home than the corner store. In this paper, I explore the use of a place-based educational framework in teaching earth science concepts to urban fifth graders and explore the connections they make between formal earth science content and their lived experiences using participant-driven photo elicitation techniques. I argue that students are able to gain a sounder understanding of earth science concepts when they are able to make direct observations between the content and their lived experiences and that when such direct observations are impossible they make analogies of appearance, structure, and response to make sense of the content. I discuss additionally the importance of expanding earth science instruction to include man-made materials, as these materials are excluded traditionally from the curriculum yet are most immediately available to urban students for examination.

  8. Peripheral and subversive: Women making connections and challenging the boundaries of the science community

    Science.gov (United States)

    Davis, Kathleen S.

    2001-07-01

    Researchers continue to report the underrepresentation of females in the science professions (AAUW, 1992; NSF, 1999; Vetter, 1992). Investigators have illuminated many factors that contribute to the insider status in the science community of some groups and the peripheral/outsider status of women and girls (Brickhouse, 1994; Delamont, 1989; Harding, 1991; Schiebinger, 1989). Some research has shown that supportive science networks have had a positive influence on women's participation and retention in science practices (AAUW, 1992; Keith & Keith, 1989; Kreinberg & Lewis, 1996; Varanka-Martin, 1996). In order to provide a better understanding of the role social capital plays in women's legitimate participation in science, I draw upon the findings of a qualitative study that examines the valued capital, ways, and practices of a support group for women working in the sciences at an academic research institution. Findings from this study indicate how women 1) were given little access to powerful networks in science that would provide them with opportunities to acquire the knowledge, skills, and resources necessary to be legitimate in the traditional sense, and 2) encountered many obstacles in their attempts to develop networks and make such connections between themselves and other women. Findings also indicate that, despite these impediments, the support group provided a meaningful and resourceful network through which they developed a critical perspective of legitimacy as they sought to make explicit the culture of science. Participants not only employed the traditional methods of scientific inquiry, but also acknowledged and valued the voices and experiences of those from nondominant groups. They constructed a new discourse that was inclusive of diverse voices, created new career pathways, and developed a vision of mentoring that facilitated females' development of a critical view of the science community and their legitimate participation.

  9. Making Connections to Students' Lives and Careers Throughout a General Education Science Course

    Science.gov (United States)

    LaDue, D. S.

    2014-12-01

    The University of Oklahoma's general education lecture course Severe & Unusual Weather, taught in two sections each fall and spring, covers about nine topics. The sections are taught by different instructors, each of whom has flexibility to employ a variety of instructional strategies and choose specific topics to cover while meeting the requirement that general education courses in the natural sciences help students understand the importance of the science for appreciating the world around them. Students enrolled have been approximately 6-10% returning adult students, some of whom were veterans or active duty military, and about 10% members of racial or ethnic groups. Their majors are mostly in the humanities (theater, photography) and social sciences (education, English, journalism, sociology), with some natural science majors (psychology, aviation). For the past two years, Section 001 has been designed with adult and active learning concepts in mind, using deliberate connections between course content and students' lives and careers to motivate meaningful learning. Students were grouped in teams according to similar majors and assigned group presentations connecting course content to topics that should interest them, such as economic impacts of weather, societal and personal impacts of severe weather, risks to aviation, media coverage of weather, and psychological and sociological responses to weather risks. Students learn about the peer review process for scientific papers while also exploring a connection of course content to their future career or life interests through papers that are run through a mock peer review process. Public policy is discussed in several sections of the course, such as hurricane building codes, wind-resistant construction in tornado alley, and the disproportionate impacts of weather and climate on certain socioeconomic groups. Most students deeply appreciate the opportunity to explore how course content intersects with their lives

  10. 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…

  11. Making the Connection

    Science.gov (United States)

    Perna, Mark C.

    2006-01-01

    Enrollment marketing is not just about enrollment; it is about creating relationships and serving one's community or target audience for many years. In this article, the author states that the first step in building such relationships is making a connection, and that is what effective marketing is all about. Administrators, teachers and critical…

  12. Making connections: Exploring student agency in a science classroom in India

    Science.gov (United States)

    Sharma, Ajay

    situated improvised responses to ongoing dialogues that enabled them to survive, negotiate and maneuver their way through their immediate social world. Inside the science classroom, students negotiated their roles as students in a varied, improvised, and contingent manner. Further, whenever the constraints and affordances of the local situation and the resources at their disposal made it feasible, students exercised their social agency to selectively appropriate school science discourse for their own out-of-school purposes. The science teacher did much to encourage this contingent and situated emergence of students' social agency. However, the extant teacher professional and school science discourses allowed him to achieve only limited success in making science more meaningful and relevant to the students. The study reveals that though much has been accomplished to provide universal access to elementary education in India, the science instruction still persists along traditional lines. Thus, the state is still far from providing access to the type of science education it advocates in its national policy documents. The study urges the state to fulfill its constitutional obligations by providing a science education that enables students to not only build a better future for themselves, but also work for peaceful and progressive social change. The study recommends informed bricolage as a goal for teacher education and professional development.

  13. Focused Science Delivery makes science make sense.

    Science.gov (United States)

    Rachel W. Scheuering; Jamie. Barbour

    2004-01-01

    Science does not exist in a vacuum, but reading scientific publications might make you think it does. Although the policy and management implications of their findings could often touch a much wider audience, many scientists write only for the few people in the world who share their area of expertise. In addition, most scientific publications provide information that...

  14. Urban Fifth Graders' Connections-Making between Formal Earth Science Content and Their Lived Experiences

    Science.gov (United States)

    Brkich, Katie Lynn

    2014-01-01

    Earth science education, as it is traditionally taught, involves presenting concepts such as weathering, erosion, and deposition using relatively well-known examples--the Grand Canyon, beach erosion, and others. However, these examples--which resonate well with middle- and upper-class students--ill-serve students of poverty attending urban schools…

  15. Connecting Science with Society

    DEFF Research Database (Denmark)

    awareness of the important questions of our society reflected in scientific research and of the answers produced by these research activities. The CRIS2010 conference, entitled “Bringing Science to Society”, therefore seeks to highlight the role of Current Research Information Systems for communicating......, for driving innovation or for disseminating results to the scientific community and beyond. And, as a look at the CRIS2010 conference program will tell, there are many more, often little known purposes for which CRIS are used. These applications stimulate with their demands the progress in designing, building...

  16. The Lenfest Ocean Program's experience in building institutional support for connecting science and decision-making in marine systems

    Science.gov (United States)

    Bednarek, A.; Close, S.; Curran, K.; Hudson, C.

    2017-12-01

    Addressing contemporary sustainability challenges requires attention to the integration of scientific knowledge into decision-making and deliberation. However, this remains a challenge in practice. We contend that careful stewardship of this process of integration can result in positive, durable outcomes by reconciling the production and use of scientific knowledge, and improve its relevance and utility to decision-makers. We will share lessons learned from a grantmaking program that has addressed this challenge through programmatic innovations, including by supporting staff devoted to an intermediary role. Over the past 13 years, the Lenfest Ocean Program served in a boundary spanning role by integrating decision-makers into the scoping and outreach of program supported scientific research grants. Program staff engage with decision-makers and influencers to identify policy-relevant research questions and approaches, ensuring that the research direction addresses users' needs. As research progresses, the staff monitor the grant's progress to improve the match between the research and user needs. The process is resource-intensive, however, and raises interesting questions about the role and development of this kind of specialist within different kinds of institutions, including funding agencies. We suggest that nurturing this role as a practice and profession could ultimately help the scientific community more efficiently respond to sustainability challenges.

  17. Xplora: making science fun!

    CERN Multimedia

    2006-01-01

    Remember those humdrum lectures in science class? Static textbook lessons have not done much to ignite excitement and interest in young children. Now the tables are turned and it is the teachers who are learning, but this time it is all about how to make science classes fun and spark the imaginations of the next generation. Xplora conference participants observing a working cloud experiment. The Xplora Conference, held at CERN from 15 to 18 June, was attended by more than 80 teachers and educators from across Europe ready to share and acquire some creative ways of teaching science. Xplora is an online reference project providing inventive techniques for teaching science in the classroom and beyond. Xplora is part of the Permanent European Resource Centre for Informal Learning (PENCIL) sponsored by the European Commission. PENCIL is comprised of 13 science centres, museums and aquariums, is partners with the University of Naples, Italy and King's College London, UK and is involved with 14 pilot projects thro...

  18. Science and film-making.

    Science.gov (United States)

    Gouyon, Jean-Baptiste

    2016-01-01

    The essay reviews the literature, mostly historical, on the relationship between science and film-making, with a focus on the science documentary. It then discusses the circumstances of the emergence of the wildlife making-of documentary genre. The thesis examined here is that since the early days of cinema, film-making has evolved from being subordinate to science, to being an equal partner in the production of knowledge, controlled by non-scientists. © The Author(s) 2015.

  19. Enhancing Undergraduate Chemistry Learning by Helping Students Make Connections among Multiple Graphical Representations

    Science.gov (United States)

    Rau, Martina A.

    2015-01-01

    Multiple representations are ubiquitous in chemistry education. To benefit from multiple representations, students have to make connections between them. However, connection making is a difficult task for students. Prior research shows that supporting connection making enhances students' learning in math and science domains. Most prior research…

  20. Making Science Work.

    Science.gov (United States)

    Thomas, Lewis

    1981-01-01

    Presents a viewpoint concerning the impact of recent scientific advances on society. Discusses biological discoveries, space exploration, computer technology, development of new astronomical theories, the behavioral sciences, and basic research. Challenges to keeping science current with technological advancement are also discussed. (DS)

  1. Making the Earth to Life Connection Using Climate Change

    Science.gov (United States)

    Haine, D. B.; Berbeco, M.

    2016-12-01

    From ocean acidification to changes in air quality to shifts in the range of disease vectors, there are many opportunities for educators to make the earth science to life science connection by incorporating the impacts of climate change on organisms and entire ecosystems and by describing how living organisms impact climate. NCSE's study in Science found that 86% of life science teachers are teaching climate, but few admit they have any formal climate science training. This session will introduce activities we developed that utilize the 2014 National Climate Assessment, data visualizations, technology tools and models to allow students to explore the evidence that climate change is impacting life. Translating the NCA into classroom activities is an approach that becomes more pertinent with the advent of the Next Generation Science Standards (NGSS). Using the NCA and the NGSS we demonstrate strategies for weaving the concept of climate change into an already packed life science curriculum by enhancing rather than displacing content and ultimately promoting integration of science and engineering practices into instruction. Since the fall of 2014 we have engaged approximately 200 K-12 educators at local, state, regional and national teacher professional development events. Here we will summarize what we have learned from science teachers about how they address life science impacts of climate change and we will summarize evaluation data to inform future efforts to engage life science educators in light of the recent USGCRP Climate and Health Assessment and the upcoming 4th National Climate Assessment.

  2. The making of citizen science

    DEFF Research Database (Denmark)

    Brodersen, Søsser

    This dissertation is the result of a PhD project entitled The Making of Citizen Science – Network Alliances between Science Shops and CSOs Engaging in Science and Air Pollution. The PhD project was carried out at Department of Management Engineering, Section for Innovation and Sustainability...... of effects: effects on the CSOs’ original problems, and/or other forms of effects. It is interesting to note that these other forms of effects can result in both cases that affected the CSOs’ original problems as well as cases that failed to do so. It can be concluded that CSOs can influence such actors...... as industry and local authorities and their practices through alliances with Science Shops and scientists. It is further concluded that the Science Shops’ role can have decisive impact on whether networks succeed in influencing the problems experienced by the CSOs. When the Science Shops apply an impact...

  3. Connecting Leadership and Learning: Do Versatile Learners make Connective Leaders?

    Directory of Open Access Journals (Sweden)

    Jill L. Robinson

    2016-03-01

    Full Text Available Abstract Recent failures in leadership, suggest that creating better-quality leadership development programs is critical. In moving from theory to practice, this paper examined the relationship between learning style and leadership style which may enable us to move away from one-size-fits-all leadership development programs. Utilizing Kolb’s Experiential Learning Model and Connective Leadership theory, approximately 3600 college students were analyzed to discover whether versatility in learning styles translates into versatility in leadership styles. One group of versatile learners reported using a wider range of leadership styles suggesting that learning flexibility may transfer to leadership flexibility. Surprisingly, learners of all types reported utilizing Power and Intrinsic styles of leadership above all others. Implications for leadership development include considering individual differences when crafting leadership programs, matching learning styles to leader training, and the need to move beyond one set of leadership behaviors to increase flexibility in dealing with complex situations. Using a large sample rarely seen in management studies, this paper makes key contributions to the literature. 

  4. Making the connections: AIDS and water.

    Science.gov (United States)

    Ball, Anna-Marie

    2006-01-01

    Acknowledging AIDS as a crosscutting development issue, a Zambian rural water supply project that provides safe accessible water to rural communities embarked on a new initiative to mainstream AIDS into the water sector. The work of providing safe water takes the predominantly male workforce away from their spouses and families, into the rural villages of Zambia's Eastern Province, for long periods of time. With an HIV prevalence rate of 16.1%, the risk of HIV exposure exists for both employees and rural villagers. AIDS mainstreaming activities were designed to target both groups. An AIDS mainstreaming strategy was developed by identifying components that could be influenced in the external domain (the organization's usual work) and the internal domain (the workplace). Basic questions were addressed such as: how does AIDS affect the organization, how might the usual work aggravate susceptibility to HIV infection, and where is the comparative advantage? A workplace program including peer education, employee health education (including condoms) and a workplace policy was established for employees. For the target population, a series of five messages connecting safe water and AIDS was developed and disseminated through educational drama, community meetings and trainings, and integrated into the regular water, sanitation and hygiene activities. As an efficient utilization of resources that makes a broad impact, AIDS mainstreaming does not change the sector's mandate but takes advantage of the extensive geographic coverage and natural distribution system of water projects to disseminate AIDS information and make linkages with AIDS partners.

  5. Science communication in policy making

    DEFF Research Database (Denmark)

    Coumou, Hilde; van der Werf Kulichova, Z.; Wehrmann, C.

    2014-01-01

    Policy making regarding application of agricultural biotechnology has been controversial. This study investigates what determines the motivation of European biotech scientists to actively participate in policy making. To do this, a conceptual framework was developed based on the Theory of Planned...... Behavior. The framework was operationalized in semi-structured interviews with 17 European biotech scientists to collect data about their motivation to involve in GMO policy making. The results of this qualitative study suggest that the attitude of the scientists towards active participation in policy...... making is dependent on their view of the way science and decision making relate to each other. The respondents who are currently active in policy making seem to be driven by commitment to the public good. However, many respondents feel social pressure from environmental NGOs to withdraw from engagement...

  6. The NASA-Macquarie University Pilbara Education Project: Connecting the public to `science in the making' via virtual reality and the Internet

    Science.gov (United States)

    Oliver, C. A.; Fergusson, J.; Bruce, G.; Gaskins, T.

    2006-12-01

    A 2005 international field trip to a key Mars analogue site in Western Australia was used to create a hi-tech education resource for use internationally. The NASA-Macquarie University Pilbara Education Project aims to engage high school students and the broader general community with `science in the making'. A team of educators and communicators, including a US documentary TV crew, joined 25 geologists, microbiologists, geochemists and other experts on the field trip to the Pilbara. The education team captured scientists debating different interpretations of what appears to be the best earliest evidence of life on Earth 3.5 billion years ago in situ. Initially the project was designed as a curriculum product, but difficulties in a range of areas persuaded researchers to chart a different course. While still maintaining high schools as a primary audience, designers refocused on the possibilities outside of the school gates and beyond. The paper describes the prompt for the project, its design and the impact of testing it with end users -- the students and their teachers -- in Australia and the UK.

  7. Art with Science: Connecting to Earth

    Science.gov (United States)

    Bendel, W. B.; Kirn, M.; Gupta, S.

    2013-12-01

    Why are so many people aware of climate change and sustainable solutions, but so few are actually doing anything about them? Social science research now suggests that to foster effective decision-making and action, good communication must include both cognition (e.g., intellect, facts, analysis) and affect (e.g., emotions, values, beliefs) working together. The arts have been used since prehistoric times not only to document and entertain, but to inspire, communicate, educate and motivate people to do things they might not otherwise have the interest or courage to do. Two projects, both funded by the National Oceanic and Atmospheric Administration (NOAA), are presented that explore art and science collaborations, designed to engage both the analytical and experiential information processing systems of the brain while fostering transformative thinking and behavior shifts for Earth-sustainability. The first project, Raindrop, is a smartphone application created at Butler University through a collaboration with artist Mary Miss and EcoArts Connections in the project FLOW: Can You See the River? Raindrop uses geographic information systems and GPS technology to map a raindrop's path from a user's location in Marion County to the White River as it flows through Indianapolis. Raindrop allows users to identify various flow paths and pollutant constituents transported by this water from farms, buildings, lawns, and streets along the way. Miss, with the help of scientists and others, created public art installations along the river engaging viewers in its infrastructure, history, ecology, and uses, and allowed for virtual features of the Raindrop app to be grounded in physical space. By combining art, science and technology, the project helped people not only to connect more personally to watershed and climate information, but also to understand viscerally that 'all property is river front property' connecting their own behavior with the health of the river. The second

  8. Connecting Leadership and Learning: Do Versatile Learners make Connective Leaders?

    OpenAIRE

    Jill L. Robinson

    2016-01-01

    Recent failures in leadership, suggest that creating better-quality leadership development programs is critical. In moving from theory to practice, this paper examined the relationship between learning style and leadership style which may enable us to move away from one-size-fits-all leadership development programs. Utilizing Kolb’s Experiential Learning Model and Connective Leadership theory, approximately 3600 college students were analyzed to discover whether versatility in learning styles...

  9. Connecting leadership and learning: Do versatile learners make connective leaders?

    OpenAIRE

    Robinson, Jill L.

    2016-01-01

    Recent failures in leadership, suggest that creating better-quality leadership development programs is critical. In moving from theory to practice, this paper examined the relationship between learning style and leadership style which may enable us to move away from one-size-fits-all leadership development programs. Utilizing Kolb’s Experiential Learning Model and Connective Leadership theory, approximately 3600 college students were analyzed to discover whether versatility in learning styles...

  10. Connecting Leadership and Learning: Do Versatile Learners make Connective Leaders?

    OpenAIRE

    Jill L. Robinson

    2016-01-01

    Abstract Recent failures in leadership, suggest that creating better-quality leadership development programs is critical. In moving from theory to practice, this paper examined the relationship between learning style and leadership style which may enable us to move away from one-size-fits-all leadership development programs. Utilizing Kolb’s Experiential Learning Model and Connective Leadership theory, approximately 3600 college students were analyzed to discover whether versatility in le...

  11. Management Science, Economics and Finance: A Connection

    NARCIS (Netherlands)

    C-L. Chang (Chia-Lin); M.J. McAleer (Michael); W.-K. Wong (Wing-Keung)

    2016-01-01

    textabstractThis paper provides a brief review of the connecting literature in management science, economics and finance, and discusses some research that is related to the three disciplines. Academics could develop theoretical models and subsequent econometric models to estimate the parameters in

  12. Music Technology and Musical Creativity: Making Connections

    Science.gov (United States)

    Thompson, Douglas Earl

    2012-01-01

    This article is a preview of Scott Watson's new book, "Using Technology to Unlock Musical Creativity" (Oxford University Press, 2011). The book's main contents are summarized and one of the volume's 29 lessons is provided to assist readers in evaluating the book for their use. Particular attention is given to Watson's success in making the…

  13. Making Connections among Multiple Visual Representations: How Do Sense-Making Skills and Perceptual Fluency Relate to Learning of Chemistry Knowledge?

    Science.gov (United States)

    Rau, Martina A.

    2018-01-01

    To learn content knowledge in science, technology, engineering, and math domains, students need to make connections among visual representations. This article considers two kinds of connection-making skills: (1) "sense-making skills" that allow students to verbally explain mappings among representations and (2) "perceptual…

  14. Science and thinking: The write connection

    Science.gov (United States)

    Butler, Gene

    1991-09-01

    The effective use of writing in science instruction may open the way for students to grow in their ability to exercise higher order thinking skills (Bland & Koppel, 1988). Scinto (1986) makes a compelling case for writing as a means of stimulating thinking when he states: The production of written text demands more elaborate strategies of preplanning. Written language demands the conscious organization of ensembles of propositions to achieve its end. The need to manipulate linguistic means in such a conscious and deliberate fashion entails a level of linguistic self-reflection not called forth in oral discourse (p. 101). Science educators may find that the writing process is one technique to help them move away from the teacher-centered, textbook-driven science classroom of today, and move toward the realization of science education which will ensure that students are able to function as scientifically literate citizens in our contemporary society.

  15. The nature and quality of the mathematical connections teachers make

    Directory of Open Access Journals (Sweden)

    Michael K. Mhlolo

    2012-05-01

    Full Text Available Current reforms in mathematics education emphasise the need for pedagogy because it offers learners opportunities to develop their proficiency with complex high-level cognitive processes. One has always associated the ability to make mathematical connections, together with the teacher’s role in teaching them, with deep mathematical understanding. This article examines the nature and quality of the mathematical connections that the teachers’ representations of those connections enabled or constrained. The researchers made video recordings of four Grade 11 teachers as they taught a series of five lessons on algebra-related topics. The results showed that the teachers’ representations of mathematical connections were either faulty or superficial in most cases. It compromised the learners’ opportunities for making meaningful mathematical connections. The researchers concluded by suggesting that helping teachers to build their representation repertoires could increase the effectiveness of their instructional practices.

  16. Making Behavioral Science More Useful.

    Science.gov (United States)

    Lorsch, Jay W.

    1979-01-01

    The author makes a plea to both academics and managers to consider the price business pays for applying universal theories in particular situations and asks each to take a role in rectifying the situation. (Author/IRT)

  17. Making Science Appeal to Girls

    Science.gov (United States)

    McCrea, Bridget

    2011-01-01

    It is no secret that many girls seem disinterested in science, technology, engineering, and mathematics (STEM), but strategies for building their interest are sometimes elusive. Because STEM career paths are not always perceived as "natural" for women, educators do no't always push their female students to explore these educational areas. As a…

  18. Chaos making a new science

    CERN Document Server

    Gleick, James

    1987-01-01

    The blockbuster modern science classic that introduced the butterfly effect to the world-even more relevant two decades after it became an international sensation For centuries, scientific thought was focused on bringing order to the natural world. But even as relativity and quantum mechanics undermined that rigid certainty in the first half of the twentieth century, the scientific community clung to the idea that any system, no matter how complex, could be reduced to a simple pattern. In the 1960s, a small group of radical thinkers began to take that notion apart, placing new importance on t

  19. Research chief wants to make science matter

    CERN Multimedia

    König, R

    1999-01-01

    The new research chief of the European Union, Phillippe Busquin wants to move science into the heart of EU decision-taking. He would like to make European research more 'cohesive, focused, mobile and multilateral' (2 pages).

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

    Science.gov (United States)

    Wallace, Maria F. G.

    2018-03-01

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

  1. Making a personal connection in the medical interview.

    Science.gov (United States)

    Sessions, Donald G

    2009-01-01

    The medical interview is an access point for contacting patients at the core of their being. Patients with concernfull medical problems initially and unreflectively grasp these conflicted situations directly in terms of their meaning for the self. The situation and the self can become fused transparently. Physicians can facilitate patients awareness of their core self which is separate from their medical issue, by creating an opportunity for patients to experience the core of being that they mutually share. In the medical interview the possibility of making a personal connection with the patient is already present in the context of the presupposed shared history of a caring relationship between patients and physicians. The physician's gift of presence, of riveted attention and silence as the patient describes her concerns, can create an opening for awareness of their mutual involvement in a common web of concerns at a profound level. Being attuned initially can be reinforced by attending to perceptual domains. The hearing that listens and the seeing that can result in vision can allow for inspiration. Touching with gentleness is a primal mode of knowing and understanding. Words themselves can have great salutary power. Who has not wondered at the "tingle" that occurs during the reading of a powerful poem? What if you do make a personal connection with patients? What if you don't? Even though there is little scientific evidence or statistics to ground the assertion that there is value in a profound relationship I maintain that it is a way to follow the path you have chosen. It is the distinction between a job and a calling. It also lightens the burden we carry in our continual conflict with the increasing pressure of technology, third parties, and the other which is 'other.' Making a personal connection with patients is not about the "trickle down" of humanity from physicians to patients. Personal connection is inspiring to physicians and patients and enlightening

  2. Elementary Students' Retention of Environmental Science Knowledge: Connected Science Instruction versus Direct Instruction

    Science.gov (United States)

    Upadhyay, Bhaskar; DeFranco, Cristina

    2008-01-01

    This study compares 3rd-grade elementary students' gain and retention of science vocabulary over time in two different classes--"connected science instruction" versus "direct instruction." Data analysis yielded that students who received connected science instruction showed less gain in science knowledge in the short term compared to students who…

  3. Strategic management cultures: historical connections with science

    OpenAIRE

    Abreu Pederzini, G.

    2016-01-01

    Purpose: The implicit and indirect influence of classical science on strategic management has been of utmost importance in the development of the discipline. Classical science has underpinned the main and even contrasting strategic management cultures. Classical science has undoubtedly allowed strategic management to thrive. Nevertheless, important limitations, roadblocks and challenges have also been produced. This paper aims to explore the influence of classical science on the main positivi...

  4. Making Philosophy of Science Education Practical for Science Teachers

    Science.gov (United States)

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

    2015-04-01

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

  5. Connecting Mathematics in Primary Science Inquiry Projects

    Science.gov (United States)

    So, Winnie Wing-mui

    2013-01-01

    Science as inquiry and mathematics as problem solving are conjoined fraternal twins attached by their similarities but with distinct differences. Inquiry and problem solving are promoted in contemporary science and mathematics education reforms as a critical attribute of the nature of disciplines, teaching methods, and learning outcomes involving…

  6. Management Information, Decision Sciences, and Financial Economics : a connection

    NARCIS (Netherlands)

    C-L. Chang (Chia-Lin); M.J. McAleer (Michael); W.-K. Wong (Wing-Keung)

    2018-01-01

    markdownabstractThe paper provides a brief review of the connecting literature in management information, decision sciences, and financial economics, and discusses some research that is related to the three cognate disciplines. Academics could develop theoretical models and subsequent

  7. Science and Community Engagement: Connecting Science Students with the Community

    Science.gov (United States)

    Lancor, Rachael; Schiebel, Amy

    2018-01-01

    In this article we describe a course on science outreach that was developed as part of our college's goal that all students participate in a meaningful community engagement experience. The Science & Community Engagement course provides a way for students with science or science-related majors to learn how to effectively communicate scientific…

  8. Connecting university science experiences to middle school science teaching

    Science.gov (United States)

    Johnson, Gordon; Laughran, Laura; Tamppari, Ray; Thomas, Perry

    1991-06-01

    Science teachers naturally rely on their university science experiences as a foundation for teaching middle school science. This foundation consists of knowledge far too complex for the middle level students to comprehend. In order for middle school science teachers to utilize their university science training they must search for ways to adapt their college experiences into appropriate middle school learning experience. The criteria set forth above provide broad-based guidelines for translating university science laboratory experiences into middle school activities. These guidelines are used by preservice teachers in our project as they identify, test, and organize a resource file of hands-on inquiry activities for use in their first year classrooms. It is anticipated that this file will provide a basis for future curriculum development as the teacher becomes more comfortable and more experienced in teaching hands-on science. The presentation of these guidelines is not meant to preclude any other criteria or considerations which a teacher or science department deems important. This is merely one example of how teachers may proceed to utilize their advanced science training as a basis for teaching middle school science.

  9. Connecting NASA science and engineering with earth science applications

    Science.gov (United States)

    The National Research Council (NRC) recently highlighted the dual role of NASA to support both science and applications in planning Earth observations. This Editorial reports the efforts of the NASA Soil Moisture Active Passive (SMAP) mission to integrate applications with science and engineering i...

  10. How science makes environmental controversies worse

    International Nuclear Information System (INIS)

    Sarewitz, Daniel

    2004-01-01

    I use the example of the 2000 US Presidential election to show that political controversies with technical underpinnings are not resolved by technical means. Then, drawing from examples such as climate change, genetically modified foods, and nuclear waste disposal, I explore the idea that scientific inquiry is inherently and unavoidably subject to becoming politicized in environmental controversies. I discuss three reasons for this. First, science supplies contesting parties with their own bodies of relevant, legitimated facts about nature, chosen in part because they help make sense of, and are made sensible by, particular interests and normative frameworks. Second, competing disciplinary approaches to understanding the scientific bases of an environmental controversy may be causally tied to competing value-based political or ethical positions. The necessity of looking at nature through a variety of disciplinary lenses brings with it a variety of normative lenses, as well. Third, it follows from the foregoing that scientific uncertainty, which so often occupies a central place in environmental controversies, can be understood not as a lack of scientific understanding but as the lack of coherence among competing scientific understandings, amplified by the various political, cultural, and institutional contexts within which science is carried out. In light of these observations, I briefly explore the problem of why some types of political controversies become 'scientized' and others do not, and conclude that the value bases of disputes underlying environmental controversies must be fully articulated and adjudicated through political means before science can play an effective role in resolving environmental problems

  11. Processes meet big data : connecting data science with process science

    NARCIS (Netherlands)

    van der Aalst, W.; Damiani, E.

    2015-01-01

    As more and more companies are embracing Big data, it has become apparent that the ultimate challenge is to relate massive amounts of event data to processes that are highly dynamic. To unleash the value of event data, events need to be tightly connected to the control and management of operational

  12. COOPEUS - connecting research infrastructures in environmental sciences

    Science.gov (United States)

    Koop-Jakobsen, Ketil; Waldmann, Christoph; Huber, Robert

    2015-04-01

    The COOPEUS project was initiated in 2012 bringing together 10 research infrastructures (RIs) in environmental sciences from the EU and US in order to improve the discovery, access, and use of environmental information and data across scientific disciplines and across geographical borders. The COOPEUS mission is to facilitate readily accessible research infrastructure data to advance our understanding of Earth systems through an international community-driven effort, by: Bringing together both user communities and top-down directives to address evolving societal and scientific needs; Removing technical, scientific, cultural and geopolitical barriers for data use; and Coordinating the flow, integrity and preservation of information. A survey of data availability was conducted among the COOPEUS research infrastructures for the purpose of discovering impediments for open international and cross-disciplinary sharing of environmental data. The survey showed that the majority of data offered by the COOPEUS research infrastructures is available via the internet (>90%), but the accessibility to these data differ significantly among research infrastructures; only 45% offer open access on their data, whereas the remaining infrastructures offer restricted access e.g. do not release raw data or sensible data, demand user registration or require permission prior to release of data. These rules and regulations are often installed as a form of standard practice, whereas formal data policies are lacking in 40% of the infrastructures, primarily in the EU. In order to improve this situation COOPEUS has installed a common data-sharing policy, which is agreed upon by all the COOPEUS research infrastructures. To investigate the existing opportunities for improving interoperability among environmental research infrastructures, COOPEUS explored the opportunities with the GEOSS common infrastructure (GCI) by holding a hands-on workshop. Through exercises directly registering resources

  13. Decision Making in the Connected Learning Environment (CLE

    Directory of Open Access Journals (Sweden)

    Anas Belahcen

    2016-03-01

    Full Text Available In the last years, we have witnessed to an increasingly heightened awareness of the potential benefits of a challenging and promising educational research area : Adaptive Learning [1]. It has become one of the central technologies in education [2] and was recently named, by Gartner, as the number one strategic technology to impact education in 2015 [3]. In fact, adaptive learning systems become more accessible to educational institutions, corporations, and individuals, however, the challenges encountered are more structural and operational rather than technological [4]. While a lot of research has focused on development and evaluation of technological aspects [5], serious questions remain about the motivation of learners [6],[7] and also the design of the content (or domain model [8],[9] including the learner's autonomy issues [9],[10],[11] and the lack of the learner's control [9],[12],[13]. In order to overcome those challenges, we propose CLE “Connected Learning Environment” which is an ubiquitous learning environment [14] that provide to the learners of this generation a learning environment adapted to their expectations and their lifestyle habits and stimulate also their motivation. As a pedagogical approach, CLE adopts the connectivism [15] and take advantage from its benefits (adaptation to the current technological advances [16], management of learning in communities [17], openness with respect to external resources[18], etc. and adapts this approach in a formal context even though the connectivism was conceived as an informal pedagogical approach [19][20]. CLE introduces a new pedagogical process including four phases detailed later (Knowledge construction, Decision making, Validation, Evaluation and the knowledge construction phase is characterized by the collaboration and communication between heterogeneous communities composed of humans and smart objects [14]. However, the ability to distinguish relevant information among the

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

    Science.gov (United States)

    Zimmerman, Heather Toomey; Bell, Philip

    2014-01-01

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

  15. Science Alive!: Connecting with Elementary Students through Science Exploration

    Directory of Open Access Journals (Sweden)

    Aarti Raja

    2016-05-01

    Full Text Available A novel program called Science Alive! was developed by undergraduate faculty members, K–12 school teachers, and undergraduate students to enrich science, technology, engineering, and mathematics (STEM literacy at community schools located near the university. The ultimate goal of the program is to bolster the scientific knowledge and appreciation of local area students and community members and serve as a model for similar programs. Through the program, we observed that elementary school students made gains toward learning their grade-level science curricula after a hands-on learning experience and had fun doing these hands-on activities. Through the program, undergraduate students, working with graduate students and alumni, build scientific learning modules using explanatory handouts and creative activities as classroom exercises. This helps better integrate scientific education through a collaborative, hands-on learning program. Results showed that elementary school students made the highest learning gains in their performance on higher-level questions related to both forces and matter as a result of the hands-on learning modules. Additionally, college students enjoyed the hands-on activities, would consider volunteering their time at such future events, and saw the service learning program as a benefit to their professional development through community building and discipline-specific service. The science modules were developed according to grade-level curricular standards and can be used year after year to teach or explain a scientific topic to elementary school students via a hands-on learning approach.

  16. Science Alive!: Connecting with Elementary Students through Science Exploration.

    Science.gov (United States)

    Raja, Aarti; Lavin, Emily Schmitt; Gali, Tamara; Donovan, Kaitlin

    2016-05-01

    A novel program called Science Alive! was developed by undergraduate faculty members, K-12 school teachers, and undergraduate students to enrich science, technology, engineering, and mathematics (STEM) literacy at community schools located near the university. The ultimate goal of the program is to bolster the scientific knowledge and appreciation of local area students and community members and serve as a model for similar programs. Through the program, we observed that elementary school students made gains toward learning their grade-level science curricula after a hands-on learning experience and had fun doing these hands-on activities. Through the program, undergraduate students, working with graduate students and alumni, build scientific learning modules using explanatory handouts and creative activities as classroom exercises. This helps better integrate scientific education through a collaborative, hands-on learning program. Results showed that elementary school students made the highest learning gains in their performance on higher-level questions related to both forces and matter as a result of the hands-on learning modules. Additionally, college students enjoyed the hands-on activities, would consider volunteering their time at such future events, and saw the service learning program as a benefit to their professional development through community building and discipline-specific service. The science modules were developed according to grade-level curricular standards and can be used year after year to teach or explain a scientific topic to elementary school students via a hands-on learning approach.

  17. Decision Sciences, Economics, Finance, Business, Computing, and Big Data: Connections

    NARCIS (Netherlands)

    C-L. Chang (Chia-Lin); M.J. McAleer (Michael); W.-K. Wong (Wing-Keung)

    2018-01-01

    textabstractThis paper provides a review of some connecting literature in Decision Sciences, Economics, Finance, Business, Computing, and Big Data. We then discuss some research that is related to the six cognate disciplines. Academics could develop theoretical models and subsequent

  18. Making connections to translate climate research into effective action

    Science.gov (United States)

    Evans, K. J.; Niepold, F., III; Pierce, L.

    2016-12-01

    Climate change is strongly apparent at many scales and facets of the Earth system including glacier retreat, increased ocean acidity, altered meteorological patterns, and changing ecosystems. There is general recognition that a more strategic and coordinated response is needed to ameliorate these impacts on communities and to limit the global temperature increase to 1.5°C imposed by the 2015 Paris agreement. However, concrete plans to achieve these goals require actionable and specific guidance from the scientific community that is targeted for specific stakeholder groups within government agencies, industry, and individuals, while also supporting decision-makers plans and policies. This guidance depends on scientific advances that establish quantified predictions and minimize the levels of uncertainty. Although, these advances are ongoing; the decision maker, civil society organizations, and business and investor communities are not waiting for perfection. The urgency of taking action now has brought new approaches to the fore that try to bring the best available science into the business and decision making process. Combining a breadth of expertise, we highlight the specific transmission pathways of information needed for stakeholders, and it spans initial data collection and climate model construction, experimentation, analysis, synthesis of results, education, to government, communities, and business planning to reduce impacts and minimize additional human-caused contributions. We propose a multi-pathway relay along these paths. In one direction we encourage scientists to provide accessible and useable summary results with uncertainties to educators and stakeholders, who in turn need to collate results in a manner that enables interested parties to identify their specific mitigation action. In the other direction, stakeholders and shareholders are already requesting more comprehensive verification, validation, and active linkages to the way in which

  19. Speaking of food: connecting basic and applied plant science.

    Science.gov (United States)

    Gross, Briana L; Kellogg, Elizabeth A; Miller, Allison J

    2014-10-01

    The Food and Agriculture Organization (FAO) predicts that food production must rise 70% over the next 40 years to meet the demands of a growing population that is expected to reach nine billion by the year 2050. Many facets of basic plant science promoted by the Botanical Society of America are important for agriculture; however, more explicit connections are needed to bridge the gap between basic and applied plant research. This special issue, Speaking of Food: Connecting Basic and Applied Plant Science, was conceived to showcase productive overlaps of basic and applied research to address the challenges posed by feeding billions of people and to stimulate more research, fresh connections, and new paradigms. Contributions to this special issue thus illustrate some interactive areas of study in plant science-historical and modern plant-human interaction, crop and weed origins and evolution, and the effects of natural and artificial selection on crops and their wild relatives. These papers provide examples of how research integrating the basic and applied aspects of plant science benefits the pursuit of knowledge and the translation of that knowledge into actions toward sustainable production of crops and conservation of diversity in a changing climate. © 2014 Botanical Society of America, Inc.

  20. Perceptions of Native Americans: Indigenous science and connections to ecology

    Science.gov (United States)

    Bellcourt, Mark Alan

    2005-11-01

    Indigenous peoples of Turtle Island (North America) have had a special connection to and understanding of Mother Earth and Father Sky, and a long tradition of respect for the earth's resources. Based on this connection, understanding and respect, they have developed and used their own scientific theories and methods, and have used sustainable environmental practices. However, the problem is that despite centuries of scientific environmental practice and knowledge, Indigenous wisdom is virtually absent from the dominant mainstream Western science curriculums, literature, and practice. The purpose of this study is to explore Indigenous wisdom and how it might be better integrated into science and ecology education programs which are currently taught almost exclusively from Western perspectives. This study addresses the following two research questions: (1) What are the worldviews of Native American and science? (2) How can these worldviews be brought into mainstream Western science? The study of Indigenous wisdom involves an exploration of the stories a population of people whose core beliefs can not be easily quantified. A qualitative research approach, in-depth interviews and observations, have been selected for this study. The interviews and observations will be transcribed and the text will be reviewed and analyzed to find Indigenous worldviews and strategies for including these worldviews in current science curriculums.

  1. Political science, public administration, and natural hazards: contributions and connections

    Science.gov (United States)

    Lindquist, E.

    2009-04-01

    The connection between the natural and social sciences has become stronger, and has increasingly been recognized as a vital component in the area of natural hazards research. Moving applied natural hazards research into the public policy or administration realm is not often easy, or effective. An improved understanding of the connection between the natural and social sciences can assist in this process and result in better public policy, acceptance from the public for these policies, and a safer and better educated public. This paper will present initial findings from a larger data set on natural hazards and social science research. Specifically we will review the current contribution of the formal academic disciplines of political science and public administration within recent natural hazards-related scholarship. The general characteristics of the contributions (e.g. coauthored, interdisciplinary, etc.), specific theories and methods being applied, and the types of natural hazards being scrutinized by these related fields will be assessed. In conclusion we will discuss future contributions and areas for potential collaboration between the natural and social sciences in the area of natural hazards research.

  2. Making connections and thinking through emotions: between geography and psychotherapy

    OpenAIRE

    Bondi, Liz

    2005-01-01

    The current upsurge of interest in emotions within geography has the potential to contribute to critical perspectives that question conventional limits to scholarship. Three precursors of emotional geographies are discussed in this context (humanistic, feminist and non-representational geographies). Connections between emotional geographies and psychotherapy are explored with a view to resisting the equation of emotion with individualised subjective experience, and developing s...

  3. Why the Personal Competencies Matter. Connect: Making Learning Personal

    Science.gov (United States)

    Redding, Sam

    2015-01-01

    This issue in the "Connect" series is a field report that discusses how a student's personal competencies--cognitive, metacognitive, motivational, and social/emotional--propel learning and other forms of goal attainment. These personal competencies are personal to the individual in their shape, size, and effect, but they are enhanced by…

  4. Connecting Inquiry and Values in Science Education - An Approach Based on John Dewey's Philosophy

    Science.gov (United States)

    Lee, Eun Ah; Brown, Matthew J.

    2018-01-01

    Conducting scientific inquiry is expected to help students make informed decisions; however, how exactly it can help is rarely explained in science education standards. According to classroom studies, inquiry that students conduct in science classes seems to have little effect on their decision-making. Predetermined values play a large role in students' decision-making, but students do not explore these values or evaluate whether they are appropriate to the particular issue they are deciding, and they often ignore relevant scientific information. We explore how to connect inquiry and values, and how this connection can contribute to informed decision-making based on John Dewey's philosophy. Dewey argues that scientific inquiry should include value judgments and that conducting inquiry can improve the ability to make good value judgments. Value judgment is essential to informed, rational decision-making, and Dewey's ideas can explain how conducting inquiry can contribute to make an informed decision through value judgment. According to Dewey, each value judgment during inquiry is a practical judgment guiding action, and students can improve their value judgments by evaluating their actions during scientific inquiry. Thus, we suggest that students need an opportunity to explore values through scientific inquiry and that practicing value judgment will help informed decision-makings.

  5. Connecting Inquiry and Values in Science Education. An Approach Based on John Dewey's Philosophy

    Science.gov (United States)

    Lee, Eun Ah; Brown, Matthew J.

    2018-03-01

    Conducting scientific inquiry is expected to help students make informed decisions; however, how exactly it can help is rarely explained in science education standards. According to classroom studies, inquiry that students conduct in science classes seems to have little effect on their decision-making. Predetermined values play a large role in students' decision-making, but students do not explore these values or evaluate whether they are appropriate to the particular issue they are deciding, and they often ignore relevant scientific information. We explore how to connect inquiry and values, and how this connection can contribute to informed decision-making based on John Dewey's philosophy. Dewey argues that scientific inquiry should include value judgments and that conducting inquiry can improve the ability to make good value judgments. Value judgment is essential to informed, rational decision-making, and Dewey's ideas can explain how conducting inquiry can contribute to make an informed decision through value judgment. According to Dewey, each value judgment during inquiry is a practical judgment guiding action, and students can improve their value judgments by evaluating their actions during scientific inquiry. Thus, we suggest that students need an opportunity to explore values through scientific inquiry and that practicing value judgment will help informed decision-makings.

  6. Making Sense of New Science Assessments

    Science.gov (United States)

    Pellegrino, James W.

    2016-01-01

    What we choose to assess in science is what will end up being the focus of instruction. US science standards once treated content and inquiry as fairly separate strands of science learning, with content standards stating what students should know and inquiry standards stating what they should be able to do. In its content coverage, these standards…

  7. Making USGS Science Data more Open, Accessible, and Usable: Leveraging ScienceBase for Success

    Science.gov (United States)

    Chang, M.; Ignizio, D.; Langseth, M. L.; Norkin, T.

    2016-12-01

    In 2013, the White House released initiatives requiring federally funded research to be made publicly available and machine readable. In response, the U.S. Geological Survey (USGS) has been developing a unified approach to make USGS data available and open. This effort has involved the establishment of internal policies and the release of a Public Access Plan, which outlines a strategy for the USGS to move forward into the modern era in scientific data management. Originally designed as a catalog and collaborative data management platform, ScienceBase (www.sciencebase.gov) is being leveraged to serve as a robust data hosting solution for USGS researchers to make scientific data accessible. With the goal of maintaining persistent access to formal data products and developing a management approach to facilitate stable data citation, the ScienceBase Data Release Team was established to ensure the quality, consistency, and meaningful organization of USGS data through standardized workflows and best practices. These practices include the creation and maintenance of persistent identifiers for data, improving the use of open data formats, establishing permissions for read/write access, validating the quality of standards compliant metadata, verifying that data have been reviewed and approved prior to release, and connecting to external search catalogs such as the USGS Science Data Catalog (data.usgs.gov) and data.gov. The ScienceBase team is actively building features to support this effort by automating steps to streamline the process, building metrics to track site visits and downloads, and connecting published digital resources in line with USGS and Federal policy. By utilizing ScienceBase to achieve stewardship quality and employing a dedicated team to help USGS scientists improve the quality of their data, the USGS is helping to meet today's data quality management challenges and ensure that reliable USGS data are available to and reusable for the public.

  8. Seeking common ground: making connections big and small

    Directory of Open Access Journals (Sweden)

    David Lee Keiser

    2017-11-01

    Full Text Available Purpose – This essay furthers cross-cultural exchange, and understanding. Written for a general audience by a teacher educator, it argues for accepting all others into the academic conversation. Using varied examples, the purpose of this paper is to illustrate both lifelong learning and the power of connecting across difference. Design/methodology/approach – The author draws upon experience as a teacher and professor and his engagement with Kingdom of Saudi Arabia (KSA for examples of edification and engagement. Findings – The author cites both the current period and a mid-twentieth-century American major event, the civil rights March on Washington to illustrate possibilities for connection, clarity and symbiosis. Originality/value – Written for this journal, this essay uses an original and skeletal theoretical and empirical frame as well as field examples to argue for inclusiveness, exchange and acceptance of all learners.

  9. Interpreting the Images in a Picture Book: Students Make Connections to Themselves, Their Lives and Experiences

    Science.gov (United States)

    Mantei, Jessica; Kervin, Lisa

    2014-01-01

    Picture books are an important and accessible form of visual art for children because they offer, among other things, opportunities for making connections to personal experiences and to the values and beliefs of families and communities. This paper reports on the use of a picture book to promote Year 4 students' making of text-to-self connections,…

  10. On fundamentals, logic, and the connection between the natural sciences

    International Nuclear Information System (INIS)

    Loewdin, P.O.

    1995-01-01

    The importance of deductive theories in the modern natural sciences built essentially on experiments is briefly discussed. The logical structure of the deductive theories, their axioms, undefined quantities, and realizations is treated in some detail. In all the natural sciences, there is a striving to explain all the various phenomena in nature in terms of a few basic principles, and this open-quotes reductionismclose quotes leads to a certain amount of unification of these sciences. The chain that goes from biology, over molecular biology, biochemistry, chemistry, and physics to the description of nature in terms of the elementary particles obeying the laws of modern quantum chemistry is reviewed. Since all the measurements of microcosmos involve an observer, who according to the Copenhagen school experiences the outside universe as a projection on his or her mind through his or her senses, some theoreticians may be inclined to reduce the natural sciences to the human mind as the fundamental (undefined) quantity. However, since the observer is a biological structure, one is also back where one started, and it is evident that one can start the reduction or unification of the natural sciences in any point on this circle (or spiral). Hence, there are many descriptions of the natural sciences and their connections that are possible-as illustrated at this symposium. 2 refs., 2 figs

  11. Connecting Music, Art, and Science for Increased Creativity and Topic Engagement

    Directory of Open Access Journals (Sweden)

    Tamara L. McNealy

    2013-08-01

    Full Text Available ‘Attention spans have shortened,’ is a common phrase often used in reference to today’s college students. As faculty and instructors, we need to address this issue through the utilization of innovative and creative techniques that aid in making our subjects accessible to our students. Connecting a serious topic such as microbiology with a ‘fun’ activity can increase student engagement and learning. Ideas to maintain student attention on a subject include providing information in 15- to 20-minute blocks, giving one- to two-minute assignments, and providing an active learning activity at least once per hour. But what if we could also increase their engagement with science by connecting it to things they already think of outside of class, and, in addition, make science thinking interdisciplinary? I have recently introduced exercises that connect music and art to various microbiology topics in my class. The creative processes in art and science have much in common. Albert Einstein recognized that both science and art delve into the mysterious by stating, “The most beautiful thing we can experience is the mysterious. It is the source of all true art and all science” (1. Connecting these subjects in the minds of our students will help them realize the importance of technology, industry, and progress in science and simultaneously emphasize the importance of art, music, and the humanities. The tools presented here will encourage students to connect new science information through the music and art they already know and, therefore, provide increased engagement and retention of the new knowledge. These techniques used in a microbiology class increased the amount of time spent thinking about new information, increased engagement with the information being presented, and encouraged critical thinking of microbiology topics. These tools were used in an upper level microbiology course, but the techniques can be easily incorporated into any course

  12. Microtubules in cell migration, morphogenesis and metabolism: Making the connections

    NARCIS (Netherlands)

    Noordstra, I.

    2017-01-01

    Cell polarity refers to a fundamental property of eukaryotic cells, in which cellular components and structures are organized in an asymmetric fashion. In order to control their polarity, cells make use of microtubules, hollow polymers that extend throughout the cytoplasm. Due to the asymmetry of

  13. Making Philosophy of Science Education Practical for Science Teachers

    Science.gov (United States)

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

    2015-01-01

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

  14. Making Waves: Marine Citizen Science for Impact

    Directory of Open Access Journals (Sweden)

    Marie-Lise Schläppy

    2017-05-01

    Demonstrating citizen science data quality through a precision study on data and analysis of 15 years of standardized Reef Check (RC reef health data in Queensland, Australia.Identifying and responding to data gaps through volunteer monitoring of sub-tropical rocky reefs in South East Queensland, Australia.Adapting citizen science protocols to enhance capacity building, partnerships and strategic natural resource management applications through reef habitat mapping.Tailoring new pathways for sharing citizen science findings and engaging volunteers with the community via a Reef Check Australia Ambassadors community outreach program.These case studies offer insights into considerations for developing targeted and flexible citizen science projects, showcasing the work of volunteers and project stakeholders, and collaborating with partners for applications beneficial to research, management and education.

  15. The (non)making/becoming of inquiry practicing science teachers

    Science.gov (United States)

    Sharma, Ajay; Muzaffar, Irfan

    2012-03-01

    Teacher education programs have adopted preparing science teachers that teach science through inquiry as an important pedagogic agenda. However, their efforts have not met with much success. While traditional explanations for this failure focus largely on preservice science teachers' knowledge, beliefs and conceptions regarding science and science teaching, this conceptual paper seeks to direct attention toward discursive practices surrounding inquiry science teaching in teacher education programs for understanding why most science teachers do not teach science through inquiry. The paper offers a theoretical framework centered on critical notions of subjection and performativity as a much needed perspective on making/becoming of science teachers through participation in discursive practices of science teacher education programs. It argues that research based on such perspectives have much potential to offer a deeper understanding of the difficult challenges teacher education programs face in preparing inquiry practicing science teachers.

  16. The connection between students' out-of-school experiences and science learning

    Science.gov (United States)

    Tran, Natalie A.

    This study sought to understand the connection between students' out-of-school experiences and their learning in science. This study addresses the following questions: (a) What effects does contextualized information have on student achievement and engagement in science? (b) To what extent do students use their out-of-school activities to construct their knowledge and understanding about science? (c) To what extent do science teachers use students' skills and knowledge acquired in out-of-school settings to inform their instructional practices? This study integrates mixed methods using both quantitative and qualitative approaches to answer the research questions. It involves the use of survey questionnaire and science assessment and features two-level hierarchical analyses of student achievement outcomes nested within classrooms. Hierarchical Linear Model (HLM) analyses were used to account for the cluster effect of students nested within classrooms. Interviews with students and teachers were also conducted to provide information about how learning opportunities that take place in out-of-school settings can be used to facilitate student learning in science classrooms. The results of the study include the following: (a) Controlling for student and classroom factors, students' ability to transfer science learning across contexts is associated with positive learning outcomes such as achievement, interest, career in science, self-efficacy, perseverance, and effort. Second, teacher practice using students' out-of-school experiences is associated with decrease in student achievement in science. However, as teachers make more connection to students' out-of-school experiences, the relationship between student effort and perseverance in science learning and transfer gets weaker, thus closing the gaps on these outcomes between students who have more ability to establish the transfer of learning across contexts and those who have less ability to do so. Third, science teachers

  17. Connecting Students and Policymakers through Science and Service-Learning

    Science.gov (United States)

    Szymanski, D. W.

    2017-12-01

    their findings to the non-profit partner and make policy recommendations to legislators in Capitol Hill visits. The projects have been highly impactful as a form of community science, creating passionate science advocacy among non-majors, improving collaborations with community partners, and spurring action by federal policymakers.

  18. Connected smart sensors make super-smart buildings; Connected smart sensors maken gebouwen superslim

    Energy Technology Data Exchange (ETDEWEB)

    Van der Veen, J.K.

    2012-10-15

    In 2020, between 20 and 50 billion appliances will be connected to the internet and exchange information, usually without human intervention. A large part will consist of smart, autonomous sensors that generate their own supply voltage and have wireless connection with the web. The 'internet of things' offers dazzling opportunities for smart buildings [Dutch] In 2020 zullen tussen de twintig en vijftig miljard apparaten met internet verbonden zijn en, veelal zonder tussenkomst van mensen, informatie uitwisselen. Een groot deel hiervan zal bestaan uit slimme, autonome sensoren, die hun eigen voedingsspanning opwekken en draadloos met het web zijn verbonden. Voor slimme gebouwen biedt 'the internet of things' duizelingwekkende mogelijkheden.

  19. Better science does not make decisions easier

    NARCIS (Netherlands)

    Ale, B.J.M.

    2013-01-01

    Forty years of development in the science and technology of estimating and quantifying risk, of understanding of human behaviour and human rationale has made decision makers more informed. We are in a much better position now, than forty years ago in estimating probabilities, consequences, and

  20. Sun-Earth Day Connects History, Culture and Science

    Science.gov (United States)

    Cline, T.; Thieman, J.

    2003-12-01

    The NASA Sun-Earth Connection Education forum annually promotes and event called Sun-Earth Day: a national celebration of the Sun, the space around the Earth (geospace), and how all of it affects life on our planet. For the past 3 years this event has provided a venue by which classrooms, museums, planetaria, and at NASA centers have had a sensational time sharing stories, images, and activities related to the Sun-Earth connections and the views o fthe Sun from Earth. Each year we select a different theme by which NASA Space Science can be further related to cross-curricular activities. Sun-Earth Day 2002, "Celebrate the Equinox", drew parallels between Native American Cultures and NASA's Sun-Earth Connection research via cultural stories, interviews, web links, activities and Native American participation. Sun-Earth Day 2003, "Live From the Aurora", shared the beauty of the Aurora through a variety of activities and stories related to perspectives of Northern Peoples. Sun-Earth Day 2004 will share the excitement of the transit of Venus through comparisons of Venus with Earth and Mars, calculations of the distances to nearby stars, and the use of transits to identify extra-solar planets. Finally, Sun-Earth Day 2005 will bring several of these themes together by turning our focus to the history and culture surrounding ancient observatories such as Chaco Canyon, Machu Picchu, and Chichen Itza.

  1. Making science work in mental health care

    Directory of Open Access Journals (Sweden)

    Iris M. Engelhard

    2012-06-01

    Full Text Available There is increasing attention for embedding research in mental healthcare. This involves a linkage between scientific research and routine practice, where research is fed by questions from practice and scientific insights are implemented better and faster in clinical practice. This paper illustrates bridging the gap, by focusing on eye movement desensitisation and reprocessing (EMDR, and provides arguments why it is relevant to connect research and practice. It also discusses why experimental psychopathology may have a substantial contribution.For the abstract or full text in other languages, please see Supplementary files under Reading Tools online

  2. Webinar: Making the Connection: Linking IAQ, Energy Efficiency and Preventive Maintenance Together for Healthy Schools

    Science.gov (United States)

    A page to register to view the February 22, 2018, Energy Savings Plus Health for Schools Webinar Series Webinar: Making the Connection: Linking IAQ, Energy Efficiency and Preventive Maintenance Together for Healthy Schools

  3. Making Connections for Themselves and Their Students: Examining Teachers' Organization of World History

    Science.gov (United States)

    Harris, Lauren McArthur

    2014-01-01

    The ability to make connections is an important aspect of teaching history and a vital skill in our increasingly globalized world. This study examines how preservice and practicing teachers organize and connect world historical events and concepts for themselves and for instructional purposes. Findings are based on interviews with 2 card-sorting…

  4. Technological risk: The limits of science in decision-making

    International Nuclear Information System (INIS)

    Smith, D.; Elliott, P.

    1991-01-01

    The purpose of this paper is to explore the relationship between science and decision making yb reference to a series of debates in South Wales centring around a high-temperature icineration plant operated by Rechem

  5. Contribution statistics can make to "strengthening forensic science"

    CSIR Research Space (South Africa)

    Cooper, Antony K

    2009-08-01

    Full Text Available draw on inputs from other countries and much of the report is relevant to forensic science in other countries. The report makes thirteen detailed recommendations, several of which will require statistics and statisticians for their implementation...

  6. Six degrees the science of a connected age

    CERN Document Server

    Watts, Duncan J

    2004-01-01

    The pioneering young scientist whose work on the structure of small worlds has triggered an avalanche of interest in networks. In this remarkable book, Duncan Watts, one of the principal architects of network theory, sets out to explain the innovative research that he and other scientists are spearheading to create a blueprint of our connected planet. Whether they bind computers, economies, or terrorist organizations, networks are everywhere in the real world, yet only recently have scientists attempted to explain their mysterious workings. From epidemics of disease to outbreaks of market madness, from people searching for information to firms surviving crisis and change, from the structure of personal relationships to the technological and social choices of entire societies, Watts weaves together a network of discoveries across an array of disciplines to tell the story of an explosive new field of knowledge, the people who are building it, and his own peculiar path in forging this new science.

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

    Science.gov (United States)

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

    2016-10-01

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

  8. A dual justification for science-based policy-making

    DEFF Research Database (Denmark)

    Pedersen, David Budtz

    2014-01-01

    Science-based policy-making has grown ever more important in recent years, in parallel with the dramatic increase in the complexity and uncertainty of the ways in which science and technology interact with society and economy at the national, regional and global level. Installing a proper framewo...

  9. Social Science in the Making: An Economist's View

    NARCIS (Netherlands)

    van Winden, F.A.A.M.; van Lange, P.A.M.

    2006-01-01

    Recent developments in economics and psychology suggest that productivity in the social sciences will benefit from crossing existing academic barriers, and that such crossing is more and more likely. Social science is in the making, but its success seems particularly conditioned on the willingness

  10. Connecting engineering operations to strategic management: a framework for decision making in engineering offshoring

    DEFF Research Database (Denmark)

    Hansen, Zaza Nadja Lee; Ahmed-Kristensen, Saeema

    2012-01-01

    of the organisation. The Global Decision-Making (GDM) framework described here is a decision-making framework for engineering offshoring decisions for product development activities. The framework proposes that risks in engineering offshoring can be reduced by connecting engineering operations to strategic management...

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

    Science.gov (United States)

    Bruno, B.; Chinn, P.

    2005-12-01

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

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

    Science.gov (United States)

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

    2009-05-01

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

  13. The impact of management science on political decision making

    Science.gov (United States)

    White, M. J.

    1971-01-01

    The possible impact on public policy and organizational decision making of operations research/management science (OR/MS) is discussed. Criticisms based on the assumption that OR/MS will have influence on decision making and criticisms based on the assumption that it will have no influence are described. New directions in the analysis of analysis and in thinking about policy making are also considered.

  14. Global Science Share: Connecting young scientists from developing countries with science writing mentors to strengthen and widen the international science community

    Science.gov (United States)

    Hasenkopf, C. A.

    2012-12-01

    Collaborative science in which scientists are able to form research questions based on the current body of scientific knowledge and get feedback from colleagues on their ideas and work is essential for pushing science forward. However, not all scientists are able to fully participate in the international science community. Scientists from developing countries can face barriers to communicating with the international community due to, among other issues: fewer scientists in their home country, difficulty in getting language-specific science writing training, fewer established pre-existing international collaborations and networks, and sometimes geographic isolation. These barriers not only result in keeping individual scientists from contributing their ideas, but they also slow down the progress of the scientific enterprise for everyone. Global Science Share (http://globalscienceshare.org/) is a new project, entering its pilot phase in Fall 2012, which will work to reduce this disparity by connecting young scientists and engineers from developing countries seeking to improve their technical writing with other scientists and engineers around the world via online collaborations. Scientist-volunteers act as mentors and are paired up with mentees according to their academic field and writing needs. The mentors give feedback and constructive technical and editorial criticisms on mentees' submitted pieces of writing through a four-step email discussion. Mentees gain technical writing skills, as well as make international connections with other scientists and engineers in fields related to their own. Mentors also benefit by gaining new international scientific colleagues and honing their own writing skills through their critiques. The Global Science Share project will begin its pilot phase by first inviting Mongolian science students to apply as mentees this fall. This abstract will introduce the Global Science Share program, present a progress report from its first

  15. Instructional decision making of high school science teachers

    Science.gov (United States)

    Carver, Jeffrey S.

    The instructional decision-making processes of high school science teachers have not been well established in the literature. Several models for decision-making do exist in other teaching disciplines, business, computer game programming, nursing, and some fields of science. A model that incorporates differences in science teaching that is consistent with constructivist theory as opposed to conventional science teaching is useful in the current climate of standards-based instruction that includes an inquiry-based approach to teaching science. This study focuses on three aspects of the decision-making process. First, it defines what factors, both internal and external, influence high school science teacher decision-making. Second, those factors are analyzed further to determine what instructional decision-making processes are articulated or demonstrated by the participants. Third, by analyzing the types of decisions that are made in the classroom, the classroom learning environments established as a result of those instructional decisions are studied for similarities and differences between conventional and constructivist models. While the decision-making process for each of these teachers was not clearly articulated by the teachers themselves, the patterns that establish the process were clearly exhibited by the teachers. It was also clear that the classroom learning environments that were established were, at least in part, established as a result of the instructional decisions that were made in planning and implementation of instruction. Patterns of instructional decision-making were different for each teacher as a result of primary instructional goals that were different for each teacher. There were similarities between teachers who exhibited more constructivist epistemological tendencies as well as similarities between teachers who exhibited a more conventional epistemology. While the decisions that will result from these two camps may be different, the six step

  16. Actionable Science in the Gulf of Mexico: Connecting Researchers and Resource Managers

    Science.gov (United States)

    Lartigue, J.; Parker, F.; Allee, R.; Young, C.

    2017-12-01

    The National Oceanic and Atmospheric Administration (NOAA) RESTORE Science Program was established in the wake of the Deepwater Horizon oil spill to to carry out research, observation, and monitoring to support the long-term sustainability of the Gulf of Mexico ecosystem, including its fisheries. Administered in partnership with the US Fish and Wildlife Service, the Science Program emphasizes a connection between science and decision-making. This emphasis translated into an engagement process that allowed for resource managers and other users of information about the ecosystem to provide direct input into the science plan for the program. In developing funding opportunities, the Science Program uses structured conversations with resource managers and other decision makers to focus competitions on specific end user needs. When evaluating proposals for funding, the Science Program uses criteria that focus on applicability of a project's findings and products, end user involvement in project planning, and the approach for transferring findings and products to the end user. By including resource managers alongside scientific experts on its review panels, the Science Program ensures that these criteria are assessed from both the researcher and end user perspectives. Once funding decisions are made, the Science Program assigns a technical monitor to each award to assist with identifying and engaging end users. Sharing of best practices among the technical monitors has provided the Science Program insight on how best to bridge the gap between research and resource management and how to build successful scientist-decision maker partnerships. During the presentation, we will share two case studies: 1) design of a cooperative (fisheries scientist, fisheries managers, and fishers), Gulf-wide conservation and monitoring program for fish spawning aggregations and 2) development of habitat-specific ecosystem indicators for use by federal and state resource managers.

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

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2012-01-01

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

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

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2012-01-01

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

  19. Research on comprehensive decision-making of PV power station connecting system

    Science.gov (United States)

    Zhou, Erxiong; Xin, Chaoshan; Ma, Botao; Cheng, Kai

    2018-04-01

    In allusion to the incomplete indexes system and not making decision on the subjectivity and objectivity of PV power station connecting system, based on the combination of improved Analytic Hierarchy Process (AHP), Criteria Importance Through Intercriteria Correlation (CRITIC) as well as grey correlation degree analysis (GCDA) is comprehensively proposed to select the appropriate system connecting scheme of PV power station. Firstly, indexes of PV power station connecting system are divided the recursion order hierarchy and calculated subjective weight by the improved AHP. Then, CRITIC is adopted to determine the objective weight of each index through the comparison intensity and conflict between indexes. The last the improved GCDA is applied to screen the optimal scheme, so as to, from the subjective and objective angle, select the connecting system. Comprehensive decision of Xinjiang PV power station is conducted and reasonable analysis results are attained. The research results might provide scientific basis for investment decision.

  20. The role of phosphate conversion coatings in make-up of casing connections

    NARCIS (Netherlands)

    Ernens, D; van Riet, E.J.; de Rooij, M.B.; Pasaribu, H.R.; van Haaften, W.M.; Schipper, D.J.

    2017-01-01

    Phosphate conversion coatings are widely used on (premium) casing connections for protection against corrosion. Next to that, in conjunction with the lubricant these coatings provide galling protection. The friction and wear that occurs during make-up and subsequent load cycling determines the

  1. Neuroscience & the Classroom: Making Connections. A Video Course for Grades K-12 Teachers and School Counselors

    Science.gov (United States)

    Annenberg Learner, 2012

    2012-01-01

    Exciting developments in the field of neuroscience are leading to a new understanding of how the brain works that is beginning to transform teaching in the classroom. "Neuroscience & the Classroom: Making Connections" brings together researchers and educators in a dialog about how insights into brain function can be harnessed by teachers for use…

  2. Science That Matters: The Importance of a Cultural Connection in Underrepresented Students’ Science Pursuit

    Science.gov (United States)

    Jackson, Matthew C.; Galvez, Gino; Landa, Isidro; Buonora, Paul; Thoman, Dustin B.

    2016-01-01

    Recent research suggests that underrepresented minority (URM) college students, and especially first-generation URMs, may lose motivation to persist if they see science careers as unable to fulfill culturally relevant career goals. In the present study, we used a mixed-methods approach to explore patterns of motivation to pursue physical and life sciences across ethnic groups of freshman college students, as moderated by generational status. Results from a longitudinal survey (N = 249) demonstrated that freshman URM students who enter with a greater belief that science can be used to help their communities identified as scientists more strongly over time, but only among first-generation college students. Analysis of the survey data were consistent with content analysis of 11 transcripts from simultaneously conducted focus groups (N = 67); together, these studies reveal important differences in motivational characteristics both across and within ethnicity across educational generation status. First-generation URM students held the strongest prosocial values for pursuing a science major (e.g., giving back to the community). URM students broadly reported additional motivation to increase the status of their family (e.g., fulfilling aspirations for a better life). These findings demonstrate the importance of culturally connected career motives and for examining intersectional identities to understand science education choices and inform efforts to broaden participation. PMID:27543631

  3. Science Experiences among Female Athletes: Race Makes a Difference

    Science.gov (United States)

    Kraus, Rebecca S.; Hanson, Sandra L.

    Sport participation is increasingly seen as a resource with considerable physical, social, and academic benefits. As a new millennium begins with girls more visible in sport, an important question is whether all girls reap these benefits. Although general academic benefits of sport have been shown, the authors' earlier work showed that experience in the male sport domain benefits young women in the elite (often male) science curriculum. Competition, self-esteem, and other individual resources gained through sport are potential sources of success in the similarly competitive male realm of science. In this research, the authors used critical feminist theory to guide their examination of racial and ethnic variations in the relation between sport participation and science experiences for young women. Data from the nationally representative National Education Longitudinal Study were used to explore the impact of sport participation in the 8th and 10th grades on 10th grade science achievement (measured by science grades and standardized test scores) and course taking for African American, Hispanic, and White women. The findings revealed that sport participation has some positive consequences for the science experiences of each of the groups of women. It also has some negative consequences, although the positive consequences outnumber the negative consequences for Hispanic and White, but not African American, women. Sport in 10th grade, especially competitive varsity sport, is most likely to have positive consequences. The findings revealed that each of the groups experiences different routes to success in science, and sport participation is present at some level in each of these routes. A consideration of multiple areas of science experience is important for understanding the connections between race and ethnicity, sport, and science for young women. Unique sociocultural contexts are used to attempt to understand these findings, and implications are discussed.

  4. Fire science application and integration in support of decision making

    Science.gov (United States)

    Tom Zimmerman

    2011-01-01

    Wildland fire management in the United States has historically been a challenging and complex program governed by a multitude of factors including situational status, objectives, operational capability, science and technology, and changes and advances in all these factors. The improvement and advancement of risk-informed decision making has the potential to improve...

  5. Constructive Use of Authoritative Sources in Science Meaning-Making

    Science.gov (United States)

    Yeo, Jennifer; Tan, Seng Chee

    2010-01-01

    Researchers are skeptical about the role of authoritative sources of information in a constructivist learning environment for fear of usurping students' critical thinking. Taking a social semiotics perspective in this study, authoritative sources are regarded as inscriptions of cultural artifacts, and science learning involves meaning-making of…

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

    Science.gov (United States)

    Wheeler, Kathryn A.

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

  7. Symposium Connects Government Problems with State of the Art Network Science Research

    Science.gov (United States)

    2015-10-16

    Symposium Connects Government Problems with State-of-the- Art Network Science Research By Rajmonda S. Caceres and Benjamin A. Miller Network...the US Gov- ernment, and match these with the state-of-the- art models and techniques developed in the network science research community. Since its... science has grown significantly in the last several years as a field at the intersec- tion of mathematics, computer science , social science , and engineering

  8. International earth science information network for global change decision making

    Energy Technology Data Exchange (ETDEWEB)

    Autrey-Hunley, C.; Kuhn, W.R.; Kasischke, E.; Trichel, M.T.; Coppola, R.

    1991-01-01

    Effective environmental decision making depends upon the ability to predict physical changes in the environment, societal responses to these changes, and how both the physical changes and societal responses will be affected by changes in government regulations, public perceptions and the environment. Technological advances in remote sensing have provided a wealth of earth science data necessary to study global change problems; the Earth Observatory System will provide an unprecedented data source in the late 1990's. The Consortium for an International Earth Science Information Network (CIESIN) will combine earth science data (both satellite and ground-based) with data on the social sciences (e.g., economics, demographics, public health) to support informed policy decisions and to transfer knowledge on global change and its causes to the public.

  9. What makes a good experiment ? reasons and roles in science

    CERN Document Server

    Franklin, Allan

    2016-01-01

    What makes a good experiment? Although experimental evidence plays an essential role in science, as Franklin argues, there is no algorithm or simple set of criteria for ranking or evaluating good experiments, and therefore no definitive answer to the question. Experiments can, in fact, be good in any number of ways: conceptually good, methodologically good, technically good, and pedagogically important. And perfection is not a requirement: even experiments with incorrect results can be good, though they must, he argues, be methodologically good, providing good reasons for belief in their results. Franklin revisits the same important question he posed in his 1981 article in the British Journal for the Philosophy of Science, when it was generally believed that the only significant role of experiment in science was to test theories. But experiments can actually play a lot of different roles in science—they can, for example, investigate a subject for which a theory does not exist, help to articulate an existing ...

  10. Building Capacity for Actionable Science and Decision Making in Alaska

    Science.gov (United States)

    Timm, K.; Kettle, N.; Buxbaum, T. M.; Trainor, S.; Walsh, J. E.; York, A.

    2017-12-01

    Investigations of the processes for developing actionable science and supporting partnerships between researchers and practitioners has received increasing attention over the past decade. These studies highlight the importance of leveraging existing relationships and trust, supporting iterative interactions, and dedicating sufficient financial and human capital to the development of usable climate science. However, significant gaps remain in our understanding of how to build capacity for more effective partnerships. To meet these ends, the Alaska Center for Climate Assessment and Policy (ACCAP) is developing a series of trainings for scientists and practitioners to build capacity for producing actionable science. This process includes three phases: scoping and development, training, and evaluation. This presentation reports on the scoping and development phase of the project, which draws on an extensive web-based search of past and present capacity building and training activities, document analysis, and surveys of trainers. A synthesis of successful formats (e.g., training, placements, etc.), curriculum topics (e.g., climate science, interpersonal communication), and approaches to recruitment and curriculum development will be outlined. We then outline our approach for co-developing trainings in three different sectors, which engages other boundary organizations to leverage trust and exiting network connections to tailor the training activities. Through this effort we ultimately seek to understand how the processes and outcomes for co-developing trainings in actionable science vary across sectors and their implications for building capacity.

  11. Lessons from NASA Applied Sciences Program: Success Factors in Applying Earth Science in Decision Making

    Science.gov (United States)

    Friedl, L. A.; Cox, L.

    2008-12-01

    The NASA Applied Sciences Program collaborates with organizations to discover and demonstrate applications of NASA Earth science research and technology to decision making. The desired outcome is for public and private organizations to use NASA Earth science products in innovative applications for sustained, operational uses to enhance their decisions. In addition, the program facilitates the end-user feedback to Earth science to improve products and demands for research. The Program thus serves as a bridge between Earth science research and technology and the applied organizations and end-users with management, policy, and business responsibilities. Since 2002, the Applied Sciences Program has sponsored over 115 applications-oriented projects to apply Earth observations and model products to decision making activities. Projects have spanned numerous topics - agriculture, air quality, water resources, disasters, public health, aviation, etc. The projects have involved government agencies, private companies, universities, non-governmental organizations, and foreign entities in multiple types of teaming arrangements. The paper will examine this set of applications projects and present specific examples of successful use of Earth science in decision making. The paper will discuss scientific, organizational, and management factors that contribute to or impede the integration of the Earth science research in policy and management. The paper will also present new methods the Applied Sciences Program plans to implement to improve linkages between science and end users.

  12. Science in Society: Bridging the gap to connect science to decision makers

    Science.gov (United States)

    Jones, L.; Bwarie, J.; Pearce, I.

    2016-12-01

    The gap between science and decision making in our society can be large and multi-faceted, involving communication, process, cultural and even subconscious differences. In sweeping generalization, scientists reject anecdotes, focus on uncertainty and details, and expect conflict as part of the scientific process, while non-scientists respond to stories, want certainty and the big picture, and see conflict as a reason to reject the message. Bridging this gap often requires ongoing collaboration to find the intersection of three independent domains: what science can provide, the technical information decision makers need to make the most effective choices and what information decision makers need to motivate action. For ten years, the USGS has experimented with improving the usefulness of its science through the SAFRR (Science Application for Risk Reduction) Project and its predecessor, the Multi Hazards Demonstration Project in Southern California. Through leading and participating in these activities, we have recognized 3 steps that have been essential to successful partnerships between scientists and decision makers. First, determining what makes for a successful product cannot be done in isolation by either scientists or users. The users may want something science cannot produce (e.g., accurate short-term earthquake predictions), while the scientists can fail to see that the product they know how to make may not be relevant to the decisions that need to be made. Real discussions with real exchange and absorption of information on both sides makes for the most useful products. Second, most scientific results need work beyond what belongs in a journal to create a product that can be used. This is not just a different style of communication, but analyses that focus on the community's local questions rather than on scientific advances. Third, probabilities of natural hazards almost never motivate action to mitigate. The probabilities are usually low on human time

  13. Teaching science for public understanding: Developing decision-making abilities

    Science.gov (United States)

    Siegel, Marcelle A.

    One of the most important challenges educators have is teaching students how to make decisions about complex issues. In this study, methods designed to enhance students' decision-making skills and attitudes were investigated. An issue-oriented science curriculum was partly replaced with activities designed by the experimenter. The first objective of the study was to examine the effects of an instructional method to increase students' use of relevant scientific evidence in their decisions. The second goal of the research was to test whether the instructional activities could promote students' beliefs that science is relevant to them, because attitudes have been shown to affect students' performance and persistence (Schommer, 1994). Third, the study was designed to determine whether the instructional activities would affect students' beliefs that their intelligence is not fixed but can grow; this question is based on Dweck and Leggett's (1988) definition of two orientations toward intelligence---entity theorists and incremental theorists (Dweck & Leggett, 1988; Dweck & Henderson, 1989). Two urban high-school classrooms participated in this study. Tenth graders examined scientific materials about current issues involving technology and society. Instructional materials on decision making were prepared for one class of students to enhance their regular issue-oriented course, Science and Sustainability. A computer program, called Convince Me (Schank, Ranney & Hoadley, 1996), provided scaffolding for making an evidence-based decision. The experimental group's activities also included pen-and-paper lessons on decision making and the effect of experience on the structure of the brain. The control class continued to engage in Science and Sustainability decision-making activities during the time the experimental class completed the treatment. The control group did not show significant improvement on decision-making tasks, and the experimental group showed marginally

  14. Close connections between open science and open-source software

    Directory of Open Access Journals (Sweden)

    YouHua Chen

    2014-09-01

    Full Text Available Open science is increasingly gaining attention in recent years. In this mini-review, we briefly discuss and summarize the reasons of introducing open science into academic publications for scientists. We argue that open-source software (like R and Python software can be the universal and important platforms for doing open science because of their appealing features: open source, easy-reading document, commonly used in various scientific disciplines like statistics, chemistry and biology. At last, the challenges and future perspectives of performing open science are discussed.

  15. Making graduate research in science education more scientific

    Science.gov (United States)

    Firman, Harry

    2016-02-01

    It is expected that research conducted by graduate students in science education provide research findings which can be utilized as evidence based foundations for making decisions to improve science education practices in schools. However, lack of credibility of research become one of the factors cause idleness of thesis and dissertation in the context of education improvement. Credibility of a research is constructed by its scientificness. As a result, enhancement of scientific characters of graduate research needs to be done to close the gap between research and practice. A number of guiding principles underlie educational researchs as a scientific inquiry are explored and applied in this paper to identify common shortages of some thesis and dissertation manuscripts on science education reviewed in last two years.

  16. Connecting the Dots between Consumer Protection, Skepticism, and Science

    Science.gov (United States)

    Gooding, Julia; Metz, Bill

    2010-01-01

    The concept of relevance is an obvious component in the success of classroom science investigations, but it is also one of the tenets behind the numerous media advertisements that bombard our senses on a daily basis. The authors decided to capitalize on the similarities between process-based science and the world of advertising by initiating…

  17. The Essential Connection between Modern Science and Utopian Socialism

    Directory of Open Access Journals (Sweden)

    Peter A. Redpath

    2014-06-01

    Full Text Available The chief aim of this paper is to demonstrate beyond reasonable doubt how, through an essential misunderstanding of the nature of philosophy, and science, over the past several centuries, the prevailing Western tendency to reduce the whole of science to mathematical physics unwittingly generated utopian socialism as a political substitute for metaphysics. In short, being unable speculatively, philosophically, and metaphysically to justify this reduction, some Western intellectuals re-conceived the natures of philosophy, science, and metaphysics as increasingly enlightened, historical and political forms of the evolution of human consciousness toward creation of systematic science, a science of clear and distinct ideas. In the process they unwittingly wound up reducing contemporary philosophy and Western higher education largely into tools of utopian socialist political propaganda.

  18. Precipitation Education: Connecting Students and Teachers with the Science of NASA's GPM Mission

    Science.gov (United States)

    Weaver, K. L. K.

    2015-12-01

    The Global Precipitation Measurement (GPM) Mission education and communication team is involved in variety of efforts to share the science of GPM via hands-on activities for formal and informal audiences and engaging students in authentic citizen science data collection, as well as connecting students and teachers with scientists and other subject matter experts. This presentation will discuss the various forms of those efforts in relation to best practices as well as lessons learned and evaluation data. Examples include: GPM partnered with the Global Observations to Benefit the Environment (GLOBE) Program to conduct a student precipitation field campaign in early 2015. Students from around the world collected precipitation data and entered it into the GLOBE database, then were invited to develop scientific questions to be answered using ground observations and satellite data available from NASA. Webinars and blogs by scientists and educators throughout the campaign extended students' and teachers' knowledge of ground validation, data analysis, and applications of precipitation data. To prepare teachers to implement the new Next Generation Science Standards, the NASA Goddard Earth science education and outreach group, led by GPM Education Specialists, held the inaugural Summer Watershed Institute in July 2015 for 30 Maryland teachers of 3rd-5th grades. Participants in the week-long in-person workshop met with scientists and engineers at Goddard, learned about NASA Earth science missions, and were trained in seven protocols of the GLOBE program. Teachers worked collaboratively to make connections to their own curricula and plan for how to implement GLOBE with their students. Adding the arts to STEM, GPM is producing a comic book story featuring the winners of an anime character contest held by the mission during 2013. Readers learn content related to the science and technology of the mission as well as applications of the data. The choice of anime/manga as the style

  19. Big Data, Computational Science, Economics, Finance, Marketing, Management, and Psychology: Connections

    NARCIS (Netherlands)

    C-L. Chang (Chia-Lin); M.J. McAleer (Michael); W.-K. Wong (Wing-Keung)

    2018-01-01

    textabstractThe paper provides a review of the literature that connects Big Data, Computational Science, Economics, Finance, Marketing, Management, and Psychology, and discusses some research that is related to the seven disciplines. Academics could develop theoretical models and subsequent

  20. Knowledge Brokers in the Making: Opportunities to Connect Researchers and Stakeholders

    Science.gov (United States)

    Pennell, K. G.; Pennell, M. C.

    2014-12-01

    Environmental science and engineering graduate students often lack training on how to communicate with policy decision makers who are grappling with questions to which research is responding. They communicate directly with mutual experts, but are many times unable to engage with non-experts about their research, thereby limiting the reach and impact of their findings. This presentation highlights opportunities within environmental science and engineering research to create opportunities for researchers to hone skills as knowledge brokers, so they learn ways to meaningfully engage with a range of stakeholders. A knowledge broker is an individual who connects scientific experts and relevant stakeholders with meaningful and useable information. Recognizing that information must flow in multiple directions, the knowledge broker must quickly and effectively translate needs and questions using established relationships. It is these relationships, as well as the synthesis of scientific knowledge into useable information, on which the success of the knowledge broker lies. Using lessons learned, as well as communication science theory related to knowledge brokering, this presentation highlights training opportunities for knowledge brokers who are primarily educated in science and engineering fields, yet seek to engage with societally relevant stakeholders. We present case study examples of knowledge brokering within two large multi-disciplinary research centers. These centers provide unique experiences for researchers to build relationships with stakeholders, so that the scientific experts not only create novel research within their specific discipline, but also inform policy decision makers, community members and regulatory officials.

  1. PREFACE: The Science of Making Torque from Wind 2012

    Science.gov (United States)

    2014-12-01

    The European Academy of Wind Energy (eawe) was pleased to announce its 4th scientific conference The Science of Making Torque from Wind. Predecessors have successfully been arranged in Delft, The Netherlands (2004), Lyngby, Denmark (2007) and Heraklion, Greece (2010). During the years the Torque Conference has established itself as Europe's leading scientific wind energy conference. The 2012 edition had been organized in the same tradition. More than 300 experts from academia and industry discussed the latest results and developments in fundamental and applied wind energy research, making this Science of Making Torque from Wind conference the largest one to that date. The seven keynote lectures provided the delegates with a unique overview on the state-of-the-art of science and technology. In over twenty sessions the participants discussed the most recent results in wind energy research. From numerical models to sophisticated experiments, from flow optimizations to structural designs, the numerous presentations covered a huge spectrum of ongoing scientific activities. The proceedings of the Torque 2012 combine the 110 papers that have passed the review process. We would like to thank all those who have been involved in organizing the conference and putting together these proceedings, including keynote speakers, session chairs and the enormous amount of reviewers involved. We are especially grateful to Gijs van Kuik for his untiring support. We also deeply appreciate the logistical support and technical services of the University of Oldenburg and the financial support of the State of Lower Saxony. At IOP we would like to thank Anete Ashton for her continuous encouraging support. We are looking forward to all future Torque Conferences, offering an excellent platform for the exchange of the latest and greatest scientific developments in the field of wind energy. Oldenburg, Germany, October 2014 Elke Seidel, Detlev Heinemann, Martin Kühn, Joachim Peinke and Stephan

  2. Connecting Lab-Based Attosecond Science with FEL research

    CERN Multimedia

    CERN. Geneva

    2011-01-01

    In the last few years laboratory-scale femtosecond laser-based research using XUV light has developed dramatically following the successful development of attosecond laser pulses by means of high-harmonic generation. Using attosecond laser pulses, studies of electron dynamics on the natural timescale that electronic processes occur in atoms, molecules and solids can be contemplated, providing unprecedented insight into the fundamental role that electrons play in photo-induced processes. In my talk I will briefly review the present status of the attosecond science research field in terms of present and foreseen capabilities, and discuss a few recent applications, including a first example of the use of attosecond laser pulses in molecular science. In addition, I will discuss very recent results of experiments where photoionization of dynamically aligned molecules is investigated using a high-harmonics XUV source. Photoionization of aligned molecules becomes all the more interesting if the experiment is perfo...

  3. Affordances and Challenges of Using Argument as a Connective Discourse for Scientific Practices to Teach Climate Science

    Science.gov (United States)

    Sezen-Barrie, A.; Wolfson, J.

    2015-12-01

    An important goal of science education is to support development of citizens to participate in public debate and make informed decisions relevant to their lives and their worlds. The NGSS (Next Generation Science Standards) suggest engaging students in science classrooms in argumentation as a practice to help enhance the quality of evidence based decision making. In this multi-case study, we explored the use of written argumentation in eight secondary school science classrooms during a lesson on the relationship between ocean temperature and its CO2 holding capacity. All teachers of these classrooms were trained during a day long NSF funded Climate Literacy Workshop on the basic concepts of climate science, scientific practices and implementation of an activity called "It's a Gassy World". The data of the current study involved students' written arguments, teachers' written reflections on the implementation of the activity as well as field notes from the Climate Literacy Workshop. A qualitative discourse analysis of the data was used to find common themes around affordances and challenges of argument as a connective discourse for scientific practices to teach climate change. The findings show that participating in written argumentation process encouraged students to discuss their experimental design and use data interpretation for their evidences. However, the results also indicated the following challenges: a) teachers themselves need support in connecting their evidence to their claims, b) arguing a socioscientific issue creates a sensitive environment c) conceptual quality of an argument needs to be strengthen through background in courses other than science, and d) graphing skills (or lack of) can interfere with constructing scientifically accurate claims. This study has implications in effectively teaching climate change through argumentation, and thus creating opportunities for practicing authentic climate science research in K-12 classrooms.

  4. Towards a well-connected, global, interdisciplinary research community for rational decision making in the Anthropocene

    Science.gov (United States)

    Rauser, Florian

    2016-04-01

    The Young Earth System Scientists community YESS (yess-community.org) is a global network of Earth System Science early career researchers focussing on interdisciplinarity. One of the central goals of our early career network is to communicate to the world that Earth System Science has accepted the central challenge of creating tangible products for the benefit of society. A coordinated and truly global approach to Earth System Science is our best attempt to focus our understanding of the complex interplay of Earth's processes into tools for future societies, i.e., for humanity to move away from being a sorcerer's apprentice and to become a rational actor. We believe that starting with the next generation of Earth system scientists to work on that unified approach and creating an environment that allows ambitious, forward-thinking, interdisciplinary science to blossom will be our best way forward into a mature Anthropocene. In 2015 YESS started a process to come up with a definition of the Frontiers of Earth System Science research from an early career perspective, together with the research arms of the World Meteorological Organisation (WMO). During this process it became apparent that there are a few major aspects that cannot be put into the forefront often enough: one, the reality of capacity building; societies can only have robust decision-making if their decision makers can be advised not only by global assessment processes like the Intergovernmental Panel on Climate Change (IPCC) but also by local experts. The reality of a globalised science community is often only true for a few scientists at the very top from a selected number of countries. Two, the integration and balance of both user-driven and fundamental research is key to make science one pillar of a global, mature Anthropocene. This includes a better way to communicate science to end users and a more comprehensive homogenisation of weather and climate research agendas. Three, a complete overview of

  5. Making science accessible through collaborative science teacher action research on feminist pedagogy

    Science.gov (United States)

    Capobianco, Brenda M.

    The underrepresentation of women and minorities in science is an extensively studied yet persistent concern of our society. Major reform movements in science education suggest that better teaching, higher standards, and sensitivity to student differences can overcome long-standing obstacles to participation among women and minorities. In response to these major reform movements, researchers have suggested teachers transform their goals, science content, and instructional practices to make science more attractive and inviting to all students, particularly young women and minorities (Barton, 1998; Brickhouse, 1994; Mayberry & Rees, 1999; Rodriguez, 1999; Roychoudhury, Tippins, & Nichols, 1995). One of the more dominant approaches currently heralded is the use of feminist pedagogy in science education. The purpose of this study was to examine the ways eleven middle and high school science teachers worked collaboratively to engage in systematic, self-critical inquiry of their own practice and join with other science teachers to engage in collaborative conversations in effort to transform their practice for a more equitable science education. Data were gathered via semi-structured interviews, whole group discussions, classroom observations, and review of supporting documents. Data analysis was based on grounded theory (Strauss & Corbin, 1990) and open coding (Miles and Huberman, 1994). This study described the collective processes the science teachers and university researcher employed to facilitate regular collaborative action research meetings over the course of six months. Findings indicated that engaging in collaborative action research allowed teachers to gain new knowledge about feminist science teaching, generate a cluster of pedagogical possibilities for inclusive pedagogy, and enhance their understanding for science teaching. Additional findings indicated dilemmas teachers experienced including resistance to a feminist agenda and concerns for validity in action

  6. European cultural landscapes: Connecting science, policy and practice

    DEFF Research Database (Denmark)

    Hernandez Morcillo, Monica

    their biocultural diversity and affecting their ability to provide these benefits. Developing indicators to improve accountability of cultural ecosystem services and connecting the multiple stakeholders’ knowledge involved in land use decisions would help to delineate more sustainable pathways. The aims of this Ph......D thesis are to: 1) examine the measures and potential of cultural ecosystem services and traditional ecological knowledge in Europe, and; 2) explore transdisciplinary methods to develop joint research-action agendas for European cultural landscapes. The findings indicate that local knowledge improves......European cultural landscapes are especially valued for the abundance of cultural ecosystem services and the richness of traditional ecological knowledge they provide to society. In recent decades, land use changes have dramatically altered cultural landscapes across Europe, reducing...

  7. Youth Science Ambassadors: Connecting Indigenous communities with Ocean Networks Canada tools to inspire future ocean scientists and marine resource managers

    Science.gov (United States)

    Pelz, M.; Hoeberechts, M.; Hale, C.; McLean, M. A.

    2017-12-01

    This presentation describes Ocean Networks Canada's (ONC) Youth Science Ambassador Program. The Youth Science Ambassadors are a growing network of youth in Canadian coastal communities whose role is to connect ocean science, ONC data, and Indigenous knowledge. By directly employing Indigenous youth in communities in which ONC operates monitoring equipment, ONC aims to encourage wider participation and interest in ocean science and exploration. Further, the Youth Science Ambassadors act as role models and mentors to other local youth by highlighting connections between Indigenous and local knowledge and current marine science efforts. Ocean Networks Canada, an initiative of the University of Victoria, develops, operates, and maintains cabled ocean observatory systems. These include technologies developed on the world-leading NEPTUNE and VENUS observatories as well as community observatories in the Arctic and coastal British Columbia. These observatories, large and small, enable communities, users, scientists, teachers, and students to monitor real-time and historical data from the local marine environment from anywhere on the globe. Youth Science Ambassadors are part of the Learning and Engagement team whose role includes engaging Indigenous communities and schools in ocean science through ONC's K-12 Ocean Sense education program. All of the data collected by ONC are freely available over the Internet for non-profit use, including disaster planning, community-based decision making, and education. The Youth Science Ambassadors support collaboration with Indigenous communities and schools by facilitating educational programming, encouraging participation in ocean data collection and analysis, and fostering interest in ocean science. In addition, the Youth Science Ambassadors support community collaboration in decision-making for instrument deployment locations and identify ways in which ONC can help to address any areas of concern raised by the community. This

  8. Connecting traditional sciences with the OLAP and data mining paradigms

    Science.gov (United States)

    Guergachi, Aziz A.

    2003-03-01

    The paradigms of OLAP, multidimensional modeling and data mining have first emerged in the areas of market analysis and finance to address various needs of people working in these areas. Does this mean that they are useful and applicable in these areas only? Or, can they also be applicable in the other more traditional areas of science and engineering? What characterize the systems for which these paradigms are suitable? What are the goals of these paradigms? How do they relate to the traditional body of knowledge that has been developed throughout the centuries in the areas of mathematics, statistics, systems science and engineering? Where, how and to what extent can we leverage the conventional wisdom that has been accumulated in the aforementioned disciplines to develop a foundational basis for the above paradigms? The goal of this paper is to address these questions at the foundational level. We argue that the paradigms of OLAP, multidimensional modeling and data mining can also be applied successfully to complex engineering systems, such as membrane-based water/wastewater treatment plants, for example. We develop mathematically-based axiomatic definition of the concepts of 'dimension,' 'dimension level,' 'dimension hierarchy' and 'measure' using set theory and equivalence relations.

  9. Implications of Informal Education Experiences for Mathematics Teachers' Ability to Make Connections beyond Formal Classroom

    Science.gov (United States)

    Popovic, Gorjana; Lederman, Judith S.

    2015-01-01

    The Common Core Standard for Mathematical Practice 4: Model with Mathematics specifies that mathematically proficient students are able to make connections between school mathematics and its applications to solving real-world problems. Hence, mathematics teachers are expected to incorporate connections between mathematical concepts they teach and…

  10. Uncertainty in macroeconomic policy-making: art or science?

    Science.gov (United States)

    Aikman, David; Barrett, Philip; Kapadia, Sujit; King, Mervyn; Proudman, James; Taylor, Tim; de Weymarn, Iain; Yates, Tony

    2011-12-13

    Uncertainty is pervasive in economic policy-making. Modern economies share similarities with other complex systems in their unpredictability. But economic systems also differ from those in the natural sciences because outcomes are affected by the state of beliefs of the systems' participants. The dynamics of beliefs and how they interact with economic outcomes can be rich and unpredictable. This paper relates these ideas to the recent crisis, which has reminded us that we need a financial system that is resilient in the face of the unpredictable and extreme. It also highlights how such uncertainty puts a premium on sound communication strategies by policy-makers. This creates challenges in informing others about the uncertainties in the economy, and how policy is set in the face of those uncertainties. We show how the Bank of England tries to deal with some of these challenges in its communications about monetary policy.

  11. Ecosystem Pen Pals: Using Place-Based Marine Science and Culture to Connect Students

    Science.gov (United States)

    Wiener, Carlie S.; Matsumoto, Karen

    2014-01-01

    The marine environment provides a unique context for students to explore both natural and cultural connections. This paper reports preliminary findings on Ecosystem Pen Pals, an ocean literacy program for 4th and 5th graders focused on using a pen pal model for integrating traditional ecological knowledge into marine science. Surveys with…

  12. RAFTing with Raptors: Connecting Science, English Language Arts, and the Common Core State Standards

    Science.gov (United States)

    Senn, Gary J.; McMurtrie, Deborah H.; Coleman, Bridget K.

    2013-01-01

    This article explores using the RAFT strategy (Role, Audience, Format, Topic) for writing in science classes. The framework of the RAFT strategy will be explained, and connections with Common Core State Standards (CCSS) for ELA/Literacy will be discussed. Finally, there will be a discussion of a professional learning experience for teachers in…

  13. Connecting Coastal Communities with Ocean Science: A Look at Ocean Sense and the Inclusion of Place-based Indigenous Knowledge

    Science.gov (United States)

    McLean, M. A.; Brown, J.; Hoeberechts, M.

    2016-02-01

    Ocean Networks Canada (ONC), an initiative of the University of Victoria, develops, operates, and maintains cabled ocean observatory systems. Technologies developed on the world-leading NEPTUNE and VENUS observatories have been adapted for small coastal installations called "community observatories," which enable community members to directly monitor conditions in the local ocean environment. In 2014, ONC pioneered an innovative educational program, Ocean Sense: Local observations, global connections, which introduces students and teachers to the technologies installed on community observatories. The program introduces middle and high school students to research methods in biology, oceanography and ocean engineering through hands-on activities. Ocean Sense includes a variety of resources and opportunities to excite students and spark curiosity about the ocean environment. The program encourages students to connect their local observations to global ocean processes and the observations of students in other geographic regions. The connection to place and local relevance of the program is further enhanced through an emphasis on Indigenous and place-based knowledge. ONC is working with coastal Indigenous communities in a collaborative process to include local knowledge, culture, and language in Ocean Sense materials. For this process to meaningful and culturally appropriate, ONC is relying on the guidance and oversight of Indigenous community educators and knowledge holders. Ocean Sense also includes opportunities for Indigenous youth and teachers in remote communities to connect in person, including an annual Ocean Science Symposium and professional development events for teachers. Building a program which embraces multiple perspectives is effective both in making ocean science more relevant to Indigenous students and in linking Indigenous knowledge and place-based knowledge to ocean science.

  14. Making the Invisible Visible: The Oklahoma Science Project.

    Science.gov (United States)

    McCarty, Robbie; Pedersen, Jon E.

    2002-01-01

    Reports that teachers in preservice education programs still view the teaching of science much in the same traditional ways as our predecessors. "The Oklahoma Science Project (OSP) Model for Professional Development: Practicing Science Across Contexts" will build discourses and relationships that can be extended across contexts to establish…

  15. Making Learning Interesting and Its Application to the Science Classroom

    Science.gov (United States)

    Jack, Brady Michael; Lin, Huann-shyang

    2017-01-01

    Generations of students are graduating from secondary school disinterested in post-secondary study of science or pursuing careers in science-related fields beyond formal education. We propose that destabilising such disinterest among future students requires science educators to begin listening to secondary school students regarding their views of…

  16. The use of contextual cues to improve warning symbol comprehension: making the connection for older adults

    Science.gov (United States)

    Lesch, Mary F.; Powell, W. Ryan; Horrey, William J.; Wogalter, Michael S.

    2013-01-01

    This study teased apart the effects of comprehensibility and complexity on older adults' comprehension of warning symbols by manipulating the relevance of additional information in further refining the meaning of the symbol. Symbols were systematically altered such that increased visual complexity (in the form of contextual cues) resulted in increased comprehensibility. One hundred older adults, aged 50–71 years, were tested on their comprehension of these symbols before and after training. High comprehensibility–complexity symbols were found to be better understood than low- or medium-comprehensibility–complexity symbols and the effectiveness of the contextual cues varied as a function of training. Therefore, the nature of additional detail determines whether increased complexity is detrimental or beneficial to older adults' comprehension – if the additional details provide ‘cues to knowledge’, older adults' comprehension improves as a result of the increased complexity. However, some cues may require training in order to be effective. Practitioner Summary: Research suggests that older adults have greater difficulty in understanding more complex symbols. However, we found that when the complexity of symbols was increased through the addition of contextual cues, older adults' comprehension actually improved. Contextual cues aid older adults in making the connection between the symbol and its referent. PMID:23767856

  17. Becoming Music-Making Music Teachers: Connecting Music Making, Identity, Wellbeing, and Teaching for Four Student Teachers

    Science.gov (United States)

    Pellegrino, Kristen

    2015-01-01

    The purpose of this descriptive case study was to examine the developing music teacher identity of four student music teachers by exploring the meanings of music making and the intersections of music making and teaching. Participants all had dual student teaching placements: elementary general music and secondary band. Data were generated through…

  18. Interdisciplinary Lessons in Musical Acoustics: The Science-Math-Music Connection

    Science.gov (United States)

    Rogers, George L.

    2004-01-01

    The National Standards for Arts Education encourages teachers to help students make connections between music and other disciplines. Many state curriculum guides likewise encourage educators to integrate curricula and find common ground between different subjects. Music--particularly vocal music--offers ample opportunities to find relationships…

  19. Making the Visual Visible in Philosophy of Science

    DEFF Research Database (Denmark)

    Carusi, Annamaria

    2012-01-01

    As data-intensive and computational science become increasingly established as the dominant mode of conducting scientific research, visualisations of data and of the outcomes of science become increasingly prominent in mediating knowledge in the scientific arena. This position piece advocates tha...... challenges the philosophy of science to re-think its position on three key distinctions: the qualitative/quantitative distinction, the subjective/objective distinction, and the causal/non-causal distinction....

  20. Science and democracy: making knowledge and making power in the biosciences and beyond

    NARCIS (Netherlands)

    Hilgartner, S.; Miller, C.; Hagendijk, R.

    2015-01-01

    In the life sciences and beyond, new developments in science and technology and the creation of new social orders go hand in hand. In short, science and society are simultaneously and reciprocally coproduced and changed. Scientific research not only produces new knowledge and technological systems

  1. Make2Learn with IoT: Engaging children into joyful design and making of interactive connected objects

    DEFF Research Database (Denmark)

    Divitini, Monica; Giannakos, Michail; Mora, Simone

    2017-01-01

    of the art aspects of learning technologies, Make2learn aims to develop a critical discussion about the well-established practices and technologies and how different tool and methods can be put into practice under different spaces such as the classroom, makerspaces, fablabs, etc. During the workshop a set...... and improve the value of Maker philosophy and the role of design and making IoT technologies to support teaching and learning....

  2. Science Teacher Decision-Making in a Climate of Heightened Accountability: A Rhizomatic Case Study Analysis of Two Science Departments in New York City

    Science.gov (United States)

    Purohit, Kiran Dilip

    Secondary science teachers make many daily decisions in the enactment of curriculum. Although curriculum materials are widely available to address science content, practices, and skills, the consideration that goes into deciding how and whether to use such materials is complicated by teachers' beliefs about science, their understandings of school-level accountability and testing measures, and their perspectives on the adolescent students they teach. This study addresses the need to understand how teachers consider multiple forces in their enactment of science curriculum. The purpose of this study was to explore the ways that discourses around accountability, science, and science education emerge in the narratives around teachers' decision-making in secondary science classrooms. Using a case study approach, I worked at two school sites with two pairs of science teachers. We established criteria for critical incidents together, then teachers identified critical decision-making moments in their classrooms. We analyzed those incidents together using a consultancy protocol, allowing teachers to focus their thinking on reframing the incidents and imagining other possible outcomes. Using post-structuralist rhizomatics, I assembled analyses of teachers' discussions of the critical incidents in the form of dramatization--scenes and monologues. I then developed two major interpretive strands. First, I connected teachers' sense of having "no time" to blocs of affect tied to larger discourses of national security, teacher accountability, and the joy of scientific discovery. Second, I demonstrated how teachers' concern in following logical pathways and sequences in science relates to the imposition of accountability measures that echo the outcomes-driven logic of the learning sciences. Across both interpretations, I found accountability to be complex, multidirectional, and unpredictable in how it works on and through teachers as they make decisions. Research in this area has

  3. Preservice elementary teachers' use of a discursive model of meaning making in the co-construction of science understanding

    Science.gov (United States)

    Boyer, Elisebeth C.

    : Use of some discursive strategies without an apparent connection to the TSAF. • Connected Approach with a Focus on Student Thinking: Intentional use of the Discursive Model informed by aspects of the TSAF. • TSAF Approach: Priority is given to the TSAF supported by substantial application of the Discursive Model. 4) The evidence participants chose to highlight in their self-analysis videos is reflective of their patterns of adoption of the Teaching Science as Argument Framework and their differing discursive practices. Analysis led to the formation of the middle theory that when learning to teach science in the elementary school, teacher commitment to the discourse and practices of science is constructed through participation in a learning community where a discursive model of meaning making is the norm. Curricular and methodological implications, as well as implications for future research are presented.

  4. PREFACE: The Science of Making Torque from Wind

    Science.gov (United States)

    Sørensen, Jens N.; Hansen, Martin O. L.; Hansen, Kurt S.

    2007-06-01

    conference to bring together scientists and engineers working in the fields of aerodynamics, aeroelasticity, aeroacoustics, aeroelastic control, wind conditions and wind farms. The first conference entitled `The Science of making Torque from Wind' was organized by DUWIND and held at Delft University, 19-21 April 2004. Owing to the great success of this conference where more than 60 papers were presented, we decided to follow it with a similar conference at the Technical University of Denmark (DTU) in Lyngby. It is our hope that others will take up the idea and continue this series of conferences. An explicit objective of the conference is to meet the high standards applied in several other branches of science and technology. The EAWE has the responsibility for the scientific quality of the content. All papers presented at the conference have had an abstract review as well as a full paper review by at least two reviewers. Out of the approximately 120 submitted abstracts, 86 papers were finally approved to be presented at the conference. It is expected that many of the papers will subsequently be published in scientific journals. Toward that end, the editors of Wind Energy and Journal of Solar Energy Engineering have expressed their interest in letting the most promising papers be subjected to a second review, for the purpose of having them published as journal papers. The EWEA staff is thanked for organizing the PR on the conference and the EAWE board members for valuable help in the reviewing process and for delivering session chairmen. Staff members at the Department of Mechanical Engineering at DTU and Risø were responsible for the organization. Special thanks go to DTU for providing lecture and meeting rooms, and to LM Glasfiber, Vestas Wind Systems and Siemens Wind Power for financial support. Jens Nørkær Sørensen, Conference Chairman 21 June 2007

  5. Big data, computational science, economics, finance, marketing, management, and psychology: connections

    OpenAIRE

    Chang, Chia-Lin; McAleer, Michael; Wong, Wing-Keung

    2018-01-01

    textabstractThe paper provides a review of the literature that connects Big Data, Computational Science, Economics, Finance, Marketing, Management, and Psychology, and discusses some research that is related to the seven disciplines. Academics could develop theoretical models and subsequent econometric and statistical models to estimate the parameters in the associated models, as well as conduct simulation to examine whether the estimators in their theories on estimation and hypothesis testin...

  6. Photovoltaic system with improved AC connections and method of making same

    Energy Technology Data Exchange (ETDEWEB)

    Cioffi, Philip Michael; Todorovic, Maja Harfman; Herzog, Michael Scott; Korman, Charles Steven; Doherty, Donald M.; Johnson, Neil Anthony

    2018-02-13

    An alternating current (AC) harness for a photovoltaic (PV) system includes a wire assembly having a first end and a second end, the wire assembly having a plurality of lead wires, and at least one AC connection module positioned at a location along a length of the wire assembly between the first end and the second end. Further, the at least one AC connection module includes a first connection terminal electrically coupled to the plurality of lead wires of the wire assembly and constructed to electrically couple the wire assembly with an output of a first PV module of the PV system. The at least one AC connection module also includes a second connection terminal electrically coupled to the plurality of lead wires of the wire assembly and constructed to electrically couple the wire assembly with an output of a second PV module of the PV system.

  7. Research as Art: Using figures to make science approachable

    Science.gov (United States)

    Rabinowitz, H. S.; Barth, A.; Russell, J. B.; Frischkorn, K.; Yehudai, M.

    2017-12-01

    As scientists, we spend a significant amount of time thinking about how best to express the results of our research through figures. These can range from graphs to microscope images to movies, but they all serve the purpose of communicating complicated ideas to our colleagues in the scientific community. One component of scientific data representation that is often overlooked is the aesthetic of the image. Many images produced for data communication and publication are visually engaging even to a lay audience, allowing them to serve as a point of entry to learning about scientific research for the non-specialist. To help researchers embrace this secondary goal of scientific figures, we have instituted an annual event at the Lamont-Doherty Earth Observatory of Columbia University (LDEO) called Research as Art. For this event, scientists submit figures from their work that they see as artistic. These figures are displayed in a gallery-type exhibit for the community to appreciate. This year, the exhibit included movie and sculpture categories, allowing for attendees to interact with a broader range of scientific work. Each piece is accompanied by a brief, non-technical caption. Research as Art provides a gateway for scientists from a broad range of disciplines within the Earth Sciences to learn about work that is entirely unrelated to their own. After the event, attendees commented that they had never before thought about how a non-specialist would view their figures and that they would keep this in mind when making future figures. Thus, one of the biggest benefits of exhibits such as this is to teach scientists to view our work through a non-specialist's eyes. However, future plans for Research as Art include establishing a temporary exhibit at a local bar to expand the reach to a broader segment of the Columbia University area community. Our figures are art, and when we start to treat them that way, we open a world of possibilities for teaching the public about our

  8. Human-centric decision-making models for social sciences

    CERN Document Server

    Pedrycz, Witold

    2014-01-01

    The volume delivers a wealth of effective methods to deal with various types of uncertainty inherently existing in human-centric decision problems. It elaborates on  comprehensive decision frameworks to handle different decision scenarios, which help use effectively the explicit and tacit knowledge and intuition, model perceptions and preferences in a more human-oriented style. The book presents original approaches and delivers new results on fundamentals and applications related to human-centered decision making approaches to business, economics and social systems. Individual chapters cover multi-criteria (multiattribute) decision making, decision making with prospect theory, decision making with incomplete probabilistic information, granular models of decision making and decision making realized with the use of non-additive measures. New emerging decision theories being presented as along with a wide spectrum of ongoing research make the book valuable to all interested in the field of advanced decision-mak...

  9. Engaging Students in Traditional and Digital Storytelling to Make Connections between Pedagogy and Children's Experiences

    Science.gov (United States)

    Lisenbee, Peggy S.; Ford, Carol M.

    2018-01-01

    Traditional and digital storytelling is a powerful literacy tool which engage students in making connections between pedagogy and academic content. Definitions of traditional and digital storytelling, pedagogical methods aligned with curriculum standards, and examples of literacy centers associated with storytelling in early childhood classrooms…

  10. Science and democracy making knowledge and making power in the biosciences and beyond

    CERN Document Server

    Miller, Clark A; Hagendijk, Rob

    2015-01-01

    In the life sciences and beyond, new developments in science and technology and the creation of new social orders go hand in hand. In short, science and society are simultaneously and reciprocally coproduced and changed. Scientific research not only produces new knowledge and technological systems but also constitutes new forms of expertise and contributes to the emergence of new modes of living and new forms of exchange.

  11. Make2Learn with IoT: Engaging children into joyful design and making of interactive connected objects

    DEFF Research Database (Denmark)

    Divitini, Monica; Giannakos, Michail; Mora, Simone

    2017-01-01

    of the art aspects of learning technologies, Make2learn aims to develop a critical discussion about the well-established practices and technologies and how different tool and methods can be put into practice under different spaces such as the classroom, makerspaces, fablabs, etc. During the workshop a set...

  12. Science That Matters: The Importance of a Cultural Connection in Underrepresented Students' Science Pursuit

    Science.gov (United States)

    Jackson, Matthew C.; Galvez, Gino; Landa, Isidro; Buonora, Paul; Thoman, Dustin B.

    2016-01-01

    Recent research suggests that underrepresented minority (URM) college students, and especially first-generation URMs, may lose motivation to persist if they see science careers as unable to fulfill culturally relevant career goals. In the present study, we used a mixed-methods approach to explore patterns of motivation to pursue physical and life…

  13. Negative symptoms in schizophrenia are associated with aberrant striato-cortical connectivity in a rewarded perceptual decision-making task.

    Science.gov (United States)

    Reckless, Greg E; Andreassen, Ole A; Server, Andres; Østefjells, Tiril; Jensen, Jimmy

    2015-01-01

    Negative symptoms in schizophrenia have been associated with structural and functional changes in the prefrontal cortex. They often persist after treatment with antipsychotic medication which targets, in particular, the ventral striatum (VS). As schizophrenia has been suggested to arise from dysfunctional connectivity between neural networks, it is possible that residual aberrant striato-cortical connectivity in medicated patients plays a role in enduring negative symptomology. The present study examined the relationship between striato-cortical connectivity and negative symptoms in medicated schizophrenia patients. We manipulated motivation in a perceptual decision-making task during functional magnetic resonance imaging. Comparing healthy controls (n = 21) and medicated patients with schizophrenia (n = 18) we investigated how motivation-mediated changes in VS activation affected functional connectivity with the frontal cortex, and how changes in connectivity strength from the neutral to motivated condition related to negative symptom severity. A pattern of aberrant striato-cortical connectivity was observed in the presence of intact VS, but altered left inferior frontal gyrus (IFG) motivation-mediated activation in patients. The more severe the patient's negative symptoms, the less the connectivity strength between the right VS and left IFG changed from the neutral to the motivated condition. Despite aberrant striato-cortical connectivity and altered recruitment of the left IFG among patients, both patients and healthy controls adopted a more liberal response strategy in the motivated compared to the neutral condition. The present findings suggest that there is a link between dysfunctional striato-cortical connectivity and negative symptom severity, and offer a possible explanation as to why negative symptoms persist after treatment with antipsychotics.

  14. Connecting Past with Present: A Mixed-Methods Science Ethics Course and its Evaluation.

    Science.gov (United States)

    Semendeferi, Ioanna; Tsiamyrtzis, Panagiotis; Dcosta, Malcolm; Pavlidis, Ioannis

    2016-02-01

    We present a graduate science ethics course that connects cases from the historical record to present realities and practices in the areas of social responsibility, authorship, and human/animal experimentation. This content is delivered with mixed methods, including films, debates, blogging, and practicum; even the instructional team is mixed, including a historian of science and a research scientist. What really unites all of the course's components is the experiential aspect: from acting in historical debates to participating in the current scientific enterprise. The course aims to change the students' culture into one deeply devoted to the science ethics cause. To measure the sought after cultural change, we developed and validated a relevant questionnaire. Results of this questionnaire from students who took the course, demonstrate that the course had the intended effect on them. Furthermore, results of this questionnaire from controls indicate the need for cultural change in that cohort. All these quantitative results are reinforced by qualitative outcomes.

  15. Linking science and decision making to promote an ecology for the city: practices and opportunities

    Science.gov (United States)

    Morgan Grove; Daniel L. Childers; Michael Galvin; Sarah J. Hines; Tischa Munoz-Erickson; Erika S. Svendsen

    2016-01-01

    To promote urban sustainability and resilience, there is an increasing demand for actionable science that links science and decision making based on social–ecological knowledge. Approaches, frameworks, and practices for such actionable science are needed and have only begun to emerge. We propose that approaches based on the co- design and co- production of knowledge...

  16. Identification of indigenous science in the brick-making process through ethnoscience study

    Science.gov (United States)

    Nuroso, H.; Supriyadi; Sudarmin, S.; Sarwi

    2018-03-01

    This study aims to find indigenous science in making bricks. In the brick-making process there are concepts of science used for generations obtained through local wisdom. This research method is descriptive qualitative by collecting data through interviews on brick-making home industries in Penggaron village of Semarang city and in Welahan village of Jepara. The result of the research indicates that the indigenous science is in the process of making bricks which includes materials composing, printing, drying, burning and brick quality testing. These findings can be integrated in the course of environmental physics.

  17. Contextual Markup and Mining in Digital Games for Science Learning: Connecting Player Behaviors to Learning Goals

    Science.gov (United States)

    Kinnebrew John S.; Killingsworth, Stephen S.; Clark, Douglas B.; Biswas, Gautam; Sengupta, Pratim; Minstrell, James; Martinez-Garza, Mario; Krinks, Kara

    2017-01-01

    Digital games can make unique and powerful contributions to K-12 science education, but much of that potential remains unrealized. Research evaluating games for learning still relies primarily on pre- and post-test data, which limits possible insights into more complex interactions between game design features, gameplay, and formal assessment.…

  18. Making mathematics and science integration happen: key aspects of practice

    Science.gov (United States)

    Ríordáin, Máire Ní; Johnston, Jennifer; Walshe, Gráinne

    2016-02-01

    The integration of mathematics and science teaching and learning facilitates student learning, engagement, motivation, problem-solving, criticality and real-life application. However, the actual implementation of an integrative approach to the teaching and learning of both subjects at classroom level, with in-service teachers working collaboratively, at second-level education, is under-researched due to the complexities of school-based research. This study reports on a year-long case study on the implementation of an integrated unit of learning on distance, speed and time, within three second-level schools in Ireland. This study employed a qualitative approach and examined the key aspects of practice that impact on the integration of mathematics and science teaching and learning. We argue that teacher perspective, teacher knowledge of the 'other subject' and of technological pedagogical content knowledge (TPACK), and teacher collaboration and support all impact on the implementation of an integrative approach to mathematics and science education.

  19. Transdiscipline and research in health: science, society and decision making.

    Science.gov (United States)

    Méndez, Fabián

    2015-09-30

    Significant advances in science should be given to addressing the needs of society and the historical context of the territories. Although technological developments that began with modernity and the industrial revolution allowed human beings to control the resources of nature to put to your service without limits, it is clear that the crisis of the prevailing development models manifest themselves in many ways but with three common denominators: environmental degradation, social injustice and extreme poverty. Consequently, today should not be possible to think a breakthrough in the development of science without addressing global environmental problems and the deep social injustices that increase at all scales under the gaze, impassively in many occasions, of formal science.

  20. Climate science informs participatory scenario development and applications to decision making in Alaska

    Science.gov (United States)

    Welling, L. A.; Winfree, R.; Mow, J.

    2012-12-01

    Climate change presents unprecedented challenges for managing natural and cultural resources into the future. Impacts are expected to be highly consequential but specific effects are difficult to predict, requiring a flexible process for adaptation planning that is tightly coupled to climate science delivery systems. Scenario planning offers a tool for making science-based decisions under uncertainty. The National Park Service (NPS) is working with the Department of the Interior Climate Science Centers (CSCs), the NOAA Regional Integrated Science and Assessment teams (RISAs), and other academic, government, non-profit, and private partners to develop and apply scenarios to long-range planning and decision frameworks. In April 2012, Alaska became the first region of the NPS to complete climate change scenario planning for every national park, preserve, and monument. These areas, which collectively make up two-thirds of the total area of the NPS, are experiencing visible and measurable effects attributable to climate change. For example, thawing sea ice, glaciers and permafrost have resulted in coastal erosion, loss of irreplaceable cultural sites, slope failures, flooding of visitor access routes, and infrastructure damage. With higher temperatures and changed weather patterns, woody vegetation has expanded into northern tundra, spruce and cedar diebacks have occurred in southern Alaska, and wildland fire severity has increased. Working with partners at the Alaska Climate Science Center and the Scenario Network for Alaska Planning the NPS integrates quantitative, model-driven data with qualitative, participatory techniques to scenario creation. The approach enables managers to access and understand current climate change science in a form that is relevant for their decision making. Collaborative workshops conducted over the past two years grouped parks from Alaska's southwest, northwest, southeast, interior and central areas. The emphasis was to identify and connect

  1. ANALYSIS OF STUDENTS’ DECISION MAKING TO SOLVE SCIENCE REASONING TEST OF TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY (TIMSS

    Directory of Open Access Journals (Sweden)

    N. Novianawati

    2015-04-01

    Full Text Available This study aims to determine students’ decision making strategy to answer TIMSS science reasoning test in cognitive reasoning domain. This research is quantitative descriptive research. The result shows that students tend to use compensatory strategy for decision making in solving multiple-choice questions and use rational category to answer essay questions. The result shows that more than half of students have been able to answer the questions TIMSS science tests correctly.

  2. Making UFOs make sense: Ufology, science, and the history of their mutual mistrust.

    Science.gov (United States)

    Eghigian, Greg

    2017-07-01

    Reports of unidentified flying objects and alien encounters have sparked amateur research (ufology), government investigations, and popular interest in the subject. Historically, however, scientists have generally greeted the topic with skepticism, most often dismissing ufology as pseudoscience and believers in unidentified flying objects and aliens as irrational or abnormal. Believers, in turn, have expressed doubts about the accuracy of academic science. This study examines the historical sources of the mutual mistrust between ufologists and scientists. It demonstrates that any science doubt surrounding unidentified flying objects and aliens was not primarily due to the ignorance of ufologists about science, but rather a product of the respective research practices of and relations between ufology, the sciences, and government investigative bodies.

  3. Changing human relationships with nature: making and remaking wilderness science

    Science.gov (United States)

    Jill M. Belsky

    2000-01-01

    The paper identifies and discusses two major themes in wilderness social science. First, that wilderness studies (and its advocates) have been limited by an ontological tension between those who mainly approach the relationship between humans and nature on the basis of material factors and constraints and those who approach it through an examination of shifting...

  4. 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…

  5. Life Science Teachers' Decision Making on Sex Education

    Science.gov (United States)

    Gill, Puneet Singh

    2013-01-01

    The desires of young people and especially young bodies are constructed at the intersections of policies that set the parameters of sex education policies, the embodied experiences of students in classrooms, and the way bodies are discussed in the complex language of science. Moreover, more research points to the lack of scientifically and…

  6. Neoliberal science, Chinese style: Making and managing the 'obesity epidemic'.

    Science.gov (United States)

    Greenhalgh, Susan

    2016-08-01

    Science and Technology Studies has seen a growing interest in the commercialization of science. In this article, I track the role of corporations in the construction of the obesity epidemic, deemed one of the major public health threats of the century. Focusing on China, a rising superpower in the midst of rampant, state-directed neoliberalization, I unravel the process, mechanisms, and broad effects of the corporate invention of an obesity epidemic. Largely hidden from view, Western firms were central actors at every stage in the creation, definition, and governmental management of obesity as a Chinese disease. Two industry-funded global health entities and the exploitation of personal ties enabled actors to nudge the development of obesity science and policy along lines beneficial to large firms, while obscuring the nudging. From Big Pharma to Big Food and Big Soda, transnational companies have been profiting from the 'epidemic of Chinese obesity', while doing little to effectively treat or prevent it. The China case suggests how obesity might have been constituted an 'epidemic threat' in other parts of the world and underscores the need for global frameworks to guide the study of neoliberal science and policymaking.

  7. Making Science Worthwhile: Still Seeking Critical, Not Cosmetic, Changes

    Science.gov (United States)

    Tonso, Karen L.

    2014-01-01

    Tonso's commentary on Sinnes and Løken's paper links what they found to empirical research done in science and engineering career settings. Sinnes and Løken's findings are a welcome addition to a literature dedicated to pointing out, yet again, some of the reasons we have made so little progress reversing gender inequities in the…

  8. DOE Told to Make Its Science More Visible

    CERN Multimedia

    Malakoff, David

    2003-01-01

    A review panel says the Department of Energy needs to improve higher-level management of its 3.3 billions of $ science programm and do a better job of promoting its scientific efforts to stand any chance of gaining more resources (½ page)

  9. Scientists as lobbyists? How science can make its voice heard in the South African policy-making arena

    CSIR Research Space (South Africa)

    Funke, Nicola S

    2011-11-01

    Full Text Available This paper examines the complexity of the South African policy-making context and its official and non-official actors and investigates the challenges that scientists face when trying to exert their influence here in order to strengthen the science...

  10. The meaning-making of science teachers participating in a school-based PD project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    The meaning-making of four science teachers involved in collaboratively analyzing video and other artifacts from practice in local science classrooms in a school-based professional development project is examined through repeated interviews and represented as meaning-making maps. The research aim...... is to examine how these collaborative inquiries make sense to the teachers: what they identify as outcomes, how they make use of inputs and support in their classrooms and in collegial interactions and how their ideas about teaching and learning of science might play a role. An adapted version...... learning of science in concrete situations. They refer to outcomes from sharing experiments with new tools and materials and refer to being encouraged to continue collaboration around science at the school. Beside this the teachers emphasize various outcomes apparently for each of them in areas where...

  11. The meaning-making of science teachers participating in as school based PD project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    The meaning-making of four science teachers involved in collaboratively analyzing video and other artifacts from practice in local science classrooms in a school-based professional development project is examined through repeated interviews and represented as meaning-making maps. The research aim...... is to examine how these collaborative inquiries make sense to the teachers: what they identify as outcomes, how they make use of inputs and support in their classrooms and in collegial interactions and how their ideas about teaching and learning of science might play a role. An adapted version...... learning of science in concrete situations. They refer to outcomes from sharing experiments with new tools and materials and refer to being encouraged to continue collaboration around science at the school. Beside this the teachers emphasize various outcomes apparently for each of them in areas where...

  12. Bridge over troubled waters: A Synthesis Session to connect scientific and decision making sectors

    Science.gov (United States)

    Lack of access to relevant scientific data has limited decision makers from incorporating scientific information into their management and policy schemes. Yet, there is increasing interest among decision makers and scientists to integrate coastal and marine science into the polic...

  13. Place, Matters of Concern, and Pedagogy: Making Impactful Connections with Our Planet

    Science.gov (United States)

    Iorio, Jeanne Marie; Hamm, Catherine; Parnell, Will; Quintero, Elizabeth

    2017-01-01

    Neoliberalism, capitalist ideas, and the disastrous human-induced state of the environment are evidence of the lack of connection between humans and the earth, calling for a rethinking of the relationships between humans and the planet. As early childhood educators, we wonder about our role in rethinking these relationships and in particular, the…

  14. Connecting Worlds: Interculturality, Identity and Multilingual Digital Stories in the Making

    Science.gov (United States)

    Anderson, Jim; Macleroy, Vicky

    2017-01-01

    Based on findings from a 5-year research project called "Critical Connections", this article sets out an integrated framework for language learning in the context of multilingual digital storytelling. Following an explanation of the theoretical approach, four vignettes are presented which illustrate the principles in practice.…

  15. Making evolutionary biology a basic science for medicine

    Science.gov (United States)

    Nesse, Randolph M.; Bergstrom, Carl T.; Ellison, Peter T.; Flier, Jeffrey S.; Gluckman, Peter; Govindaraju, Diddahally R.; Niethammer, Dietrich; Omenn, Gilbert S.; Perlman, Robert L.; Schwartz, Mark D.; Thomas, Mark G.; Stearns, Stephen C.; Valle, David

    2010-01-01

    New applications of evolutionary biology in medicine are being discovered at an accelerating rate, but few physicians have sufficient educational background to use them fully. This article summarizes suggestions from several groups that have considered how evolutionary biology can be useful in medicine, what physicians should learn about it, and when and how they should learn it. Our general conclusion is that evolutionary biology is a crucial basic science for medicine. In addition to looking at established evolutionary methods and topics, such as population genetics and pathogen evolution, we highlight questions about why natural selection leaves bodies vulnerable to disease. Knowledge about evolution provides physicians with an integrative framework that links otherwise disparate bits of knowledge. It replaces the prevalent view of bodies as machines with a biological view of bodies shaped by evolutionary processes. Like other basic sciences, evolutionary biology needs to be taught both before and during medical school. Most introductory biology courses are insufficient to establish competency in evolutionary biology. Premedical students need evolution courses, possibly ones that emphasize medically relevant aspects. In medical school, evolutionary biology should be taught as one of the basic medical sciences. This will require a course that reviews basic principles and specific medical applications, followed by an integrated presentation of evolutionary aspects that apply to each disease and organ system. Evolutionary biology is not just another topic vying for inclusion in the curriculum; it is an essential foundation for a biological understanding of health and disease. PMID:19918069

  16. Big Data, Computational Science, Economics, Finance, Marketing, Management, and Psychology: Connections

    Directory of Open Access Journals (Sweden)

    Chia-Lin Chang

    2018-03-01

    Full Text Available The paper provides a review of the literature that connects Big Data, Computational Science, Economics, Finance, Marketing, Management, and Psychology, and discusses research issues that are related to the various disciplines. Academics could develop theoretical models and subsequent econometric and statistical models to estimate the parameters in the associated models, as well as conduct simulation to examine whether the estimators in their theories on estimation and hypothesis testing have good size and high power. Thereafter, academics and practitioners could apply theory to analyse some interesting issues in the seven disciplines and cognate areas.

  17. TYCTWD Programs Strive to Make Science Educational and Fun | Poster

    Science.gov (United States)

    By Carolynne Keenan, Contributing Writer Joseph Barchi, Jr, Ph.D., calls teaching “the noblest and most important profession.” So it makes sense that Barchi, senior scientist and head of the Glycoconjugate and NMR Section, Chemical Biology Laboratory, Center for Cancer Research, NCI at Frederick, would encourage his lab to offer a fun, educational program at Take Your Child to

  18. Making sense of shared sense-making in an inquiry-based science classroom: Toward a sociocultural theory of mind

    Science.gov (United States)

    Ladewski, Barbara G.

    Despite considerable exploration of inquiry and reflection in the literatures of science education and teacher education/teacher professional development over the past century, few theoretical or analytical tools exist to characterize these processes within a naturalistic classroom context. In addition, little is known regarding possible developmental trajectories for inquiry or reflection---for teachers or students---as these processes develop within a classroom context over time. In the dissertation, I use a sociocultural lens to explore these issues with an eye to the ways in which teachers and students develop shared sense-making, rather than from the more traditional perspective of individual teacher activity or student learning. The study includes both theoretical and empirical components. Theoretically, I explore the elaborations of sociocultural theory needed to characterize teacher-student shared sense-making as it develops within a classroom context, and, in particular, the role of inquiry and reflection in that sense-making. I develop a sociocultural model of shared sense-making that attempts to represent the dialectic between the individual and the social, through an elaboration of existing sociocultural and psychological constructs, including Vygotsky's zone of proximal development and theory of mind. Using this model as an interpretive framework, I develop a case study that explores teacher-student shared sense-making within a middle-school science classroom across a year of scaffolded introduction to inquiry-based science instruction. The empirical study serves not only as a test case for the theoretical model, but also informs our understanding regarding possible developmental trajectories and important mechanisms supporting and constraining shared sense-making within inquiry-based science classrooms. Theoretical and empirical findings provide support for the idea that perspectival shifts---that is, shifts of point-of-view that alter relationships

  19. Making Waves: An Exploration in Learning through Art, Science, and Making

    Science.gov (United States)

    Anderson, Emma Jane

    2017-01-01

    For nearly one hundred years, from progressive education to critical pedagogy, philosophers, researchers, and educators have advocated for listening, respecting, and providing space for the learner's voice within education. When teaching challenging science content, it is vital to provide both a context for the knowledge and a reason for learning…

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

    Science.gov (United States)

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

    2016-12-01

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

  1. Does STES-Oriented Science Education Promote 10th-Grade Students' Decision-Making Capability?

    Science.gov (United States)

    Levy Nahum, Tami; Ben-Chaim, David; Azaiza, Ibtesam; Herskovitz, Orit; Zoller, Uri

    2010-07-01

    Today's society is continuously coping with sustainability-related complex issues in the Science-Technology-Environment-Society (STES) interfaces. In those contexts, the need and relevance of the development of students' higher-order cognitive skills (HOCS) such as question-asking, critical-thinking, problem-solving and decision-making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish "base lines" for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision-making capability, science-oriented (n = 142) and non-science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre-post development/change of students' decision-making capabilities via STES-oriented HOCS-promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision-making questionnaire was used for obtaining a research-based response to the guiding research questions. Our findings suggest that a long-term persistent application of purposed decision-making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high-school students' decision-making ability. The need for science teachers' involvement in the development of their students' HOCS capabilities is thus apparent.

  2. Neutron visual sensing techniques making good use of computer science

    International Nuclear Information System (INIS)

    Kureta, Masatoshi

    2009-01-01

    Neutron visual sensing technique is one of the nondestructive visualization and image-sensing techniques. In this article, some advanced neutron visual sensing techniques are introduced. The most up-to-date high-speed neutron radiography, neutron 3D CT, high-speed scanning neutron 3D/4D CT and multi-beam neutron 4D CT techniques are included with some fundamental application results. Oil flow in a car engine was visualized by high-speed neutron radiography technique to make clear the unknown phenomena. 4D visualization of pained sand in the sand glass was reported as the demonstration of the high-speed scanning neutron 4D CT technique. The purposes of the development of these techniques are to make clear the unknown phenomena and to measure the void fraction, velocity etc. with high-speed or 3D/4D for many industrial applications. (author)

  3. Perceptual decision-making difficulty modulates feedforward effective connectivity to the dorsolateral prefrontal cortex

    Directory of Open Access Journals (Sweden)

    Bidhan eLamichhane

    2015-09-01

    Full Text Available Diverse cortical structures are known to coordinate activity as a network in relaying and processing of visual information to discriminate visual objects. However, how this discrimination is achieved is still largely unknown. To contribute to answering this question, we used face-house categorization tasks with three levels of noise in face and house images in functional magnetic resonance imaging (fMRI experiments involving thirty-three participants. The behavioral performance error and response time (RT were correlated with noise in face-house images. We then built dynamical causal models (DCM of fMRI blood-oxygenation level dependent (BOLD signals from the face and house category-specific regions in ventral temporal cortex, the fusiform face area (FFA and parahippocampal place area (PPA, and the dorsolateral prefrontal cortex (dlPFC. We found a strong feed-forward intrinsic connectivity pattern from FFA and PPA to dlPFC. Importantly, the feed-forward connectivity to dlPFC was significantly modulated by the perception of both faces and houses. The dlPFC-BOLD activity, the connectivity from FFA and PPA to the dlPFC all increased with noise level. These results suggest that the FFA-PPA-dlPFC network plays an important role for relaying and integrating competing sensory information to arrive at perceptual decisions.

  4. Negotiated complexity in ecostystem services science and policy making

    OpenAIRE

    Keune, Hans; Dendoncker, Nicolas

    2014-01-01

    Abstract: Its a long way from scientific knowledge to concrete policy action. Along the way many decisions have to be made. A lot of these decisions relate to setting priorities. With regard to policy uptake of scientific knowledge on ecosystem services, the need for an integrated decision-making framework is crucial. Framing complexity is a crucial aspect of any ecosystem services approach: How do we deal with ecological and social complexity? The complexity to be taken into account and the ...

  5. Mon Océan & Moi : Network and Teamwork to Better Connect People, Science and Education

    Science.gov (United States)

    Scheurle, C.

    2016-02-01

    The project « mon océan & moi » can be described as a platform hosting several outreach activities. Some of these address non-scientific audiences in an international/national context and are specifically developed to reach out into school environments. The multidisciplinary team composed of senior and early-career scientists, science communicators and facilitators, school teachers and educators etc. shares common objectives based on (net-)work in a participatory way, so as to propose science-based dissemination with a long-term vision as well as to stimulate critical thinking, ideas and exchanges. Within this context, Internet is certainly an extremely useful tool accompanying the manifold efforts to "best" inform and communicate with the targeted audiences. However, it remains challenging to create opportunities for dialogue at the interface of science and education … and to encourage this dialogue to carry on. « mon océan & moi » covers a few successful outreach activities ("adopt a float" and "MEDITES") that involve scientists and teachers as well as students from universities and schools. Encouraged by the local school authority, these activities aim at different educational levels and suggest a continuous "workflow" combined with specific events (such as training courses, science fairs) during which particular contributions are highlighted. As their approach principally favors teamwork, the most positive outcome observed has been the creation of partnerships truly connecting the people …

  6. Domestic science: making chemistry your cup of tea.

    Science.gov (United States)

    Keene, Melanie

    2008-03-01

    In the early Victorian home, there were plenty of scientific lessons to be uncovered. With the appropriate interrogation, everyday objects could transform seemingly mundane activities such as eating breakfast, washing clothes or reading by candle-light into household lectures that gave children a familiar base from which to explore the hidden properties and marvellous histories of common commodities. Responding to an unprecedented hunger for scientific knowledge, a profusion of introductory texts appeared in the mid-nineteenth century that directed lessons into homes across Britain and beyond. In particular, the science of chemistry found its way into this domestic setting, as writers promoted its practice and practitioners as a source of authoritative expertise on everyday life. One of the most compelling illustrations of this encounter between the public and chemistry took place over a simple cup of tea.

  7. The making of a bilingual science educator: An autobiographical study

    Science.gov (United States)

    Chacon, Hugo Alejandro

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

  8. Exploring Sun-Earth Connections: A Physical Science Program for (K-8)Teachers

    Science.gov (United States)

    Michels, D. J.; Pickert, S. M.; Thompson, J. L.; Montrose, C. J.

    2003-12-01

    An experimental, inquiry-based physical science curriculum for undergraduate, pre-service K-8 teachers is under development at the Catholic University of America in collaboration with the Solar Physics Branch of the Naval Research Laboratory and NASA's Sun-Earth Connection missions. This is a progress report. The current, stunningly successful exploratory phase in Sun-Earth Connection (SEC) physics, sparked by SOHO, Yohkoh, TRACE, and other International Solar Terrestrial Physics (ISTP) and Living With a Star (LWS) programs, has provided dynamic, visually intuitive data that can be used for teaching basic physical concepts such as the properties of gravitational and electromagnetic fields which are manifest in beautiful imagery of the astrophysical plasmas of the solar atmosphere and Earth's auroras. Through a team approach capitalizing on the combined expertise of the Catholic University's departments of Education and Physics and of NRL solar researchers deeply involved in SEC missions we have laid out a program that will teach non-science-major undergraduates a very limited number of physical science concepts but in such a way as to develop for each one both a formal understanding and an intuitive grasp that will instill confidence, spark interest and scientific curiosity and, ideally, inspire a habit of lifetime inquiry and professional growth. A three-semester sequence is planned. The first semester will be required of incoming Education freshmen. The second and third semesters will be of such a level as to satisfy the one-year science requirement for non-science majors in the College of Arts and Sciences. The approach as adopted will integrate physics content and educational methods, with each concept introduced through inquiry-based, hands-on investigation using methods and materials directly applicable to K-8 teaching situations (Exploration Phase). The topic is further developed through discussion, demonstration and lecture, introducing such mathematical

  9. Pacific Research Platform - Creation of a West Coast Big Data Freeway System Applied to the CONNected objECT (CONNECT) Data Mining Framework for Earth Science Knowledge Discovery

    Science.gov (United States)

    Sellars, S. L.; Nguyen, P.; Tatar, J.; Graham, J.; Kawsenuk, B.; DeFanti, T.; Smarr, L.; Sorooshian, S.; Ralph, M.

    2017-12-01

    A new era in computational earth sciences is within our grasps with the availability of ever-increasing earth observational data, enhanced computational capabilities, and innovative computation approaches that allow for the assimilation, analysis and ability to model the complex earth science phenomena. The Pacific Research Platform (PRP), CENIC and associated technologies such as the Flash I/O Network Appliance (FIONA) provide scientists a unique capability for advancing towards this new era. This presentation reports on the development of multi-institutional rapid data access capabilities and data pipeline for applying a novel image characterization and segmentation approach, CONNected objECT (CONNECT) algorithm to study Atmospheric River (AR) events impacting the Western United States. ARs are often associated with torrential rains, swollen rivers, flash flooding, and mudslides. CONNECT is computationally intensive, reliant on very large data transfers, storage and data mining techniques. The ability to apply the method to multiple variables and datasets located at different University of California campuses has previously been challenged by inadequate network bandwidth and computational constraints. The presentation will highlight how the inter-campus CONNECT data mining framework improved from our prior download speeds of 10MB/s to 500MB/s using the PRP and the FIONAs. We present a worked example using the NASA MERRA data to describe how the PRP and FIONA have provided researchers with the capability for advancing knowledge about ARs. Finally, we will discuss future efforts to expand the scope to additional variables in earth sciences.

  10. 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…

  11. Network science and the effects of music preference on functional brain connectivity: from Beethoven to Eminem.

    Science.gov (United States)

    Wilkins, R W; Hodges, D A; Laurienti, P J; Steen, M; Burdette, J H

    2014-08-28

    Most people choose to listen to music that they prefer or 'like' such as classical, country or rock. Previous research has focused on how different characteristics of music (i.e., classical versus country) affect the brain. Yet, when listening to preferred music--regardless of the type--people report they often experience personal thoughts and memories. To date, understanding how this occurs in the brain has remained elusive. Using network science methods, we evaluated differences in functional brain connectivity when individuals listened to complete songs. We show that a circuit important for internally-focused thoughts, known as the default mode network, was most connected when listening to preferred music. We also show that listening to a favorite song alters the connectivity between auditory brain areas and the hippocampus, a region responsible for memory and social emotion consolidation. Given that musical preferences are uniquely individualized phenomena and that music can vary in acoustic complexity and the presence or absence of lyrics, the consistency of our results was unexpected. These findings may explain why comparable emotional and mental states can be experienced by people listening to music that differs as widely as Beethoven and Eminem. The neurobiological and neurorehabilitation implications of these results are discussed.

  12. EarthConnections: Integrating Community Science and Geoscience Education Pathways for More Resilient Communities.

    Science.gov (United States)

    Manduca, C. A.

    2017-12-01

    To develop a diverse geoscience workforce, the EarthConnections collective impact alliance is developing regionally focused, Earth education pathways. These pathways support and guide students from engagement in relevant, Earth-related science at an early age through the many steps and transitions to geoscience-related careers. Rooted in existing regional activities, pathways are developed using a process that engages regional stakeholders and community members with EarthConnections partners. Together they connect, sequence, and create multiple learning opportunities that link geoscience education and community service to address one or more local geoscience issues. Three initial pilots are demonstrating different starting points and strategies for creating pathways that serve community needs while supporting geoscience education. The San Bernardino pilot is leveraging existing academic relationships and programs; the Atlanta pilot is building into existing community activities; and the Oklahoma Tribal Nations pilot is co-constructing a pathway focus and approach. The project is using pathway mapping and a collective impact framework to support and monitor progress. The goal is to develop processes and activities that can help other communities develop similar community-based geoscience pathways. By intertwining Earth education with local community service we aspire to increase the resilience of communities in the face of environmental hazards and limited Earth resources.

  13. Making Real Life Connections and Engaging High School Students as They Become Climate Detectives using data obtained through JOIDES Resolution Expedition 341

    Science.gov (United States)

    Chegwidden, D.; Mote, A. S.; Manley, J.; Ledley, T. S.; Haddad, N.; Ellins, K.; Lynds, S. E.

    2016-02-01

    Texas is a state that values and supports an Earth Science curriculum, and as an experienced educator in Texas, I find it crucial to educate my students about the various Ocean Science careers that exist and also be able to use the valuable data that is obtained in a core sample from the ocean floor. "Climate Detective" is an EarthLabs module that is supported by TERC and International Ocean Discovery Program (IODP) Expedition 341. This module contains hands-on activities, many opportunities to interpret actual data from a core sample, and collaborative team skills to solve a problem. Through the module, students are able to make real connections with scientists when they understand various roles aboard the JOIDES Resolution. Students can also visually experience real-time research via live video streaming within the research vessel. In my classroom, the use of the "Climate Detective" not only establishes a beneficial relationship between teacher and marine scientists, but such access to the data also helps enhance the climate-related concepts and explanatory procedures involved in obtaining reports. Data is applied to a challenge question for all student groups to answer at the end of the module. This Project-based learning module emphasizes different forms of evidence and requires that learners apply different inquiry approaches to build the knowledge each one needs to acquire, as they become climate-literate citizens. My involvement with the EarthLabs project has strengthened my overall knowledge and confidence to teach about Earth's systems and climate change. In addition, this experience has led me to become an advocate who promotes vigorous classroom discussion among my students; additionally, I am encouraged to collaborate with other educators through the delivery of professional development across the state of Texas. Regularly, I connect with scientists in my classroom and such connection truly enriches not only my personal knowledge, but also provides a

  14. Disciplinary Identity as Analytic Construct and Design Goal: Making Learning Sciences Matter

    Science.gov (United States)

    Carlone, Heidi B.

    2017-01-01

    Bent Flyvbjerg (2001), in his book "Making Social Science Matter: Why Social Inquiry Fails and How It Can Succeed Again," argues that social science's aims and methods are currently, and perhaps always will be, ill suited to the type of cumulative and predictive theory that characterizes inquiry and knowledge generation in the natural…

  15. Sense about Science--"Making Sense of Radiation" and Understanding Peer Review

    Science.gov (United States)

    Sierra, Leonor

    2011-01-01

    Sense About Science is a UK-based charitable trust that equips people to make sense of science and of evidence on issues that matter to society. It was set up in 2003 in response to newspaper front pages being full of headlines about mobile phones "frying your brain", genetically modified "Frankenstein foods", the MMR vaccine,…

  16. Connecting Music, Art, and Science for Increased Creativity and Topic Engagement ?

    OpenAIRE

    McNealy, Tamara L.

    2013-01-01

    ‘Attention spans have shortened,’ is a common phrase often used in reference to today’s college students. As faculty and instructors, we need to address this issue through the utilization of innovative and creative techniques that aid in making our subjects accessible to our students. Connecting a serious topic such as microbiology with a ‘fun’ activity can increase student engagement and learning. Ideas to maintain student attention on a subject include providing information in 15- to 20-min...

  17. Does "science" make you moral? The effects of priming science on moral judgments and behavior.

    Science.gov (United States)

    Ma-Kellams, Christine; Blascovich, Jim

    2013-01-01

    Previous work has noted that science stands as an ideological force insofar as the answers it offers to a variety of fundamental questions and concerns; as such, those who pursue scientific inquiry have been shown to be concerned with the moral and social ramifications of their scientific endeavors. No studies to date have directly investigated the links between exposure to science and moral or prosocial behaviors. Across four studies, both naturalistic measures of science exposure and experimental primes of science led to increased adherence to moral norms and more morally normative behaviors across domains. Study 1 (n = 36) tested the natural correlation between exposure to science and likelihood of enforcing moral norms. Studies 2 (n = 49), 3 (n = 52), and 4 (n = 43) manipulated thoughts about science and examined the causal impact of such thoughts on imagined and actual moral behavior. Across studies, thinking about science had a moralizing effect on a broad array of domains, including interpersonal violations (Studies 1, 2), prosocial intentions (Study 3), and economic exploitation (Study 4). These studies demonstrated the morally normative effects of lay notions of science. Thinking about science leads individuals to endorse more stringent moral norms and exhibit more morally normative behavior. These studies are the first of their kind to systematically and empirically test the relationship between science and morality. The present findings speak to this question and elucidate the value-laden outcomes of the notion of science.

  18. Onboard Decision Making For a New Class of AUV Science

    Science.gov (United States)

    Rajan, K.; McGann, C.; Py, F.; Thomas, H.; Henthorn, R.; McEwen, R.

    2007-12-01

    Autonomous Underwater Vehicles (AUVs) are an increasingly important tool for oceanographic research. They routinely and cost effectively sample the water column at depths far beyond what humans are capable of visiting. However, control of these platforms has relied on fixed sequences for execution of pre-planned actions limiting their effectiveness for measuring dynamic and episodic ocean phenomenon. At the Monterey Bay Aquarium Research Institute (MBARI), we are developing an advanced Artificial Intelligence (AI) based control system to enable our AUV's to dynamically adapt to the environment by deliberating in-situ about mission plans while tracking onboard resource consumption, dealing with plan failures by allowing dynamic re-planning and being cognizant of vehicle health and safety in the course of executing science plans. Existing behavior-based approaches require an operator to script plans a priori while anticipating where and how the vehicle will transect the water column. While adequate for current needs to do routine pre-defined transects, it has limited flexibility in dealing with opportunistic science needs, is unable to deal with uncertainty in the oceanic environment and puts undue burden on the mission operators to manage complex interactions between behaviors. Our approach, informed by a decades worth of experience in intelligent control of NASA spacecraft, uses a constraint-based representation to manage mission goals, react to exogenous or endogenous failure conditions, respond to sensory feedback by using AI-based search techniques to sort thru a space of likely responses and picking one which is satisfies the completion of mission goals. The system encapsulates the long-standing notion of a sense-deliberate-act cycle at the heart of a control loop and reflects the goal-oriented nature of control allowing operators to specify abstract mission goals rather than detailed command sequences. To date we have tested T- REX (the Teleo

  19. Making Earth Science Relevant in the K-8 Classroom. The Development of an Instructional Soils Module for Pre-Service Elementary Teachers Using the Next Generation Science Standards

    Science.gov (United States)

    Baldwin, K. A.; Hauge, R.; Dechaine, J. M.; Varrella, G.; Egger, A. E.

    2013-12-01

    The development and adoption of the Next Generation Science Standards (NGSS) raises a challenge in teacher preparation: few current teacher preparation programs prepare students to teach science the way it is presented in the NGSS, which emphasize systems thinking, interdisciplinary science, and deep engagement in the scientific process. In addition, the NGSS include more geoscience concepts and methods than previous standards, yet this is a topic area in which most college students are traditionally underprepared. Although nationwide, programmatic reform is needed, there are a few targets where relatively small, course-level changes can have a large effect. One of these targets is the 'science methods' course for pre-service elementary teachers, a requirement in virtually all teacher preparation programs. Since many elementary schools, both locally and across the country, have adopted a kit based science curriculum, examining kits is often a part of a science methods course. Unfortunately, solely relying on a kit based curriculum may leave gaps in science content curriculum as one prepares teachers to meet the NGSS. Moreover, kits developed at the national level often fall short in connecting geoscientific content to the locally relevant societal issues that engage students. This highlights the need to train pre-service elementary teachers to supplement kit curriculum with inquiry based geoscience investigations that consider relevant societal issues, promote systems thinking and incorporate connections between earth, life, and physical systems. We are developing a module that teaches geoscience concepts in the context of locally relevant societal issues while modeling effective pedagogy for pre-service elementary teachers. Specifically, we focus on soils, an interdisciplinary topic relevant to multiple geoscience-related societal grand challenges (e.g., water, food) that is difficult to engage students in. Module development is funded through InTeGrate, NSF

  20. Teachers Making Connections: Online Communities as a Source of Professional Learning

    Science.gov (United States)

    Duncan-Howell, Jennifer

    2010-01-01

    The impact of the Internet on our lives has been pervasive. People are increasingly turning to the social interaction available on the Internet to satisfy their needs, whether these are professional or personal. The Internet offers users fast access to social contacts such as online chat groups and discussion lists, helping us to make connections…

  1. Making expert knowledge through the image: connections between antiquarian and early modern scientific illustration.

    Science.gov (United States)

    Moser, Stephanie

    2014-03-01

    This essay examines drawings of antiquities in the context of the history of early modern scientific illustration. The role of illustrations in the establishment of archaeology as a discipline is assessed, and the emergence of a graphic style for representing artifacts is shown to be closely connected to the development of scientific illustration in the seventeenth and early eighteenth centuries. The essay argues that the production of conventionalized drawings of antiquities during this period represents a fundamental shift in the approach to ancient material culture, signifying the recognition of objects as evidence. As has been demonstrated in other scientific fields, the creation of a visual system for recording objects was central to the acceptance of artifacts as "data" that could be organized into groups, classified as types, and analyzed to gain knowledge of the past.

  2. Human-Specific Cortical Synaptic Connections and Their Plasticity: Is That What Makes Us Human?

    Directory of Open Access Journals (Sweden)

    Joana Lourenço

    2017-01-01

    Full Text Available One outstanding difference between Homo sapiens and other mammals is the ability to perform highly complex cognitive tasks and behaviors, such as language, abstract thinking, and cultural diversity. How is this accomplished? According to one prominent theory, cognitive complexity is proportional to the repetition of specific computational modules over a large surface expansion of the cerebral cortex (neocortex. However, the human neocortex was shown to also possess unique features at the cellular and synaptic levels, raising the possibility that expanding the computational module is not the only mechanism underlying complex thinking. In a study published in PLOS Biology, Szegedi and colleagues analyzed a specific cortical circuit from live postoperative human tissue, showing that human-specific, very powerful excitatory connections between principal pyramidal neurons and inhibitory neurons are highly plastic. This suggests that exclusive plasticity of specific microcircuits might be considered among the mechanisms endowing the human neocortex with the ability to perform highly complex cognitive tasks.

  3. Oversight and Community Connections: Building Support for Data Collection by Making it Meaningful

    Science.gov (United States)

    Halpern, M.

    2017-12-01

    The continued collection and availability of federal government data becomes more vulnerable when few people know it exists or appreciate its utility. Policymakers will only fight for continued investment in data collection if they can see tangible benefits and feel pressure to do so. Many datasets and analysis tools exist that can benefit from more publicity. Through multiple case studies, we will explore methods that experts can use to connect with local communities and institutions for data sharing and analysis projects that assist with community development and resilience while demonstrating the importance of federal data to people's lives. We will discuss the types of collaborations that are most likely to result in successful outcomes. We will suggest ways that scientists can communicate their successes with policymakers and coordinate with other scientists across the country to ensure that data collection and availability continues to be a national priority, and any attempts to reduce capacity are met with efficient resistance.

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

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

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

  5. [The role of science in policy making--EuSANH-ISA project, framework for science advice for health].

    Science.gov (United States)

    Cianciara, Dorota; Piotrowicz, Maria; Bielska-Lasota, Magdalena; Wysocki, Mirosław J

    2012-01-01

    Governments and other authorities (including MPs) should be well informed on issues of science and technology. This is particularly important in the era of evidence-based practice. This implies the need to get expert advice. The process by which scientific knowledge is transmitted, along with proposals how to solve the problem, is called science advice. The main aim of the article is to discuss the issue of science advice--definitions, interaction between science and policymaking, and its position in contemporary policies. The second aim is to present European Science Advisory Network for Health (EuSANH), EuSANH-ISA project, and framework for science advice for health which was developed by participants. Furthermore, the role of civil society in decision-making process and science advice is also discussed. Interaction between scientists and policy-makers are described in terms of science-push approach (technocratic model), policy-pull (decisionistic) and simultaneous push-pull approach (pragmatic). The position of science advice is described in historical perspective from the 50s, especially in the last two decades. Description relies to USA, Canada and UK. Principles of scientific advice to government (Government Office for Science, UK) are quoted. Some important documents related to science advice in EU and UN are mentioned. EuSANH network is described as well as EuSANH-ISA project, with its objectives and outcomes. According to findings of this project, the process of science advice for health should follow some steps: framing the issue to be covered; planning entire process leading to the conclusion; drafting the report; reviewing the report and revision; publishing report and assessing the impact on policy.

  6. Making a Map of Science: General Systems Theory as a Conceptual Framework for Tertiary Science Education.

    Science.gov (United States)

    Gulyaev, Sergei A.; Stonyer, Heather R.

    2002-01-01

    Develops an integrated approach based on the use of general systems theory (GST) and the concept of 'mapping' scientific knowledge to provide students with tools for a more holistic understanding of science. Uses GST as the core methodology for understanding science and its complexity. Discusses the role of scientific community in producing…

  7. Making the connection. The relationship between fuel poverty, electricity disconnection, and prepayment metering

    International Nuclear Information System (INIS)

    O'Sullivan, Kimberley C.; Howden-Chapman, Philippa L.; Fougere, Geoff

    2011-01-01

    Fuel poverty, or inability to afford adequate heating for a reasonable outlay of expenditure, is a significant and under-researched problem in New Zealand. The connection between fuel poverty, and electricity disconnection or 'self-disconnection' is analysed for four cities using prepayment metering to pay for electricity. A price comparison analysis on a government-sponsored website showed that prepayment metering was more expensive than other payment options. This website analysis was supplemented by qualitative data from older people with chronic respiratory disease expressing their views about electricity disconnection and prepayment metering. We show that prepayment metering for electricity is more expensive than other payment methods in New Zealand and that older people's insights provide valuable context to these issues. Under the present payment schedule, the use of prepayment metering to pay for electricity is not a suitable policy instrument to address fuel poverty, which remains problematic. The deregulated electricity market continues to lead to increases in the real price of residential electricity and in the number of people in fuel poverty. We offer policy suggestions for reducing fuel poverty in New Zealand. (author)

  8. Life on thin ice: Insights from Uummannaq, Greenland for connecting climate science with Arctic communities

    Science.gov (United States)

    Baztan, Juan; Cordier, Mateo; Huctin, Jean-Michel; Zhu, Zhiwei; Vanderlinden, Jean-Paul

    2017-09-01

    What are the links between mainstream climate science and local community knowledge? This study takes the example of Greenland, considered one of the regions most impacted by climate change, and Inuit people, characterized as being highly adaptive to environmental change, to explore this question. The study is based on 10 years of anthropological participatory research in Uummannaq, Northwest Greenland, along with two fieldwork periods in October 2014 and April 2015, and a quantitative bibliometric analysis of the international literature on sea ice - a central subject of concern identified by Uummannaq community members during the fieldwork periods. Community members' perceptions of currently available scientific climate knowledge were also collected during the fieldwork. This was done to determine if community members consider available scientific knowledge salient and if it covers issues they consider relevant. The bibliometric analysis of the sea ice literature provided additional insight into the degree to which scientific knowledge about climate change provides information relevant for the community. Our results contribute to the ongoing debate on the missing connections between community worldviews, cultural values, livelihood needs, interests and climate science. Our results show that more scientific research efforts should consider local-level needs in order to produce local-scale knowledge that is more salient, credible and legitimate for communities experiencing climate change. In Uummannaq, as in many Inuit communities with similar conditions, more research should be done on sea ice thickness in winter and in areas through which local populations travel. This paper supports the growing evidence that whenever possible, climate change research should focus on environmental features that matter to communities, at temporal and spatial scales relevant to them, in order to foster community adaptations to change. We recommend such research be connected to and

  9. Grade 7 students' normative decision making in science learning about global warming through science technology and society (STS) approach

    Science.gov (United States)

    Luengam, Piyanuch; Tupsai, Jiraporn; Yuenyong, Chokchai

    2018-01-01

    This study reported Grade 7 students' normative decision making in teaching and learning about global warming through science technology and society (STS) approach. The participants were 43 Grade 7 students in Sungkom, Nongkhai, Thailand. The teaching and learning about global warming through STS approach had carried out for 5 weeks. The global warming unit through STS approach was developed based on framework of Yuenyong (2006) that consisted of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision-making, and (5) socialization stage. Students' normative decision making was collected during their learning by questionnaire, participant observation, and students' tasks. Students' normative decision making were analyzed from both pre-and post-intervention and students' ideas during the intervention. The aspects of normative include influences of global warming on technology and society; influences of values, culture, and society on global warming; and influences of technology on global warming. The findings revealed that students have chance to learn science concerning with the relationship between science, technology, and society through their giving reasons about issues related to global warming. The paper will discuss implications of these for science teaching and learning through STS in Thailand.

  10. Making Connections to Re-engage Young People in Learning: dimensions of practice

    Directory of Open Access Journals (Sweden)

    Andrew Chodkiewicz

    2010-08-01

    Full Text Available The education of young people who have previously been excluded from formal education is a field often associated with a high risk of failure – failure for the learners, teachers and the program. In researching the teaching practices in this field, it is tempting for the researcher to do so through the lens of what they perceive as the pedagogical theories that should be informing contemporary practice. In the field of literacy and numeracy education, the social practices approach has gained prominence among researchers who are sympathetic to a socio-cultural study of literacy and numeracy because of its inclusiveness of multiple literacies and numeracies that can be found in different social contexts. This article analyses one of four case studies in a research project on the teaching practices of experienced literacy and numeracy teachers: teaching literacy and numeracy to socially excluded young people in an inner city youth centre. In their research, the authors had to critically challenge their taken for granted assumptions about what a pedagogy informed by a social practices approach to literacy and numeracy should look like. The teaching methods that they observed at the youth centre, while clearly effective – particularly in establishing connections with the learners to form strong relationships of mutual trust -  appeared on the surface to defy some of the key features of a social practices approach. In understanding the apparent contradictions between what the authors had expected to see and what they were seeing, Kemmis’s framework for the study of practice that is based on the notion of practices as reflexive and dialectical proved fruitful. The framework allowed us to interpret both the theory (the social practices approach to literacy and numeracy and the practices at the youth centre in more  nuanced ways that deepened our appreciation of the theory – practice relationship.

  11. Making the connection: The relationship between fuel poverty, electricity disconnection, and prepayment metering

    Energy Technology Data Exchange (ETDEWEB)

    O' Sullivan, Kimberley C., E-mail: kimberley.osullivan@otago.ac.n [Department of Public Health, University of Otago, Wellington, PO Box 7343, Wellington 6242 (New Zealand); Howden-Chapman, Philippa L.; Fougere, Geoff [Department of Public Health, University of Otago, Wellington, PO Box 7343, Wellington 6242 (New Zealand)

    2011-02-15

    Fuel poverty, or inability to afford adequate heating for a reasonable outlay of expenditure, is a significant and under-researched problem in New Zealand. The connection between fuel poverty, and electricity disconnection or 'self-disconnection' is analysed for four cities using prepayment metering to pay for electricity. A price comparison analysis on a government-sponsored website showed that prepayment metering was more expensive than other payment options. This website analysis was supplemented by qualitative data from older people with chronic respiratory disease expressing their views about electricity disconnection and prepayment metering. We show that prepayment metering for electricity is more expensive than other payment methods in New Zealand and that older people's insights provide valuable context to these issues. Under the present payment schedule, the use of prepayment metering to pay for electricity is not a suitable policy instrument to address fuel poverty, which remains problematic. The deregulated electricity market continues to lead to increases in the real price of residential electricity and in the number of people in fuel poverty. We offer policy suggestions for reducing fuel poverty in New Zealand. - Research highlights: {yields} Fuel poverty is a significant and under-researched problem in New Zealand. {yields} Prepayment metering is more expensive than other electricity payment options in NZ. {yields} Older people express fear of disconnection and find using prepayment stressful. {yields} Prepayment metering, as currently used in New Zealand, may contribute to fuel poverty. {yields} Better regulation of domestic pricing structures could reduce fuel poverty in NZ.

  12. Making connections for life: an in vivo map of the yeast interactome.

    Science.gov (United States)

    Kast, Juergen

    2008-10-01

    Proteins are the true workhorses of any cell. To carry out specific tasks, they frequently bind other molecules in their surroundings. Due to their structural complexity and flexibility, the most diverse array of interactions is seen with other proteins. The different geometries and affinities available for such interactions typically bestow specific functions on proteins. Having available a map of protein-protein interactions is therefore of enormous importance for any researcher interested in gaining insight into biological systems at the level of cells and organisms. In a recent report, a novel approach has been employed that relies on the spontaneous folding of complementary enzyme fragments fused to two different proteins to test whether these interact in their actual cellular context [Tarassov et al., Science 320, 1465-1470 (2008)]. Genome-wide application of this protein-fragment complementation assay has resulted in the first map of the in vivo interactome of Saccharomyces cerevisiae. The current data show striking similarities but also significant differences to those obtained using other large-scale approaches for the same task. This warrants a general discussion of the current state of affairs of protein-protein interaction studies and foreseeable future trends, highlighting their significance for a variety of applications and their potential to revolutionize our understanding of the architecture and dynamics of biological systems.

  13. Book review: Making is connecting the social meaning of creativity, from DIY and knitting to Youtube and web 2.0

    DEFF Research Database (Denmark)

    Gürsimsek, Ödül

    2012-01-01

    Making is Connecting reframes the definition of creativity by looking into the act of crafting; the Arts and Crafts movement, hands-on making, Do-It-Yourself (DIY) and more contemporarily the culture of Web 2.0. In this book, Gauntlett reflects on Web 2.0 and off-line craft-making in order to for...

  14. Making science education meaningful for American Indian students: The effect of science fair participation

    Science.gov (United States)

    Welsh, Cynthia Ann

    Creating opportunities for all learners has not been common practice in the United States, especially when the history of Native American educational practice is examined (Bull, 2006; Chenoweth, 1999; Starnes, 2006a). The American Indian Science and Engineering Society (AISES) is an organization working to increase educational opportunity for American Indian students in science, engineering, and technology related fields (AISES, 2005). AISES provides pre-college support in science by promoting student science fair participation. The purpose of this qualitative research is to describe how American Indian student participation in science fairs and the relationship formed with their teacher affects academic achievement and the likelihood of continued education beyond high school. Two former American Indian students mentored by the principal investigator participated in this study. Four ethnographic research methods were incorporated: participant observation, ethnographic interviewing, search for artifacts, and auto-ethnographic researcher introspection (Eisenhart, 1988). After the interview transcripts, photos documenting past science fair participation, and researcher field notes were analyzed, patterns and themes emerged from the interviews that were supported in literature. American Indian academic success and life long learning are impacted by: (a) the effects of racism and oppression result in creating incredible obstacles to successful learning, (b) positive identity formation and the importance of family and community are essential in student learning, (c) the use of best practice in science education, including the use of curricular cultural integration for American Indian learners, supports student success, (d) the motivational need for student-directed educational opportunities (science fair/inquiry based research) is evident, (e) supportive teacher-student relationships in high school positively influences successful transitions into higher education. An

  15. #ClimateEdCommunity : Field Workshops Bring Together Teachers and Researchers to Make Meaning of Science and Classroom Integration

    Science.gov (United States)

    Bartholow, S.; Warburton, J.; Wood, J. H.; Steiner, S. M.

    2015-12-01

    Seeing Understanding and Teaching: Climate Change in Denali is a four-day immersive teacher professional development course held in Denali National Park. Developed through three partner organizations, the course aims to develop teachers' skills for integrating climate change content into their classrooms. This presentation aims to share tangible best practices for linking researchers and teachers in the field, through four years of experience in program delivery and reported through a published external evaluation. This presentation will examine the key aspects of a successful connection between teachers, researchers, science, and classrooms: (1) Inclusion of teacher leaders, (2) dedicated program staff, (3) workshop community culture, and will expose barriers to this type of collaboration including (1) differences in learning style, (2) prior teaching experience, (3) existing/scaffolding understanding of climate change science, and (4) accessibility of enrollment and accommodations for the extended learning experience. Presentation Content Examples:Participants overwhelmingly value the deep commitment this course has to linking their field experience to the classroom attributing to the role of a teacher-leader; an expert science teacher with first-hand field research experience in the polar regions. The goal of including a teacher-leader is to enhance translatability between fieldwork and the classroom. Additionally, qualitative aspects of the report touches on the intangible successes of the workshop such as: (1) the creation of a non-judgmental learning atmosphere, (2) addressing accessibility to science learning tools in rural and under-served communities, (3) defining successful collaboration as making meaning together through exploratory questioning while in the field (4) discussed the social and cultural implications of climate change, and the difficulty of navigating these topics in educational and/or multicultural spaces. Next Steps? Create a #Climate

  16. NASA’s Universe of Learning: Providing a Direct Connection to NASA Science for Learners of all Ages with ViewSpace

    Science.gov (United States)

    Lawton, Brandon L.; Rhue, Timothy; Smith, Denise A.; Squires, Gordon K.; Biferno, Anya A.; Lestition, Kathleen; Cominsky, Lynn R.; Godfrey, John; Lee, Janice C.; Manning, Colleen

    2018-06-01

    NASA's Universe of Learning creates and delivers science-driven, audience-driven resources and experiences designed to engage and immerse learners of all ages and backgrounds in exploring the universe for themselves. The project is the result of a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, Jet Propulsion Laboratory, Smithsonian Astrophysical Observatory, and Sonoma State University, and is one of 27 competitively-selected cooperative agreements within the NASA Science Mission Directorate STEM Activation program. The NASA's Universe of Learning team draws upon cutting-edge science and works closely with Subject Matter Experts (scientists and engineers) from across the NASA Astrophysics Physics of the Cosmos, Cosmic Origins, and Exoplanet Exploration themes. As one example, NASA’s Universe of Learning program is uniquely able to provide informal learning venues with a direct connection to the science of NASA astrophysics via the ViewSpace platform. ViewSpace is a modular multimedia exhibit where people explore the latest discoveries in our quest to understand the universe. Hours of awe-inspiring video content connect users’ lives with an understanding of our planet and the wonders of the universe. This experience is rooted in informal learning, astronomy, and earth science. Scientists and educators are intimately involved in the production of ViewSpace material. ViewSpace engages visitors of varying backgrounds and experience at museums, science centers, planetariums, and libraries across the United States. In addition to creating content, the Universe of Learning team is updating the ViewSpace platform to provide for additional functionality, including the introduction of digital interactives to make ViewSpace a multi-modal learning experience. During this presentation we will share the ViewSpace platform, explain how Subject Matter Experts are critical in creating content for ViewSpace, and how we are addressing audience

  17. Enhancing the role of science in the decision-making of the European Union.

    Science.gov (United States)

    Allio, Lorenzo; Ballantine, Bruce; Meads, Richard

    2006-02-01

    Used well, science provides effective ways of identifying potential risks, protecting citizens, and using resources wisely. It enables government decisions to be based on evidence and provides a foundation for a rule-based framework that supports global trade. To ensure that the best available science becomes a key input in the decisions made by EU institutions, this abridged version of a working paper produced for the European Policy Centre, a leading, independent think tank, considers how science is currently used in the policy and decision-making processes of the EU, what the limitations of scientific evidence are, and how a risk assessment process based on scientific 'good practices' can be advantageous. Finally, the paper makes recommendations on how to improve the use of science by EU institutions.

  18. How Peircean semiotic philosophy connects Western science with Eastern emptiness ontology.

    Science.gov (United States)

    Brier, Søren

    2017-12-01

    In recent articles in this journal I have discussed why a traditional physicalist and mechanist, as well as an info-computationalist, view of science cannot fulfil the goal of building a transdisciplinary science across Snow's two cultures. There seems to be no path proceeding from mechanistic physicalism to views that encompass phenomenological theories of experiential consciousness and meaning-based cognition and communication. I have suggested, as an alternative, the Cybersemiotic framework's integration of Peirce's semiotics and Luhmann's autopoietic system theory. The present article considers in greater depth the ontological developments necessary to make this possible. It shows how Peirce avoids materialism and German idealism through his building on a concept of emptiness similar to modern quantum field theory, positing an indeterminist objective chance feeding into an evolutionary philosophy of knowing based on pure mathematics and phenomenology that is itself combined with empirically executed fallibilism. Furthermore, he created a new metaphysics in the form of a philosophical synechist triadic process philosophy. This was integrated into the transcendentalist view of process view of science and spirituality developed from Western Unitarianism by Emerson (agapism), and featuring a metaphysics of emptiness and spontaneity (tychism) that are also essential for the Eastern philosophies of Buddhism and Vedanta. Copyright © 2017 Elsevier Ltd. All rights reserved.

  19. Connecting self-efficacy and views about the nature of science in undergraduate research experiences

    Science.gov (United States)

    Quan, Gina M.; Elby, Andrew

    2016-12-01

    Undergraduate research can support students' more central participation in physics. We analyze markers of two coupled shifts in participation: changes in students' views about the nature of science coupled to shifts in self-efficacy toward physics research. Students in the study worked with faculty and graduate student mentors on research projects while also participating in a seminar where they learned about research and reflected on their experiences. In classroom discussions and in clinical interviews, students described gaining more nuanced views about the nature of science, specifically related to who can participate in research and what participation in research looks like. This shift was coupled to gains in self-efficacy toward their ability to contribute to research; they felt like their contributions as novices mattered. We present two case studies of students who experienced coupled shifts in self-efficacy and views about nature-of-science shifts, and a case study of a student for whom we did not see either shift, to illustrate both the existence of the coupling and the different ways it can play out. After making the case that this coupling occurs, we discuss some potential underlying mechanisms. Finally, we use these results to argue for more nuanced interpretations of self-efficacy measurements.

  20. Water Sciences - Connecting the dots to achieve the 2030 Agenda for Sustainable Development

    Science.gov (United States)

    Uhlenbrook, Stefan; Ortigara, Angela; Minelli, Lucilla

    2017-04-01

    Land use change, urbanisation, climate change, demographic development and migration, conflicts and peace, change of diets, industry 4.0, globalisation etc. are among the challenges that water sciences need to address to serve societal needs. Water availability per capita is decreasing, water quality is deteriorating at many places, but water demand is continuously escalating. Business as usual in water science is not up to the related challenges. In fact, business as usual cannot be the answer in all aspects, i.e. also current policy making processes will need to improve and take stock of evidences provided by science in order to better address societal challenges. However, exciting developments have been taking place. The global community agreed on a new and ambitious agenda for development, which aims to be comprehensive and include the participation of all stakeholders in one integrated framework. The 2030 Agenda for Sustainable Development provides a stimulating new era, with unique opportunities to reconcile science, society and policy making. Hydrology and water management - in all its facets including wastewater - play a central role in the Agenda 2030, as it is not only central in Sustainable Development Goal (SDG) 6, but it is fundamental for the realization of other SDGs related to, for instance, poverty reduction, sustainable growth, health, food security, climate change, ecosystems (land and sea), gender equality, etc. Despite the recognition of the critical importance of water in this agenda, the implementation of related policies and use of scientific developments represent a difficult task. Two main challenges remain: (i) the utilization of the knowledge and developments already available, and (ii) the need to overcome current and future knowledge gaps ensuring that scientific results support sustainable development effectively. The UN system will produce a Synthesis Report for SDG 6, which is currently being prepared by a UN-Water Task Force that

  1. Naturalistic decision making in forensic science: toward a better understanding of decision making by forensic team leaders.

    Science.gov (United States)

    Helsloot, Ira; Groenendaal, Jelle

    2011-07-01

    This study uses the naturalistic decision-making (NDM) perspective to examine how Dutch forensic team leaders (i.e., the officers in charge of criminal forensic research from the crime scene until the use of laboratory assistance) make decisions in real-life settings and identifies the contextual factors that might influence those decisions. First, a focus group interview was conducted to identify four NDM mechanisms in day-to-day forensic decision making. Second, a serious game was conducted to examine the influence of three of these contextual mechanisms. The results uncovered that forensic team leaders (i) were attracted to obtain further information when more information was initially made available, (ii) were likely to devote more attention to emotionally charged cases, and (iii) used not only forensic evidence in the decision making but also tactical, unverified information of the police inquiry. Interestingly, the measured contextual influences did not deviate significantly from a control group of laypeople. © 2011 American Academy of Forensic Sciences.

  2. Combating climate change: How nuclear science and technology are making a difference

    International Nuclear Information System (INIS)

    Amano, Yukiya

    2015-01-01

    Climate change is the biggest environmental challenge of our time. As governments around the world prepare to negotiate a legally binding, universal agreement on climate at the United Nations Climate Change Conference in Paris at the end of the year, it is important that the contributions that nuclear science and technology can make to combating climate change are recognized. Nuclear science, including nuclear power, can play a significant role in both climate change mitigation and adaptation.

  3. An overview of the United States government's space and science policy-making process

    CERN Multimedia

    CERN. Geneva

    2008-01-01

    A brief overview of the basic elements of the US space and science policy-making apparatus will be presented, focussing on insights into the interactions among the principal organizations, policy-making bodies and individual participants and their respective impact on policy outcomes. Several specific examples will be provided to illustrate the points made, and in the conclusion there will be some observations on current events in the US that may shape the outcome for the near-term future of US space and science policy in several areas.

  4. The Use of the Evidence from the Behavioral Sciences in the Organizational Decision-Making Process

    Directory of Open Access Journals (Sweden)

    Bogdan MÎNJINĂ

    2015-09-01

    Full Text Available The important managerial decision-making and the development of policies, strategies, internal normative acts and procedures must be solid grounded for efficient achieving of their objectives. To this end, the evidence-based approach uses various types of evidence, a leading role having those scientific, and the critical thinking. The evidence from behavioral sciences is especially important when the decisions objectives involve behavioral elements. They also help to ensure the rationality of any decision-making process. The concern for the use of behavioral sciences research in the decision-making preceded the occurrence of evidence-based approach. The increased knowledge fund of organizations, the access to the best practices and to the relevant scientific research findings represent only the initial stages of the evidence-based approach implementation and functioning. The ensuring of their effective use calls for special skills training among staff, the creation of tools and organizational mechanisms and of a facilitating organizational culture. This paper argues the need to integrate two approaches that promote the decision-making based on scientific evidence, the evidence-based approach and the use of behavioral and social sciences in the decision-making, to potentiate the contribution of the behavioral sciences to the increasing of the decision-making efficiency. The efforts made in this paper had overall objective to prepare and facilitate the use of research evidence provided by behavioral sciences in the organizational decision-making process by presenting the main concepts and knowledge in the field and by proposing an outline procedure specifically developed.

  5. Learning about Minerals through the Art of Jewelry Making: A Multicultural Science Connection

    Science.gov (United States)

    Russell, Melody L.; Tripp, L. Octavia

    2010-01-01

    This article presents an activity that focuses on helping students investigate the formation of rocks, minerals, and gemstones. Students describe visual, textual, and physical properties of various specimens of minerals. Using compare and contrast skills, students can classify the primary types of rock, ask questions about the Earth's inner…

  6. Using Ethnobotany as a Topic To Make Connections between Culture and Science.

    Science.gov (United States)

    Keating, Joseph F.

    Ethnobotany is the study of the relationships between plants and people. Ethnobotanists study a large range of interests related to indigenous populations, including the use of plants for foodstuffs, medicines, dyes, transportation, clothing, shelter, and ritual. The Navajo, like other indigenous groups, have developed a wealth of knowledge about…

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

    OpenAIRE

    Annamária Inzelt

    2008-01-01

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

  8. Social interactions elicit rapid shifts in functional connectivity in the social decision-making network of zebrafish.

    Science.gov (United States)

    Teles, Magda C; Almeida, Olinda; Lopes, João S; Oliveira, Rui F

    2015-10-07

    According to the social decision-making (SDM) network hypothesis, SDM is encoded in a network of forebrain and midbrain structures in a distributed and dynamic fashion, such that the expression of a given social behaviour is better reflected by the overall profile of activation across the different loci rather than by the activity of a single node. This proposal has the implicit assumption that SDM relies on integration across brain regions, rather than on regional specialization. Here we tested the occurrence of functional localization and of functional connectivity in the SDM network. For this purpose we used zebrafish to map different social behaviour states into patterns of neuronal activity, as indicated by the expression of the immediate early genes c-fos and egr-1, across the SDM network. The results did not support functional localization, as some loci had similar patterns of activity associated with different social behaviour states, and showed socially driven changes in functional connectivity. Thus, this study provides functional support to the SDM network hypothesis and suggests that the neural context in which a given node of the network is operating (i.e. the state of its interconnected areas) is central to its functional relevance. © 2015 The Author(s).

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

    Science.gov (United States)

    Perkins, Catherine J.

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

  10. Online Matchmaking: It's Not Just for Dating Sites Anymore! Connecting the Climate Voices Science Speakers Network to Educators

    Science.gov (United States)

    Wegner, Kristin; Herrin, Sara; Schmidt, Cynthia

    2015-01-01

    Scientists play an integral role in the development of climate literacy skills - for both teachers and students alike. By partnering with local scientists, teachers can gain valuable insights into the science practices highlighted by the Next Generation Science Standards (NGSS), as well as a deeper understanding of cutting-edge scientific discoveries and local impacts of climate change. For students, connecting to local scientists can provide a relevant connection to climate science and STEM skills. Over the past two years, the Climate Voices Science Speakers Network (climatevoices.org) has grown to a robust network of nearly 400 climate science speakers across the United States. Formal and informal educators, K-12 students, and community groups connect with our speakers through our interactive map-based website and invite them to meet through face-to-face and virtual presentations, such as webinars and podcasts. But creating a common language between scientists and educators requires coaching on both sides. In this presentation, we will present the "nitty-gritty" of setting up scientist-educator collaborations, as well as the challenges and opportunities that arise from these partnerships. We will share the impact of these collaborations through case studies, including anecdotal feedback and metrics.

  11. Perspectives of German and US Students as They Make Meaning of Science in Their Everyday Lives

    Science.gov (United States)

    Preczewski, Paul J.; Mittler, Alexandra; Tillotson, John W.

    2009-01-01

    Scientific literacy is a major educational and political goal worldwide, yet the development and enhancement of scientific literacy is not well understood. In order to better understand scientific literacy at the level of everyday science meaning making and a person's ability to address scientific questions and issues, this study reports on…

  12. Personal and Shared Experiences as Resources for Meaning Making in a Philosophy of Science Course

    Science.gov (United States)

    Arvaja, Maarit

    2012-01-01

    The aim of this case study was to explore health-education students' personal and collaborative meaning making activities during an online science philosophy course in the higher-education context. Through applying the dialogical perspective for learning, the focus was on studying how different contextual resources were used in building…

  13. Evaluating the best available social science for natural resource management decision-making

    Science.gov (United States)

    Susan Charnley; Courtney Carothers; Terre Satterfield; Arielle Levine; Melissa R. Poe; Karma Norman; Jamie Donatuto; Sara Jo Breslow; Michael B. Mascia; Phillip S. Levin; Xavier Basurto; Christina C. Hicks; Carlos García-Quijano; Kevin St. Martin

    2017-01-01

    Increasing recognition of the human dimensions of natural resource management issues, and of social and ecological sustainability and resilience as being inter-related, highlights the importance of applying social science to natural resource management decision-making. Moreover, a number of laws and regulations require natural resource management agencies to consider...

  14. Making Sense of Principal Leadership in Content Areas: The Case of Secondary Math and Science Instruction

    Science.gov (United States)

    Lochmiller, Chad R.; Acker-Hocevar, Michele

    2016-01-01

    We drew upon sense making and leadership content knowledge to explore how high school administrators' understanding of content areas informed their leadership. We used math and science to illustrate our interpretations, noting that other content areas may pose different challenges. We found that principals' limited understanding of these content…

  15. "I Can Feel It Making My Brain Bigger": Thinking Science Australia

    Science.gov (United States)

    Dullard, Heath; Oliver, Mary

    2012-01-01

    "I can feel it making my brain bigger": from a Year 8 student at Pinjarra Senior High School (SHS) halfway through the two-year Thinking Science Program. Pinjarra was a pilot school for the program in 2009/10 and a growing number of schools in Western Australia (WA) are implementing this program in Years Seven to Nine as part of the…

  16. Editorial: A Celebration of the Ties That Bind Us: Connections between Actuarial Science and Mathematical Finance

    Directory of Open Access Journals (Sweden)

    Albert Cohen

    2018-01-01

    Full Text Available In the nearly thirty years since Hans Buhlmann (Buhlmann (1987 set out the notion of the Actuary of the Third Kind, the connection between Actuarial Science (AS and Mathematical Finance (MF has been continually reinforced. As siblings in the family of Risk Management techniques, practitioners in both fields have learned a great deal from each other. The collection of articles in this volume are contributed by scholars who are not only experts in areas of AS and MF, but also those who present diverse perspectives from both industry and academia. Topics from multiple areas, such as Stochastic Modeling, Credit Risk, Monte Carlo Simulation, and Pension Valuation, among others, that were maybe thought to be the domain of one type of risk manager are shown time and again to have deep value to other areas of risk management as well. The articles in this collection, in my opinion, contribute techniques, ideas, and overviews of tools that specialists in both AS and MF will find useful and interesting to implement in their work. It is also my hope that this collection will inspire future collaboration between those who seek an interdisciplinary approach to risk management.

  17. Data Science and its Relationship to Big Data and Data-Driven Decision Making.

    Science.gov (United States)

    Provost, Foster; Fawcett, Tom

    2013-03-01

    Companies have realized they need to hire data scientists, academic institutions are scrambling to put together data-science programs, and publications are touting data science as a hot-even "sexy"-career choice. However, there is confusion about what exactly data science is, and this confusion could lead to disillusionment as the concept diffuses into meaningless buzz. In this article, we argue that there are good reasons why it has been hard to pin down exactly what is data science. One reason is that data science is intricately intertwined with other important concepts also of growing importance, such as big data and data-driven decision making. Another reason is the natural tendency to associate what a practitioner does with the definition of the practitioner's field; this can result in overlooking the fundamentals of the field. We believe that trying to define the boundaries of data science precisely is not of the utmost importance. We can debate the boundaries of the field in an academic setting, but in order for data science to serve business effectively, it is important (i) to understand its relationships to other important related concepts, and (ii) to begin to identify the fundamental principles underlying data science. Once we embrace (ii), we can much better understand and explain exactly what data science has to offer. Furthermore, only once we embrace (ii) should we be comfortable calling it data science. In this article, we present a perspective that addresses all these concepts. We close by offering, as examples, a partial list of fundamental principles underlying data science.

  18. The ConNECT Framework: a model for advancing behavioral medicine science and practice to foster health equity.

    Science.gov (United States)

    Alcaraz, Kassandra I; Sly, Jamilia; Ashing, Kimlin; Fleisher, Linda; Gil-Rivas, Virginia; Ford, Sabrina; Yi, Jean C; Lu, Qian; Meade, Cathy D; Menon, Usha; Gwede, Clement K

    2017-02-01

    Health disparities persist despite ongoing efforts. Given the United States' rapidly changing demography and socio-cultural diversity, a paradigm shift in behavioral medicine is needed to advance research and interventions focused on health equity. This paper introduces the ConNECT Framework as a model to link the sciences of behavioral medicine and health equity with the goal of achieving equitable health and outcomes in the twenty-first century. We first evaluate the state of health equity efforts in behavioral medicine science and identify key opportunities to advance the field. We then discuss and present actionable recommendations related to ConNECT's five broad and synergistic principles: (1) Integrating Context; (2) Fostering a Norm of Inclusion; (3) Ensuring Equitable Diffusion of Innovations; (4) Harnessing Communication Technology; and (5) Prioritizing Specialized Training. The framework holds significant promise for furthering health equity and ushering in a new and refreshing era of behavioral medicine science and practice.

  19. Promoting Societal-Oriented Communication and Decision Making Skills by Learning about Advertising in Science Education

    Directory of Open Access Journals (Sweden)

    Nadja Belova

    2014-03-01

    Full Text Available In our everyday lives we are surrounded by advertising in its various forms. Thus in the school context it is not surprising that the issue of advertising is addressed by different subjects, with the main foci being advertising-specific language, images and illustrations, use of stereotypes, strategies of persuasion etc. But advertising also contains factual information, being explicit or implicit, to make a campaign more credible and underline the effectiveness of a certain product. Dealing with the use of factual information in advertising critically is important for the consumer. For many products this information is derived from science and technology. Understanding the science in and behind advertising is necessary to become a critical consumer. Learning about the use of science in advertising also allows promoting societal-oriented communication and decision making skills in the science classroom. Unfortunately, only a few examples on the use of advertising in the science classroom exist. This paper provides a justification for the use of advertising in science education. Examples from the classroom developed in the framework of the PROFILES-project are provided by way of illustration.

  20. Making Sound Connections

    Science.gov (United States)

    Deal, Walter F., III

    2007-01-01

    Sound provides and offers amazing insights into the world. Sound waves may be defined as mechanical energy that moves through air or other medium as a longitudinal wave and consists of pressure fluctuations. Humans and animals alike use sound as a means of communication and a tool for survival. Mammals, such as bats, use ultrasonic sound waves to…

  1. Connecting the Public to Scientific Research Data - Science On a Sphere°

    Science.gov (United States)

    Henderson, M. A.; Russell, E. L.; Science on a Sphere Datasets

    2011-12-01

    Connecting the Public to Scientific Research Data - Science On a Sphere° Maurice Henderson, NASA Goddard Space Flight Center Elizabeth Russell, NOAA Earth System Research Laboratory, University of Colorado Cooperative Institute for Research in Environmental Sciences Science On a Sphere° is a six foot animated globe developed by the National Ocean and Atmospheric Administration, NOAA, as a means to display global scientific research data in an intuitive, engaging format in public forums. With over 70 permanent installations of SOS around the world in science museums, visitor's centers and universities, the audience that enjoys SOS yearly is substantial, wide-ranging, and diverse. Through partnerships with the National Aeronautics and Space Administration, NASA, the SOS Data Catalog (http://sos.noaa.gov/datasets/) has grown to a collection of over 350 datasets from NOAA, NASA, and many others. Using an external projection system, these datasets are displayed onto the sphere creating a seamless global image. In a cross-site evaluation of Science On a Sphere°, 82% of participants said yes, seeing information displayed on a sphere changed their understanding of the information. This unique technology captivates viewers and exposes them to scientific research data in a way that is accessible, presentable, and understandable. The datasets that comprise the SOS Data Catalog are scientific research data that have been formatted for display on SOS. By formatting research data into visualizations that can be used on SOS, NOAA and NASA are able to turn research data into educational materials that are easily accessible for users. In many cases, visualizations do not need to be modified because SOS uses a common map projection. The SOS Data Catalog has become a "one-stop shop" for a broad range of global datasets from across NOAA and NASA, and as a result, the traffic on the site is more than just SOS users. While the target audience for this site is SOS users, many

  2. Enhancing Public Participation to Improve Natural Resources Science and its Use in Decision Making

    Science.gov (United States)

    Glynn, P. D.; Shapiro, C. D.; Liu, S. B.

    2015-12-01

    The need for broader understanding and involvement in science coupled with social technology advances enabling crowdsourcing and citizen science have created greater opportunities for public participation in the gathering, interpretation, and use of geospatial information. The U.S. Geological Survey (USGS) is developing guidance for USGS scientists, partners, and interested members of the public on when and how public participation can most effectively be used in the conduct of scientific activities. Public participation can provide important perspectives and knowledge that cannot be obtained through traditional scientific methods alone. Citizen engagement can also provide increased efficiencies to USGS science and additional benefits to society including enhanced understanding, appreciation, and interest in geospatial information and its use in decision making.The USGS guidance addresses several fundamental issues by:1. Developing an operational definition of citizen or participatory science.2. Identifying the circumstances under which citizen science is appropriate for use and when its use is not recommended. 3. Describing structured processes for effective use of citizen science. 4. Defining the successful application of citizen science and identifying useful success metrics.The guidance is coordinated by the USGS Science and Decisions Center and developed by a multidisciplinary team of USGS scientists and managers. External perspectives will also be incorporated, as appropriate to align with other efforts such as the White House Office of Science and Technology Policy (OSTP) Citizen Science and Crowdsourcing Toolkit for the Federal government. The guidance will include the development of an economic framework to assess the benefits and costs of geospatial information developed through participatory processes. This economic framework considers tradeoffs between obtaining additional perspectives through enhanced participation with costs associated from obtaining

  3. Phys FilmMakers: teaching science students how to make YouTube-style videos

    Science.gov (United States)

    Coates, Rebecca L.; Kuhai, Alvina; Turlej, Laurence Z. J.; Rivlin, Tom; McKemmish, Laura K.

    2018-01-01

    Phys FilmMakers (PFM) is a new type of course in which a science expert and science communicator partner teach physics students how to make YouTube-style videos on cutting-edge scientific research within the university department. Here, we describe this new course, outline its key components and provide recommendations for others considering implementing a similar FilmMakers-style course using feedback from course tutors and students. We discuss successful and less successful teaching techniques as well as use our experience to identify areas that science students in particular often have difficulties: finding an interesting ‘hook’ for the video, imagining creative B-roll and making a succinct video by removing extraneous (though usually correct and often interesting) material. The course has two major components: workshop sessions in which students learn the key elements of film-making and independent video production where PFM students partner with senior PhD or post-doc researchers to produce a video on their research. This partnership with the department means that the videos produced serve not only as interesting ‘edutainment’ to encourage teenagers and young adults into Science, Technology, Engineering and Maths subjects, but also provide valuable outreach for the academic department.

  4. Korean Kimchi Chemistry: A Multicultural Chemistry Connection

    Science.gov (United States)

    Murfin, Brian

    2009-01-01

    Connecting science with different cultures is one way to interest students in science, to relate science to their lives, and at the same time to broaden their horizons in a variety of ways. In the lesson described here, students make kimchi, a delicious and popular Korean dish that can be used to explore many important chemistry concepts,…

  5. Formative Assessment Probes: Pendulums and Crooked Swings--Connecting Science and Engineering

    Science.gov (United States)

    Keeley, Page

    2013-01-01

    The "Next Generation Science Standards" provide opportunities for students to experience the link between science and engineering. In the December 2011 issue of "Science and Children," Rodger Bybee explains: "The relationship between science and engineering practices is one of complementarity. Given the inclusion of…

  6. Distinguishing values from science in decision making: Setting harvest quotas for mountain lions in Montana

    Science.gov (United States)

    Mitchell, Michael S.; Cooley, Hilary; Gude, Justin A.; Kolbe, Jay; Nowak, J. Joshua; Proffitt, Kelly M.; Sells, Sarah N.; Thompson, Mike

    2018-01-01

    The relative roles of science and human values can be difficult to distinguish when informal processes are used to make complex and contentious decisions in wildlife management. Structured Decision Making (SDM) offers a formal process for making such decisions, where scientific results and concepts can be disentangled from the values of differing stakeholders. We used SDM to formally integrate science and human values for a citizen working group of ungulate hunting advocates, lion hunting advocates, and outfitters convened to address the contentious allocation of harvest quotas for mountain lions (Puma concolor) in west‐central Montana, USA, during 2014. A science team consisting of mountain lion biologists and population ecologists convened to support the working group. The science team used integrated population models that incorporated 4 estimates of mountain lion density to estimate population trajectories for 5 alternative harvest quotas developed by the working group. Results of the modeling predicted that effects of each harvest quota were consistent across the 4 density estimates; harvest quotas affected predicted population trajectories for 5 years after implementation but differences were not strong. Based on these results, the focus of the working group changed to differences in values among stakeholders that were the true impediment to allocating harvest quotas. By distinguishing roles of science and human values in this process, the working group was able to collaboratively recommend a compromise solution. This solution differed little from the status quo that had been the focus of debate, but the SDM process produced understanding and buy‐in among stakeholders involved, reducing disagreements, misunderstanding, and unproductive arguments founded on informal application of scientific data and concepts. Whereas investments involved in conducting SDM may be unnecessary for many decisions in wildlife management, the investment may be beneficial for

  7. Making ionising radiation a real experience for high school science students

    International Nuclear Information System (INIS)

    Whitlock, J.; Lang, P.; De La Matter, D.; Hinman, P.; White, B.

    2009-01-01

    The Canadian public has little understanding of ionising radiation due in part to its treatment in popular media. In principle, students learn about ionising radiation in their school science classes. Developments in science curricula are providing more education opportunities for this subject. The Canadian Nuclear Society's program for introducing real, personal experience with ionising radiation in the classroom is starting to make a difference. The demand is expected to exceed the resources of the CNS and the program is being developed to facilitate external support. This paper summarizes the need, the history of this program development, and the path forward. (author)

  8. The Upper San Pedro Partnership: A Case Study of Successful Strategies to Connect Science to Societal Needs

    Science.gov (United States)

    Goodrich, D. C.; Richter, H.; Varady, R.; Browning-Aiken, A.; Shuttleworth, J.

    2006-12-01

    The Upper San Pedro Partnership (USPP) (http://www.usppartnership.com/) has been in existence since 1998. Its purpose is to coordinate and cooperate in the implementation of comprehensive policies and projects to meet the long-term water needs of residents within the U.S. side of the basin and of the San Pedro Riparian National Conservation Area. The Partnership consists of 21 local, state, and Federal agencies, NGO's and a private water company. In 2004 it was recognized by Congress in Section 321 of Public Law 108-136 and required to make annual reports to Congress on its progress in bringing the basin water budget into balance by 2011. The Partnership is dedicated to science-based decision making. This presentation will provide an overview of the evolution of natural resources research in the binational (U.S.-Mexico) San Pedro Basin into a mature example of integrated science and decision making embodied in the USPP. It will discuss the transition through science and research for understanding; to science for addressing a need; to integrated policy development and science. At each stage the research conducted becomes more interdisciplinary, first across abiotic disciplines (hydrology, remote sensing, atmospheric science), then a merging of abiotic and biotic disciplines (adding ecology and plant physiology), and finally a further merging with the social sciences and policy and decision making for resource management. Federal, university, and NSF SAHRA Science and Technology Center research has been planned and conducted directly with the USPP. Because of the success the San Pedro has been designated as an operational HELP (Hydrology for the Environment, Life, and Policy) demonstration basin—the most advanced category. Lessons learned from this experience will be reviewed with the intent providing guidance to ensure that hydrologic and watershed research is socially and scientifically relevant and will directly address the needs of policy makers and resource

  9. Can a Three-Day Training Focusing on the Nature of Science and Science Practices as They Relate to Mind in the Making Make a Difference in Preschool Teachers' Self-Efficacy Engaging in Science Education?

    Science.gov (United States)

    Meacham, Colleen

    As technology and our world understanding develop, we will need citizens who are able to ask and answer questions that have not been thought of yet. Currently, high school and college graduates entering the workforce demonstrate a gap in their ability to develop unique solutions and fill the current technology-driven jobs. To address this gap, science needs to be prioritized early in children's lives. The focus of this research was to analyze a science training program that would help pre-school teachers better understand Mind in the Making life skills, the nature of science, science practices, and improve their self-efficacy integrating science education into their classrooms and curriculum. Seventy-one teachers enrolled in two three-day, professional development trainings that were conducted over three, five-hour sessions approximately one month apart... During that training the teachers learned hands-on activities for young children that introduced life and physical science content. They were also given the task of developing and implementing a science-based lesson for their students and then analyzing it with other participants. The information from the lesson plans was collected for analysis. After the last training the teachers were given a pre/post retrospective survey to measure effective outcomes. The results from the lesson plans and surveys indicate that the trainings helped improve the teachers' understanding of Mind in the Making, the nature of science, and science practices. The results also show that the teachers felt more comfortable integrating science education into their classrooms and curriculum.

  10. Multicriteria and multiagent decision making with applications to economics and social sciences

    CERN Document Server

    Maturo, Antonio; Hošková-Mayerová, Šárka; Kacprzyk, Janusz

    2013-01-01

    The book provides a comprehensive and timely report on the topic of decision making and decision analysis in economics and the social sciences. The various contributions included in the book, selected using a peer review process, present important studies and research conducted in various countries around the globe. The majority of these studies are concerned with the analysis, modeling and formalization of the behavior of groups or committees that are in charge of making decisions of social and economic importance. Decisions in these contexts have to meet precise coherence standards and achieve a significant degree of sharing, consensus and acceptance, even in uncertain and fuzzy environments. This necessitates the confluence of several research fields, such as foundations of social choice and decision making, mathematics, complexity, psychology, sociology and economics. A large spectrum of problems that may be encountered during decision making and decision analysis in the areas of economics and the social ...

  11. Reflective scientific sense-making dialogue in two languages: The science in the dialogue and the dialogue in the science

    Science.gov (United States)

    Ash, Doris

    2004-11-01

    In this paper I focus on the transition from everyday to scientific ways of reasoning, and on the intertwined roles of meaning-making dialogue and science content as they contribute to scientific literacy. I refer to views of science, and how scientific understanding is advanced dialogically, by Hurd (Science Education, 1998, 82, 402-416), Brown (The Journal of Learning Sciences, 1992, 2(2), 141-178), Bruner (Acts of Meaning, Cambridge, MA: Harvard University Press, 1990), Roth (In J. Brophy (Ed.), Social Constructivist Teaching: Affordances and Constraints (Advances in Research on Teaching Series, Vol. 9), New York: Elsevier/JAI, 2003), and Wells (Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education, New York: Cambridge University Press, 1999). I argue that family collaborative dialogues in nonschool settings can be the foundations for scientific ways of thinking. I focus on the particular reflective family dialogues at the Monterey Bay Aquarium, when family members remembered and synthesized essential biological themes, centering on adaptation, from one visit to the next, in both Spanish and English. My approach is informed by sociocultural theory, with emphasis on the negotiations of meaning in the zone of proximal development (Vygotsky, 1978), as learners engage in joint productive activity (Tharp & Gallimore, Rousing Minds to Life: Teaching, Learning and Schooling in Social Context, New York: Cambridge University Press, 1988). Over the past decades, researchers have discovered that observing social activity, conversation, and meaning-making in informal settings (Crowley & Callanan, 1997; Guberman, 2002; Rogoff, 2001; Vasquez, Pease-Alvarez, & Shannon, Pushing Boundaries: Language and Culture in a Mexicano Community, New York: Cambridge University Press, 1994) has much to teach us regarding learning in general. To date there has been little research with Spanish-speaking families in informal learning settings and virtually none that

  12. Unique Non-Keplerian Orbit Vantage Locations for Sun-Earth Connection and Earth Science Vision Roadmaps

    Science.gov (United States)

    Folta, David; Young, Corissa; Ross, Adam

    2001-01-01

    The purpose of this investigation is to determine the feasibility of attaining and maintaining unique non-Keplerian orbit vantage locations in the Earth/Moon environment in order to obtain continuous scientific measurements. The principal difficulty associated with obtaining continuous measurements is the temporal nature of astrodynamics, i.e., classical orbits. This investigation demonstrates advanced trajectory designs to meet demanding science requirements which cannot be met following traditional orbital mechanic logic. Examples of continuous observer missions addressed include Earth pole-sitters and unique vertical libration orbits that address Sun-Earth Connection and Earth Science Vision roadmaps.

  13. Makeright—Bags of Connection: Teaching Design Thinking and Making in Prison to Help Build Empathic and Resilient Communities

    Directory of Open Access Journals (Sweden)

    Lorraine Gamman

    Full Text Available This paper argues that designers have a future role to play in redesigning prison systems. It describes the Makeright anti-theft bag action research project that first ran at HMP Thameside, London (UK in 2015, and later at Sabarmati Central Jail, Ahmedabad (India in 2016. It offers an account of the strengths and limitations of utilizing co-design methods to deliver transformational learning for prison inmates, and build resilience and entrepreneurship skills. Between 2015–17 we delivered seven iterations of the Makeright design course. A total of eighty-five UK inmates and twenty-five Indian inmates participated; we also performed twenty-six interviews with inmate participants, which we report on here. This article reflects on our practice, including our engagement with prison staff to iteratively improve our approach. We conclude that whilst inmates can strongly engage with design thinking and collaborative design practices—and benefit from the skills and competencies this fosters—for design education to be meaningful to their lives as returning citizens, opportunities for collaboration and learning through making need to continue beyond prison gates linked to resettlement programs. We suggest that prisons need to redesign their systems both inside prison walls and beyond to better connect inmates to reflexive relational networks that can facilitate social integration and, ultimately, abstinence from crime. Keywords: Rehabilitation, Design education, Design thinking, Resilience, Effectuation, Empathy

  14. Book Review “Louder than words: The new science of how the mind makes meaning”

    OpenAIRE

    Schultz, Jeffrey

    2018-01-01

    This paper examines Benjamin K. Bergen’s book, “Louder than words: The new science of how the mind makes meaning.” Using cognitive linguistic experiments and neuropsychology, Bergen explains the action-sentence compatibility effect paradigm, that is, how the brain uses the areas that control movement to process language and create meaning. In so doing, he gives good examples of research into how the brain creates language and how this research is supported by neurobiology.

  15. Narrative Inquiry for Science Education: Teachers' repertoire-making in the case of environmental curriculum

    Science.gov (United States)

    Hwang, Seyoung

    2011-04-01

    This paper considers how the school science curriculum can be conceptualised in order to address the contingent and complex nature of environmental and sustainability-related knowledge and understanding. A special concern lies in the development of research perspectives and tools for investigating ways, in which teachers are faced with complex and various situations in the sense-making of science-related issues, and subsequent pedagogic issues. Based on an empirical examination of Korean teachers' sense-making of their curricular practice, the paper develops a narrative approach to teachers' perspectives and knowledge by considering the value of stories as sense-making tools for reflective questioning of what is worth teaching, how and why. By employing the idea of 'repertoire', the study regards teachers' stories about their environment-related personal and teaching experiences as offering angles with which to understand teachers' motivation and reflection in curricular development and implementation. Furthermore, three empirical cases present ways in which the nature of knowledge and understanding is recognised and potentially integrated into pedagogies through teachers' narratives. Finally, the paper argues for the need to reconsider the role of the science teacher in addressing environmental and sustainability-related issues, in ways that facilitate teachers' reflexive interpretation of meanings in cultural texts and the construction of pedagogic text.

  16. 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…

  17. The Tension between Authoritative and Dialogic Discourse: A Fundamental Characteristic of Meaning Making Interactions in High School Science Lessons

    Science.gov (United States)

    Scott, Philip H.; Mortimer, Eduardo F.; Aguiar, Orlando G.

    2006-01-01

    In this paper, we draw upon a framework for analyzing the discursive interactions of science classrooms (Mortimer & Scott, 2003, "Meaning Making in Secondary Science Classrooms," Maidenhead, UK: Open University Press), to probe the movement between authoritative and dialogic discourse in a Brazilian high school science class. More…

  18. Public Knowledge, Private Minds: Meaning Making on the Pathways of Science Communication

    Science.gov (United States)

    Davis, Pryce R.

    Every day people are inundated with news reports about the latest scientific research. The ways in which these texts enlighten or misinform the general public is a central question in both the research literature and discussions in popular culture. However, both research and popular discussion often take on deficit views of these texts, and the capabilities of readers to critically engage with them, and treat them as static, one-way conduits that transfer information to a passive audience. In contrast, I advocate treating popular science texts as the result of a chain of consumption and production that are actively shaped by the varied perspectives of scientists, communicators, and members of the general public. My work envisions all of these actors as science learners who simultaneously act as both producers and consumers of science, and who interact with one another through in-the-moment meaning making. This dissertation examines how the meaning of scientific research is filtered and transformed in moments of interaction and knowledge construction as it moves along this pathway of science communication from scientists to the general public. I present the results of a study that attempts to follow pieces of recent scientific research as they work their way from scientists to publication as popular science news stories, and ultimately to the public. To that end, I collected data from three types of actors involved in the paths of science communication, as well as the texts they read and generate. These actors include (1) the scientists who performed the research, (2) the reporters tasked with writing about it for popular dissemination, and (3) members of the public who must read and interpret the research. The texts I analyze include: peer-reviewed scientific journal articles, university-produced news briefs, popular press science stories, and various text-based conversations between scientists and reporters. Through an analysis of texts, individual interviews, and

  19. A Space Operations Network Alternative: Using Globally Connected Research and Education Networks for Space-Based Science Operations

    Science.gov (United States)

    Bradford, Robert N.

    2006-01-01

    Earth based networking in support of various space agency projects has been based on leased service/circuits which has a high associated cost. This cost is almost always taken from the science side resulting in less science. This is a proposal to use Research and Education Networks (RENs) worldwide to support space flight operations in general and space-based science operations in particular. The RENs were developed to support scientific and educational endeavors. They do not provide support for general Internet traffic. The connectivity and performance of the research and education networks is superb. The connectivity at Layer 3 (IP) virtually encompasses the globe. Most third world countries and all developed countries have their own research and education networks, which are connected globally. Performance of the RENs especially in the developed countries is exceptional. Bandwidth capacity currently exists and future expansion promises that this capacity will continue. REN performance statistics has always exceeded minimum requirements for spaceflight support. Research and Education networks are more loosely managed than a corporate network but are highly managed when compared to the commodity Internet. Management of RENs on an international level is accomplished by the International Network Operations Center at Indiana University at Indianapolis. With few exceptions, each regional and national REN has its own network ops center. The acceptable use policies (AUP), although differing by country, allows any scientific program or project the use of their networks. Once in compliance with the first RENs AUP, all others will accept that specific traffic including regional and transoceanic networks. RENs can support spaceflight related scientific programs and projects. Getting the science to the researcher is obviously key to any scientific project. RENs provide a pathway to virtually any college or university in the world, as well as many governmental institutes and

  20. Taking an active stance: How urban elementary students connect sociocultural experiences in learning science

    Science.gov (United States)

    Upadhyay, Bhaskar; Maruyama, Geoffrey; Albrecht, Nancy

    2017-12-01

    In this interpretive case study, we draw from sociocultural theory of learning and culturally relevant pedagogy to understand how urban students from nondominant groups leverage their sociocultural experiences. These experiences allow them to gain an empowering voice in influencing science content and activities and to work towards self-determining the sciences that are personally meaningful. Furthermore, tying sociocultural experiences with science learning helps generate sociopolitical awareness among students. We collected interview and observation data in an urban elementary classroom over one academic year to understand the value of urban students' sociocultural experiences in learning science and choosing science activities.

  1. The Business of Co-Production: Assessing Efforts to Bridge Science and Decision-Making for Adaptation in California

    Science.gov (United States)

    Webber, S.; MacDonald, G. M.

    2016-12-01

    The last decades have seen scholars argue for a greater integration of science and decision-making in order to more effectively respond to climate change. It has been suggested that overcoming the gap between science, on the one hand, and policy-making and management, on the other, requires building bridges through methods of co-production, creating actionable science, or through boundary organizations. In this paper, we review attempts at co-production for policy-making and management in the context of climate change adaptation in California. Building on field research, including numerous interviews conducted with scientists and decision-makers who are co-producers of adaptation projects, we make three arguments. First, we show that an emphasis on co-production and science-informed climate change adaptation decision-making has bolstered a contract-oriented, and decentralized network-based model of producing climate science. Second, reviewing successes and failures in co-production - as reported in interviews - indicates that it is principally in cases of neatly defined, and spatially and temporarily narrow decision-making contexts, and with highly motivated decision-makers, that climate science is used. Finally, we suggest that the ideas of co-production and actionable science may have increased the institutional and organizational burden at the science-decision interface, lengthening the boundary-organization-chain rather than necessarily facilitating adaptive policy-making and management.

  2. GSNL 2.0: leveraging on Open Science to promote science-based decision making in Disaster Risk Reduction

    Science.gov (United States)

    Salvi, Stefano; Rubbia, Giuliana; Abruzzese, Luigi

    2017-04-01

    In 2010 the GEO Geohazard Supersites and Natural Laboratories initiative (GSNL) launched the concept of a global partnership among the geophysical scientific community and the satellite and in situ data providers, aiming to promote scientific advancements in the knowledge of seismic and volcanic phenomena. The initial goal was successfully achieved, and many more new scientific results were obtained than it could have been possible if the Supersites had not existed (http://www.earthobservations.org/gsnl.php). At the same time the Supersites have demonstrated to be able to effectively support the rapid transfer of useful scientific information to the risk managers, exploiting the existing institutional relationships between the Supersite coordinators and the local decision makers. However, a more demanding call for action is given by the Sendai Framework 2015-2030 (outcome of the 2015 UN World Conference on Disaster Risk Reduction), where for the first time the knowledge of the risk components and the science based decision-making process are defined as top priorities for an effective DRR. There are evident possible synergies between the Sendai framework, GEO, the CEOS (Committee on Earth Observation Satellites), and GSNL, but for maximum benefit and effectiveness the latter needs to progress at a faster pace towards a full implementation of the Open Science approach to geohazard science. In the above global framework the Supersites can represent local test beds where to experiment coordination, collaboration and communication approaches and technological solutions tailored to the local situation, to ensure that the scientific community can contribute the information needed for the best possible decision making. This vision and the new developments of GSNL 2.0 have been approved by the GEO Program Board, and a clear roadmap has been set for the period 2017-2019. We will present the approach and the implementation plan at the conference.

  3. Contesting nonfiction: Fourth graders making sense of words and images in science information book discussions

    Science.gov (United States)

    Belfatti, Monica A.

    Recently developed common core standards echo calls by educators for ensuring that upper elementary students become proficient readers of informational texts. Informational texts have been theorized as causing difficulty for students because they contain linguistic and visual features different from more familiar narrative genres (Lemke, 2004). It has been argued that learning to read informational texts, particularly those with science subject matter, requires making sense of words, images, and the relationships among them (Pappas, 2006). Yet, conspicuously absent in the research are empirical studies documenting ways students make use of textual resources to build textual and conceptual understandings during classroom literacy instruction. This 10-month practitioner research study was designed to investigate the ways a group of ethnically and linguistically diverse fourth graders in one metropolitan school made sense of science information books during dialogically organized literature discussions. In this nontraditional instructional context, I wondered whether and how young students might make use of science informational text features, both words and images, in the midst of collaborative textual and conceptual inquiry. Drawing on methods of constructivist grounded theory and classroom discourse analysis, I analyzed student and teacher talk in 25 discussions of earth and life science books. Digital voice recordings and transcriptions served as the main data sources for this study. I found that, without teacher prompts or mandates to do so, fourth graders raised a wide range of textual and conceptual inquiries about words, images, scientific figures, and phenomena. In addition, my analysis yielded a typology of ways students constructed relationships between words and images within and across page openings of the information books read for their sense-making endeavors. The diversity of constructed word-image relationships aided students in raising, exploring

  4. A role of decision-making competency in science learning utilizing a social valuation framework

    Science.gov (United States)

    Katsuo, Akihito

    2005-11-01

    The role of decision-making in learning performance has been an occasional topic in the research literature in science education, but rarely has it been a central issue in the field. Nonetheless, recent studies regarding the topic in several fields other than education, such as cognitive neuroscience and social choice theory, indicate the fundamental importance(s) of the topic. This study focuses on a possible role of decision-making in science learning. Initially the study was designed to probe the decision-making ability of elementary school children with a modified version of the Iowa Gambling Task (IGT). The experiment involved six Montessori 3rd and 4th grade students as the experimental group and eight public school 3rd and 4th grade students as the control group. The result of the modified IGT revealed a tendency in choice trajectories favoring children at the Montessori school. However, the probabilistic value went below the statistically significant level set by the U test. A further study focused on the impact of better decision-making ability revealed in the first experiment on performances with a science learning module that emphasized collective reasoning. The instruction was based on a set of worksheets with multiple choices on which students were asked to make predictions with and to provide supportive arguments regarding outcomes of experiments introduced in the worksheet. Then the whole class was involved with a real experiment to see which choice was correct. The findings in the study indicated that the Montessori students often obtained higher scores than non-Montessori students in making decision with a tendency of consistency in terms of their choices of the alternatives on the worksheets. The findings of the experiments were supported by a correlational analysis that was performed at the end of study. Although no statistically significant correlations were found, there was a tendency for positively associative shifts between the scores of the

  5. Psychoanalysis, science, and art: aesthetics in the making of a psychoanalyst.

    Science.gov (United States)

    Frayze-Pereira, João A

    2007-04-01

    This paper critically examines the relationship of psychoanalysis to science and art. Its point of departure is Michael Rustin's theorizing. Specifically, in considering the possibility of a psychoanalyst's having an aesthetic orientation, the author analyses: 1) the difficulty of there being any connection between psychoanalysis and science because science's necessarily presupposed subject-object dichotomy is incompatible with transference, which, beginning with Freud, is basic to psychoanalysis; 2) the complex relationship between psychoanalysis and aesthetics using Maurice Merleau-Ponty's philosophical perspective as well as Luigi Pareyson's theory of aesthetics; 3) the Kantian foundations of the psychoanalytic notion of art as the 'containing form of subjective experience'; 4) intersubjectivity, without which clinical practice would not be possible, especially considering matters of identity, difference, the body, and of sensory experience such as 'expressive form'; 5) the relationship of psychoanalysis and art, keeping in mind their possible convergence and divergence as well as some psychoanalysts' conceptual commitment to classicism and the need for contact with art in a psychoanalyst's mind set.

  6. The personal is professional: Connecting white urban middle school science teachers' biographies to their teaching of all students

    Science.gov (United States)

    Oey, Esther Ruth

    The purpose of this study was to examine if and in what ways white, urban middle school science teachers use experiences of being marginalized or feeling different to connect to students coming from backgrounds unlike their own---especially students who are racially, culturally, linguistically and otherwise different from them, the school culture and the dominant society. Personal biography was used to frame this study. Data consisted of structured and semi-structured interviews and classroom observations of one female and two male science teachers gathered over one academic year. Results indicated that experiences with difference may be used to inform teachers' practices, but personal biography alone was insufficient to enable the teachers to reflect on their experiences with race, class, gender, and difference. Also, attending to emotions appeared to be an important factor in helping students develop cognitive skills in science classrooms.

  7. Using "Making Sense of Climate Science Denial" MOOC videos in a college course

    Science.gov (United States)

    Schuenemann, K. C.; Cook, J.

    2015-12-01

    The Massive Open Online Course (MOOC) "Denial101x: Making Sense of Climate Science Denial" teaches students to make sense of the science and respond to climate change denial. The course is made up of a series of short, myth-debunking lecture videos that can be strategically used in college courses. The videos and the visuals within have proven a great resource for an introductory college level climate change course. Methods for using the videos in both online and in-classroom courses will be presented, as well as student reactions and learning from the videos. The videos introduce and explain a climate science topic, then paraphrase a common climate change myth, explain why the myth is wrong by identifying the characteristic of climate denial used, and concludes by reinforcing the correct science. By focusing on common myths, the MOOC has made an archive of videos that can be used by anyone in need of a 5-minute response to debunk a myth. By also highlighting five characteristics of climate denial: fake experts, logical fallacies, impossible expectations, cherry picking, and conspiracy theories (FLICC), the videos also teach the viewer the skills they need to critically examine myths they may encounter in the real world on a variety of topics. The videos also include a series of expert scientist interviews that can be used to drive home points, as well as put some faces to the science. These videos are freely available outside of the MOOC and can be found under the relevant "Most used climate myths" section on the skepticalscience.com webpage, as well as directly on YouTube. Discover ideas for using videos in future courses, regardless of discipline.

  8. BiteScis: Connecting K-12 teachers with science graduate students to produce lesson plans on modern science research

    Science.gov (United States)

    Battersby, Cara

    2016-01-01

    Many students graduate high school having never learned about the process and people behind modern science research. The BiteScis program addresses this gap by providing easily implemented lesson plans that incorporate the whos, whats, and hows of today's scienctific discoveries. We bring together practicing scientists (motivated graduate students from the selective communicating science conference, ComSciCon) with K-12 science teachers to produce, review, and disseminate K-12 lesson plans based on modern science research. These lesson plans vary in topic from environmental science to neurobiology to astrophysics, and involve a range of activities from laboratory exercises to art projects, debates, or group discussion. An integral component of the program is a series of short, "bite-size" articles on modern science research written for K-12 students. The "bite-size" articles and lesson plans will be made freely available online in an easily searchable web interface that includes association with a variety of curriculum standards. This ongoing program is in its first year with about 15 lesson plans produced to date.

  9. Make

    CERN Document Server

    Frauenfelder, Mark

    2012-01-01

    The first magazine devoted entirely to do-it-yourself technology projects presents its 29th quarterly edition for people who like to tweak, disassemble, recreate, and invent cool new uses for technology. MAKE Volume 29 takes bio-hacking to a new level. Get introduced to DIY tracking devices before they hit the consumer electronics marketplace. Learn how to build an EKG machine to study your heartbeat, and put together a DIY bio lab to study athletic motion using consumer grade hardware.

  10. Bio-Energy Connectivity And Ecosystem Services. An Assessment by Pandora 3.0 Model for Land Use Decision Making

    Directory of Open Access Journals (Sweden)

    Raffaele Pelorosso

    2014-05-01

    Full Text Available Landscape connectivity is one of the major issues related to biodiversity conservation and to the delivery of Ecosystem Services (ES. Several models were developed to assess landscape connectivity but lack of data and mismatching scale of analysis often represent insurmountable constraints for the correct evaluation and integration of ecological connectivity into plans and assessment procedures. In this paper a procedure for ES assessment related with Habitat and Bio-Energy Landscape Connectivity (BELC is proposed. The method is based on the connectivity measure furnished by the last version of PANDORA model and uses a modified formulation of current ES evaluation. The implementation of the model in a real case has highlighted its potential multi-scale workability. The spatial approach of the model aims at furnishing a further tool for the spread of ES and landscape ecology concepts into procedures of assessment (e.g. EIA, SEA and land use planning at different administrative scales.

  11. Enabling and Encouraging Transparency in Earth Science Data for Decision Making

    Science.gov (United States)

    Abbott, S. B.

    2010-12-01

    Our ability to understand, respond, and make decisions about our changing planet hinges on timely scientific information and situational awareness. Information and understanding will continue to be the foundations of decision support in the face of uncertainty. Over the last 40 years, investments in Earth observations have brought remarkable achievements in weather prediction, disaster prediction and response, land management, and our broad base of Earth science knowledge. The only way to know what is happening to our planet and to manage our resources wisely is to measure it, This means tracking changes decade after decade and reanalyzing the record in light of new insights, technologies, and methodologies. In order to understand and respond to climate change and other global challenges, there is a need for a high degree of transparency in the publication, management, traceability, and citability of science data, and particularly for Earth science data. In addition, it is becoming increasingly important that free, open, and authoritative sources of quality data are available for peer review. One important focus is on applications and opportunities for enhancing data exchange standards for use with Earth science data. By increasing the transparency of scientific work and providing incentives for researchers and institutions to openly share data, we will more effectively leverage the scientific capacity of our Nation to address climate change and to meet future challenges. It is an enormous challenge to collect, organize, and communicate the vast stores of data maintained across the government. The Administration is committed to moving past these barriers in providing the American public with unprecedented access to useful government data, including an open architecture and making data available in multiple formats. The goal is to enable better decision-making, drive transparency, and to help power innovation for a stronger America. Whether for a research project

  12. A Method for Using Adjacency Matrices to Analyze the Connections Students Make within and between Concepts: The Case of Linear Algebra

    Science.gov (United States)

    Selinski, Natalie E.; Rasmussen, Chris; Wawro, Megan; Zandieh, Michelle

    2014-01-01

    The central goals of most introductory linear algebra courses are to develop students' proficiency with matrix techniques, to promote their understanding of key concepts, and to increase their ability to make connections between concepts. In this article, we present an innovative method using adjacency matrices to analyze students' interpretation…

  13. Making Kew Observatory: the Royal Society, the British Association and the politics of early Victorian science.

    Science.gov (United States)

    Macdonald, Lee T

    2015-09-01

    Built in 1769 as a private observatory for King George III, Kew Observatory was taken over in 1842 by the British Association for the Advancement of Science (BAAS). It was then quickly transformed into what some claimed to be a 'physical observatory' of the sort proposed by John Herschel - an observatory that gathered data in a wide range of physical sciences, including geomagnetism and meteorology, rather than just astronomy. Yet this article argues that the institution which emerged in the 1840s was different in many ways from that envisaged by Herschel. It uses a chronological framework to show how, at every stage, the geophysicist and Royal Artillery officer Edward Sabine manipulated the project towards his own agenda: an independent observatory through which he could control the geomagnetic and meteorological research, including the ongoing 'Magnetic Crusade'. The political machinations surrounding Kew Observatory, within the Royal Society and the BAAS, may help to illuminate the complex politics of science in early Victorian Britain, particularly the role of 'scientific servicemen' such as Sabine. Both the diversity of activities at Kew and the complexity of the observatory's origins make its study important in the context of the growing field of the 'observatory sciences'.

  14. Soil science and geology: Connects, disconnects and new opportunities in geoscience education

    Science.gov (United States)

    Landa, E.R.

    2004-01-01

    Despite historical linkages, the fields of geology and soil science have developed along largely divergent paths in the United States during much of the mid- to late- twentieth century. The shift in recent decades within both disciplines to greater emphasis on environmental quality issues and a systems approach has created new opportunities for collaboration and cross-training. Because of the importance of the soil as a dynamic interface between the hydrosphere, biosphere, atmosphere, and lithosphere, introductory and advanced soil science classes are now being taught in a number of earth and environmental science departments. The National Research Council's recent report, Basic Research Opportunities in Earth Science, highlights the soil zone as part of the land surface-to-groundwater "critical zone" requiring additional investigation. To better prepare geology undergraduates to deal with complex environmental problems, their training should include a fundamental understanding of the nature and properties of soils. Those undergraduate geology students with an interest in this area should be encouraged to view soil science as a viable earth science specialty area for graduate study. Summer internships such as those offered by the National Science Foundation-funded Integrative Graduate Education, Research, and Training (IGERT) programs offer geology undergraduates the opportunity to explore research and career opportunities in soil science.

  15. The Art-Science Connection: Students Create Art Inspired by Extracurricular Lab Investigations

    Science.gov (United States)

    Hegedus, Tess; Segarra, Verónica A.; Allen, Tawannah G.; Wilson, Hillary; Garr, Casey; Budzinski, Christina

    2016-01-01

    The authors developed an integrated science-and-art program to engage science students from a performing arts high school in hands-on, inquiry based lab experiences. The students participated in eight biology-focused investigations at a local university with undergraduate mentors. After the laboratory phase of the project, the high school students…

  16. WISE Science: Web-based Inquiry in the Classroom. Technology, Education--Connections

    Science.gov (United States)

    Slotta, James D.; Linn, Marcia C.

    2009-01-01

    This book shares the lessons learned by a large community of educational researchers and science teachers as they designed, developed, and investigated a new technology-enhanced learning environment known as WISE: The Web-Based Inquiry Science Environment. WISE offers a collection of free, customizable curriculum projects on topics central to the…

  17. Professional Development Strategically Connecting Mathematics and Science: The Impact on Teachers' Confidence and Practice

    Science.gov (United States)

    Baxter, Juliet A.; Ruzicka, Angie; Beghetto, Ronald A.; Livelybrooks, Dean

    2014-01-01

    The press to integrate mathematics and science comes from researchers, business leaders, and educators, yet research that examines ways to support teachers in relating these disciplines is scant. Using research on science and mathematics professional development, we designed a professional development project to help elementary teachers improve…

  18. Connecting Knowledge Domains : An Approach to Concept Learning in Primary Science and Technology Education

    NARCIS (Netherlands)

    Koski, M.

    2014-01-01

    In order to understand our dependency on technology and the possible loss of control that comes with it, it is necessary for people to understand the nature of technology as well as its roots in science. Learning basic science and technology concepts should be a part of primary education since it

  19. Connecting Earth Systems: Developing Holistic Understanding through the Earth-System-Science Model

    Science.gov (United States)

    Gagnon, Valoree; Bradway, Heather

    2012-01-01

    For many years, Earth science concepts have been taught as thematic units with lessons in nice, neat chapter packages complete with labs and notes. But compartmentalized Earth science no longer exists, and implementing teaching methods that support student development of holistic understandings can be a time-consuming and difficult task. While…

  20. Nebraska Earth Science Education Network: Enhancing the NASA, University, and Pre-College Science Teacher Connection with Electronic Communication

    Science.gov (United States)

    Gosselin, David C.

    1997-01-01

    The primary goals of this project were to: 1. Promote and enhance K-12 earth science education; and enhance the access to and exchange of information through the use of digital networks in K-12 institutions. We have achieved these two goals. Through the efforts of many individuals at the University of Nebraska-Lincoln (UNL), Nebraska Earth Science Education Network (NESEN) has become a viable and beneficial interdisciplinary outreach program for K-12 educators in Nebraska. Over the last three years, the NASA grant has provided personnel and equipment to maintain, expand and develop NESEN into a program that is recognized by its membership as a valuable source of information and expertise in earth systems science. Because NASA funding provided a framework upon which to build, other external sources of funding have become available to support NESEN programs.

  1. Navigating the boundary of science for decision making at the state and local level

    Science.gov (United States)

    Gonzales, L. M.; Wood, C.; Boland, M. A.; Rose, C. A.

    2015-12-01

    Scientific information should play a vital role in many decision making processes, yet issues incorporating geoscience information often arise due to inherent differences between how scientists and decision makers operate. Decision makers and scientists have different priorities, produce work at different rates, and often lack an understanding of each others' institutional constraints. Boundary organizations, entities that facilitate collaboration and information flow across traditional boundaries such as that between scientists and decision makers, are in a unique position to improve the dialogue between disparate groups. The American Geosciences Institute (AGI), a nonprofit federation of 50 geoscience societies and organizations, is linking the geoscience and decision-making communities through its Critical Issues Program. AGI's Critical Issues program has first-hand experience in improving the transfer of information across the science-decision making boundary, particularly in areas pertaining to water resources and hazards. This presentation will focus on how, by collaborating with organizations representing the decision making and geoscience communities to inform our program development, we have created our three main content types - website, webinar series, and research database - to better meet the needs of the decision-making process. The program presents existing geoscience information in a way that makes the interconnected nature of geoscience topics more easily understood, encourages discussion between the scientific and decision-making communities, and has established a trusted source of impartial geoscience information. These efforts have focused on state and local decision makers—groups that increasingly influence climate and risk-related decisions, yet often lack the resources to access and understand geoscience information.

  2. Beyond the usual suspects: using political science to enhance public health policy making.

    Science.gov (United States)

    Fafard, Patrick

    2015-11-01

    That public health policy and practice should be evidence based is a seemingly uncontroversial claim. Yet governments and citizens routinely reject the best available evidence and prefer policies that reflect other considerations and concerns. The most common explanations of this paradox emphasise scientific disagreement, the power of 'politics', or the belief that scientists and policymakers live in two separate communities that do not communicate. However, another explanation may lie in the limits of the very notion of evidence-based policy making. In fact, the social science discipline of political science offers a rich body of theory and empirical evidence to explain the apparent gap between evidence and policy. This essay introduces this literature with a particular emphasis on a recent book by Katherine Smith, Beyond evidence-based policy in public health: the interplay of ideas. As the title suggests, Smith argues that what matters for public health policy is less scientific evidence and much more a more complex set of ideas. Based on detailed case studies of UK tobacco and health inequality policy, Smith offers a richly textured alternative account of what matters for policy making. This excellent book is part of a small but growing body of political science research on public health policy that draws on contemporary theories of policy change and governance more generally. This essay provides a window on this research, describes some examples, but emphasises that public health scholars and practitioners too often retain a narrow if not naive view of the policy-making process. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  3. Understanding decisions Latino students make regarding persistence in the science and math pipeline

    Science.gov (United States)

    Munro, Janet Lynn

    This qualitative study focused on the knowledge and perceptions of Latino high school students, as well those of their parents and school personnel, at a southwestern, suburban high school regarding persistence in the math/science pipeline. In the context of the unique school and community setting these students experience, the decision-making process was examined with particular focus on characterizing the relationships that influence the process. While the theoretical framework that informs this study was that of social capital, its primary purpose was to inform the school's processes and policy in support of increased Latino participation in the math and science pipeline. Since course selection may be the most powerful factor affecting school achievement and college-preparedness, and since course selection is influenced by school policy, school personnel, students, parents, and teachers alike, it is important to understand the beliefs and perceptions that characterize the relationships among them. The qualitative research design involved a phenomenological study of nine Latino students, their parents, their teachers and counselors, and certain support personnel from the high school. The school's and community's environment in support of academic intensity served as context for the portrait that developed. Given rapidly changing demographics that bring more and more Latino students to suburban high schools, the persistent achievement gap experienced by Latino students, and the growing dependence of the world economy on a citizenry versed in the math- and science-related fields, a deeper understanding of the decision-making processes Latino 12 students experience can inform school policy as educators struggle to influence those decisions. This study revealed a striking lack of knowledge concerning the college-entrance ramifications of continued course work in math and science beyond that required for graduation, relationships among peers, parents, and school

  4. Making the transition to middle schooling: A case study of experienced science teachers coping with change

    Science.gov (United States)

    Strong, Donna Dorough

    The increasing popularity of the middle school movement necessitates a need for more interpretive research in middle level education. The purpose of this qualitative case study was to explore science teachers' perceptions of the transition to a new middle school and the meanings they attached to this new experience. The participants were three eighth grade science teachers, each with 20 plus years of teaching experience. The primary data for analysis was a series of five interviews with each participant. Data collection also included weekly participant observation of team meetings. Findings revealed that the science teachers all had positive feelings attached to the ability to keep track of students' academic progress and behavior problems as a result of teaming. The changes associated with the first year were very stressful for all three, primarily the loss of the traditional junior high departmentalized structure. The two participants who transferred directly from the junior high school were very skeptical of any benefits from an interdisciplinary curriculum, the appropriateness of the middle school philosophy for eighth grade students, and the move to heterogeneously grouped science classes. In contrast, the former junior high teacher who had spent the past ten years teaching sixth grade at the elementary school had positive beliefs about the potential benefits of an interdisciplinary curriculum and heterogeneous grouping. Teacher stress associated with a change in the school setting and the science teachers' constraints to actualizing a meaningful middle schooling experience are illuminated. Teachers' lack of ownership in the reform decision making process, loss of time with their science teacher peers, diminished compliments from high school counterparts, and need for more empirical evidence supporting proposed changes all served as barriers to embracing the reform initiatives. The participants found taking a very slow approach to be their most useful means of

  5. Editorial: Child psychology and psychiatry - using science to make a difference.

    Science.gov (United States)

    Fearon, R M Pasco

    2017-04-01

    The Journal of Child Psychology and Psychiatry has, I think it is fair to say, a special place in the hearts of scientists and scientist-practitioners working broadly in the field of developmental psychopathology. How would you put into words what it is we all love about the journal? Answers on a postcard please! For me, in addition to the high quality of the science, there is something unique about JCPP's open-minded, eclectic yet rigorous and methodologically pluralistic style that makes it stand out from the rest. © 2017 Association for Child and Adolescent Mental Health.

  6. So you want to share your science…. Connecting to the world of informal science learning.

    Science.gov (United States)

    Alpert, Carol Lynn

    2018-04-25

    Scientists can reap personal rewards through collaborations with science and natural history museums, zoos, botanical gardens, aquaria, parks, and nature preserves, and, while doing so, help to advance science literacy and broaden participation in the natural sciences. Beyond volunteer opportunities, which allow scientists to contribute their knowledge and passion within the context of existing programs and activities, there are also opportunities for scientists to bring their knowledge and resources to the design and implementation of new learning experiences for visitors to these informal science learning organizations (ISLOs). Well-designed education outreach plans that leverage the expertise and broad audiences of ISLOs can also enhance the prospects of research grant proposals made to agencies such as National Science Foundation, which encourage researchers to pay careful attention to the broader impacts of their research as well as its intellectual merit. Few scientists, however, have had the opportunity to become familiar with the pedagogy and design of informal or 'free-choice' science learning, and fewer still know how to go about the process of collaborating with ISLO's in developing and implementing effective programs, exhibits, and other learning experiences. This article, written by an experienced science museum professional, provides guidance for individual scientists and research groups interested in pursuing effective education outreach collaborations with science museums and other ISLOs. When prospective partners begin discussions early in the proposal development process, they increase the likelihood of successful outcomes in funding, implementation, and impact. A strategic planning worksheet is provided, along with a carefully-selected set of further resources to guide the design and planning of informal science learning experiences.

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

    Science.gov (United States)

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

    2012-12-01

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

  8. Lessons from COASST: How Does Citizen Science Contribute to Natural Resource Management & Decision-Making?

    Science.gov (United States)

    Metes, J.; Ballard, H. L.; Parrish, J.

    2016-12-01

    As many scholars and practitioners in the environmental field turn to citizen science to collect robust scientific data as well as engage with wider audiences, it is crucial to build a more complete understanding of how citizen science influences and affects different interests within a social-ecological system. This research investigates how federal, state, and tribal natural resource managers interact with data from the Coastal Observation & Seabird Survey Team (COASST) project—a citizen science program that trains participants to monitor species and abundance of beach-cast birds on the Pacific Northwest Coast. Fifteen coastal and fisheries managers who previously requested COASST data were interviewed about how and why they used data from the project and were asked to describe how information gained from COASST affected their management decisions. Results suggest that broadly, managers value and learn from the program's capacity to gather data spanning a wide spatial-temporal range. This contribution to baseline monitoring helps managers signal and track both short- and long-term environmental change. More specifically, managers use COASST data in conjunction with other professional monitoring programs, such as the National Marine Fisheries Observer Program, to build higher degrees of reliability into management decisions. Although managers offered diverse perspectives and experiences about what the role of citizen science in natural resource management generally should be, there was agreement that agencies on their own often lack personnel and funding required to sufficiently monitor many crucial resources. Additionally, managers strongly suggested that COASST and other citizen science projects increased public awareness and support for agency decision-making and policies, and indirect yet important contribution to natural resource management.

  9. A Year of Hands-on Science: Exciting Theme Units with More Than 100 Activities, Projects, and Experiments To Make Science Come Alive.

    Science.gov (United States)

    Kepler, Lynne; Novelli, Joan, Ed.

    This book contains 18 themed teaching units with 2 themes per chapter, organized seasonally around the traditional school year. Each theme includes natural connections and hands-on science activities that correspond to what children are already observing in their world. Each chapter begins with highlights of the month and a reproducible "Science…

  10. Rethinking Nutrition: Connecting Science and Practice in Early Childhood Settings, Revised Edition

    Science.gov (United States)

    Nitzke, Susan; Riley, Dave; Ramminger, Ann; Jacobs, Georgine

    2015-01-01

    Nutrition has vital and long-lasting effects on children's development. Good nutrition helps children learn better and promotes lifelong healthy eating habits. Connecting current scientific research with best practices, "Rethinking Nutrition" provides information to help you meet and understand children's nutritional and developmental…

  11. Inter-generational Decision Making for Radioactive Waste Disposal, Policy and Science: Regulatory Protection Forever?

    International Nuclear Information System (INIS)

    Regnier, E.P.; Wallo, A.

    2006-01-01

    Assumptions about this generation's duty to future generations underlie decisions on regulatory requirements for disposal of radioactive waste. Regulatory provisions related to time of compliance, dose criteria, and institutional controls, for example, continue to be topics of discussion as regulations are revised or compared. Subjective and difficult ethical issues are either explicit or implicit in these discussions. The information and criteria used must be relevant and help make good decisions that, ideally, increase the overall welfare of future generations. To what extent can or should science usefully inform such decision-making? Both the National Academies of Science and the National Academy of Public Administration (NAPA) have reported on this topic, albeit from different viewpoints. This paper explains and expands upon the rationale used for setting compliance time periods such as the Department of Energy's requirement for a 1,000 year time of compliance with dose limits for low-level radioactive waste disposal facilities. It evaluates radioactive waste disposal against principles of equity recommended by NAPA. Radioactive waste disposal standards require evaluation of impacts much farther into the future than has been common for other endeavors with very long term effects. While performance assessment analyses provide much useful information, their inherent uncertainties over long time periods preclude the projection of reality. Thus, the usefulness of extremely long projections in supporting good decisions that promote the welfare of future generations is limited. Such decisions are fundamentally a question of resource allocation, equity, and fairness. (authors)

  12. Science communication: a career where PhDs can make a difference.

    Science.gov (United States)

    Irion, Robert

    2015-02-15

    Among careers for biologists with PhDs, science communication is one of the most diverse and rewarding pathways. Myriad options exist, from traditional journalism to new media, from writing for specialists to working in public outreach. Textbooks, mass-market books, and freelance writing that combines many of these pursuits are all viable choices. Communicating about science allows researchers to step away from the minutiae of a subdiscipline and to once again explore the breadth of science more fully through an ever-evolving array of stories. A doctoral degree can confer distinct advantages in the eyes of prospective editors and employers. Here I describe those advantages, possible career directions, and steps toward making such a transition. © 2015 Irion. This article is distributed by The American Society for Cell Biology under license from the author(s). Two months after publication it is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  13. Education sciences, schooling, and abjection: recognizing difference and the making of inequality?

    Directory of Open Access Journals (Sweden)

    Thomas Popkewitz

    2008-08-01

    Full Text Available Schooling in North America and northern Europe embodies salvation themes. The themes are (revisions of Enlightenments' projects about the cosmopolitan citizen and scientific progress. The emancipatory principles, however, were never merely about freedom and inclusion. A comparative system of reason was inscribed as gestures of hope and fear. The hope was of the child who would be the future cosmopolitan citizen; the fears were of the dangers and dangerous people to that future. The double gestures continue in contemporary school reform and its sciences. American progressive education sciences at the turn of the 20th century and contemporary school reform research are examined to understand their different cultural theses about cosmopolitan modes of life and the child cast out as different and abjected. Today's cosmopolitanism, different from that in the past, generates principles about the lifelong learner and its cosmopolitan hope of inclusion. The inclusionary impulse is expressed in the phrase "all children can learn". The child who stands outside of the unity of "all children" is disadvantaged and urban. School subject research in music at the turn of the 20th century and today's mathematics education are exemplars of the inscriptions of hope and fears in the sciences of education. The method of study is a history of the present. It is a strategy of resistance and counter praxis by making visible what is assumed as natural and inevitable in schooling.

  14. Deepening Inquiry: What Processes of Making Music Can Teach Us about Creativity and Ontology for Inquiry Based Science Education

    Science.gov (United States)

    Gershon, Walter S.; Oded, Ben-Horin

    2014-01-01

    Drawing from their respective work at the intersection of music and science, the coauthors argue that engaging in processes of making music can help students more deeply engage in the kinds of creativity associated with inquiry based science education (IBSE) and scientists better convey their ideas to others. Of equal importance, the processes of…

  15. Moving the Lab into the Field: The Making of Pathologized (Non)Citizens in US Science Education

    Science.gov (United States)

    Kirchgasler, Kathryn L.

    2018-01-01

    This article examines how notions of health and citizenship have become entangled in US science education reforms targeting particular populations. Current science education policy assumes that marginalized groups have been historically ignored, and that new research is required to "make diversity visible" in order to adapt instruction…

  16. Connecting People to Place: Stories, Science, Deep Maps, and Geo-Quests for Place-Based Learning

    Science.gov (United States)

    Hagley, C. A.; Silbernagel, J.; Host, G.; Hart, D. A.; Axler, R.; Fortner, R. W.; Axler, M.; Smith, V.; Drewes, A.; Bartsch, W.; Danz, N.; Mathews, J.; Wagler, M.

    2016-02-01

    The St. Louis River Estuary project (stlouisriverestuary.org) is about connecting the stories with the science of this special place to enhance spatial awareness and stewardship of the estuary. The stories, or spatial narratives, are told through vignettes of local resource activities, framed by perspectives of local people. The spatial narratives, developed through interviews and research, target six key activities of the estuary. The science is based on stressor gradients research, incorporating factors such as population and road density, pollutant point source density, and land use. The stressor gradient developed based on these factors was used as a basis for sampling water quality and plant and macroinvertebrate communities, with the intent of quantifying relationships between land-based stressors and aquatic ecosystem indicators of condition. The stories and science are interwoven, located in place on a Deep Map, and played out in GeoQuests to illustrate the complexity and multiple perspectives within the estuary's social, economic and ecological systems. Students, decision-makers, and Lake Superior enthusiasts can engage more deeply in the complexity of the stories and science by challenging themselves with these GeoQuests played on mobile devices. We hope these place-based learning tools will be valuable in advancing spatial literacy and conversation around environmental sustainability in coastal communities.

  17. Creating the Public Connection: Interactive Experiences with Real-Time Earth and Space Science Data

    Science.gov (United States)

    Reiff, Patricia H.; Ledley, Tamara S.; Sumners, Carolyn; Wyatt, Ryan

    1995-01-01

    The Houston Museum of Natural Sciences is less than two miles from Rice University, a major hub on the Internet. This project links these two institutions so that NASA real-time data and imagery can flow via Rice to the Museum where it reaches the public in the form of planetarium programs, computer based interactive kiosks, and space and Earth science problem solving simulation. Through this program at least 200,000 visitors annually (including every 4th and 7th grader in the Houston Independent School District) will have direct exposure to the Earth and space research being conducted by NASA and available over the Internet. Each information conduit established between Rice University and the Houston Museum of Natural Science will become a model for public information dissemination that can be replicated nationally in museums, planetariums, Challenger Centers, and schools.

  18. The Montreal Protocol treaty and its illuminating history of science-policy decision-making

    Science.gov (United States)

    Grady, C.

    2017-12-01

    The Montreal Protocol on Substances that Deplete the Ozone Layer, hailed as one of the most effective environmental treaties of all time, has a thirty year history of science-policy decision-making. The partnership between Parties to the Montreal Protocol and its technical assessment panels serve as a basis for understanding successes and evaluating stumbles of global environmental decision-making. Real-world environmental treaty negotiations can be highly time-sensitive, politically motivated, and resource constrained thus scientists and policymakers alike are often unable to confront the uncertainties associated with the multitude of choices. The science-policy relationship built within the framework of the Montreal Protocol has helped constrain uncertainty and inform policy decisions but has also highlighted the limitations of the use of scientific understanding in political decision-making. This talk will describe the evolution of the scientist-policymaker relationship over the history of the Montreal Protocol. Examples will illustrate how the Montreal Protocol's technical panels inform decisions of the country governments and will characterize different approaches pursued by different countries with a particular focus on the recently adopted Kigali Amendment. In addition, this talk will take a deeper dive with an analysis of the historic technical panel assessments on estimating financial resources necessary to enable compliance to the Montreal Protocol compared to the political financial decisions made through the Protocol's Multilateral Fund replenishment negotiation process. Finally, this talk will describe the useful lessons and challenges from these interactions and how they may be applicable in other environmental management frameworks across multiple scales under changing climatic conditions.

  19. Making On-line Science Course Materials Easily Translatable and Accessible Worldwide: Challenges and Solutions

    Science.gov (United States)

    Adams, Wendy K.; Alhadlaq, Hisham; Malley, Christopher V.; Perkins, Katherine K.; Olson, Jonathan; Alshaya, Fahad; Alabdulkareem, Saleh; Wieman, Carl E.

    2012-02-01

    The PhET Interactive Simulations Project partnered with the Excellence Research Center of Science and Mathematics Education at King Saud University with the joint goal of making simulations useable worldwide. One of the main challenges of this partnership is to make PhET simulations and the website easily translatable into any language. The PhET project team overcame this challenge by creating the Translation Utility. This tool allows a person fluent in both English and another language to easily translate any of the PhET simulations and requires minimal computer expertise. In this paper we discuss the technical issues involved in this software solution, as well as the issues involved in obtaining accurate translations. We share our solutions to many of the unexpected problems we encountered that would apply generally to making on-line scientific course materials available in many different languages, including working with: languages written right-to-left, different character sets, and different conventions for expressing equations, variables, units and scientific notation.

  20. "Making Connections" at the University of North Carolina: Moving toward a Global Curriculum at a Flagship Research University

    Science.gov (United States)

    Smith, Jay M.; Kruse, Julia

    2009-01-01

    The University of North Carolina at Chapel Hill has reformed its undergraduate curriculum to create connections across disciplines and advance efforts to internationalize its campus. As a result, global issues, experiential learning, study abroad, and international course clusters have become an integral part of a curriculum that emphasizes…

  1. Science Education Curriculum Development Principles in Taiwan: Connecting with Aboriginal Learning and Culture

    Science.gov (United States)

    Huang, Tzu-Hua; Liu, Yuan-Chen

    2017-01-01

    This paper reflects thorough consideration of cultural perspectives in the establishment of science curriculum development principles in Taiwan. The authority explicitly states that education measures and activities of aboriginal peoples' ethnic group should be implemented consistently to incorporate their history, language, art, living customs,…

  2. Connecting Children Internationally for Science Instruction: Using the Internet to Support Learning about Lunar Phases

    Science.gov (United States)

    Smith, Walter S.; Cheon, Jongpil; Jabri, Faiza; Reynolds, Stephen; Zebedi, Amira

    2012-01-01

    This study investigated the effect on children's science understanding of Internet-based instruction in which children from around the world in grades 4 to 8 observed the Moon for several weeks and then shared their lunar data internationally to find global patterns in the Moon's behavior. Students in two American and one Australian class took the…

  3. Connecting Self-Efficacy and Views about the Nature of Science in Undergraduate Research Experiences

    Science.gov (United States)

    Quan, Gina M.; Elby, Andrew

    2016-01-01

    Undergraduate research can support students' more central participation in physics. We analyze markers of two coupled shifts in participation: changes in students' views about the nature of science coupled to shifts in self-efficacy toward physics research. Students in the study worked with faculty and graduate student mentors on research projects…

  4. Connecting Psychological Science with Climate Change: A Persuasion and Social Influence Assignment

    Science.gov (United States)

    Munro, Geoffrey D.; Behlen, Margaret M.

    2017-01-01

    Students often have little understanding of the role psychological science plays in informing us about the impact of human behavior when addressing climate change. We designed an assignment for a social psychology course based on Frantz and Mayer's use of the decision tree model of helping behavior to identify the psychological barriers that…

  5. Realizing research-practice connections: Three cases from the learning sciences

    NARCIS (Netherlands)

    McKenney, Susan; van Aalst, J.; Forbes, C.; Looi, C.K.; Polman, J.L.; Cress, U.; Reimann, P.

    2016-01-01

    Empirical insights from the learning sciences must be translatable to contexts of application to maximize impact. Despite the importance of dissemination, however, little guidance is available to help researchers proactively bridge the research-practice divide. To address this need, we draw from

  6. Taking an Active Stance: How Urban Elementary Students Connect Sociocultural Experiences in Learning Science

    Science.gov (United States)

    Upadhyay, Bhaskar; Maruyama, Geoffrey; Albrecht, Nancy

    2017-01-01

    In this interpretive case study, we draw from sociocultural theory of learning and culturally relevant pedagogy to understand how urban students from nondominant groups leverage their sociocultural experiences. These experiences allow them to gain an empowering voice in influencing science content and activities and to work towards…

  7. Adults' decision-making about the electronic waste issue: The role of the nature of science conceptualizations and moral concerns in socio-scientific decision-making

    Science.gov (United States)

    Yu, Yuqing

    Socio-scientific issues have become increasingly important in Science-Technology-Society (STS) education as a means to make science learning more relevant to students' lives. This study used the e-waste issue as a context to investigate two aspects of socio-scientific decision-making: (1) the relationship between the nature of science (NOS) conceptualizations and decision-making; and (2) moral concerns involved in the process of decision-making. This study contributes to the field of socio-scientific issue research and STS education in the following ways. First, it is the first study that performed meta-analysis to seek the relationship between the NOS understanding and decision-making. This study concludes that valuable NOS conceptualizations that are highly related to the socio-scientific issue under investigation, rather than general NOS understanding, exert statistically significant influences on decision-making. Second, this study empirically examined the Multiple Responses Model (MRM), which enables the transfer of qualitative NOS responses into quantitative data, and hence, inferential statistics. The current study justifies the significance of unidimensionality to the application of the MRM. It addresses the limitations associated with the MRM and provides implications for future use of the MRM in other contexts. Finally, the study explores the role of moral concerns in socio-scientific decision-making. Eight participants engaged in interviews that were designed to elicit their reactions and feelings regarding the issue of exporting e-waste to poor countries. Qualitative analyses demonstrated that moral considerations were significant influences on decision-making. In addition, participants' action responses revealed that they were motivated to take action to help the environment. The study has implications for socio-scientific issue studies in other contexts and for teacher education programs that use socio-scientific issues to advance teachers' reasoning

  8. Before theory comes theorizing or how to make social science more interesting.

    Science.gov (United States)

    Swedberg, Richard

    2016-03-01

    The basic argument in this article is that sociology and social science more generally are today severely hampered by the lack of attention being paid to theory. Methods--qualitative as well as quantitative methods--have proven to be very useful in practical research (as opposed to theory); and as a result they dominate modern social science. They do not, however, do the job that belongs to theory. One way to redress the current imbalance between methods and theory, it is suggested, would be to pay more attention to theorizing, that is, to the actual process that precedes the final formulation of a theory; and in this way improve theory. Students of social science are today primarily exposed to finished theories and are not aware of the process that goes into the production and design of a theory. Students need to be taught how to construct a theory in practical terms ('theorizing'); and one good way to do so is through exercises. This is the way that methods are being taught by tradition; and it helps the students to get a hands-on knowledge, as opposed to just a reading knowledge of what a theory is all about. Students more generally need to learn how to construct a theory while drawing on empirical material. The article contains a suggestion for the steps that need to be taken when you theorize. Being trained in what sociology and social science are all about--an important precondition!--students may proceed as follows. You start out by observing, in an attempt to get a good empirical grip on the topic before any theory is introduced. Once this has been done, it may be time to name the phenomenon; and either turn the name into a concept as the next step or bring in some existing concepts in an attempt to get a handle on the topic. At this stage one can also try to make use of analogies, metaphors and perhaps a typology, in an attempt to both give body to the theory and to invest it with some process. The last element in theorizing is to come up with an

  9. The power of science economic research and European decision-making : the case of energy and environment policies

    CERN Document Server

    Rossetti di Valdalbero, Domenico

    2010-01-01

    This book highlights the interaction between science and politics and between research in economics and European Union policy-making. It focuses on the use of Quantitative tools, Top-down and Bottom-up models in up-stream European decision-making process through five EU policy case studies: energy taxation, climate change, energy efficiency, renewable energy, and internalisation of external costs.

  10. Connecting Social Science and Information Technology through an Interface-Centric Framework of Analysis

    Directory of Open Access Journals (Sweden)

    Mikael Sundström

    2008-06-01

    Full Text Available The gathering pace of IT innovation has, or ought to have had notable methodological repercussions for the social-science community (and beyond. Where yesterday the researcher could unhurriedly unlock the social-scientific significance of a chosen medium, secure in the knowledge that his or her work would have bearing for many years, by now there is every reason to confront a fear that the prodded IT implementation may in fact be gone or at least heavily altered by the time such comprehensive research is concluded. This paper will propose a complementing systematic "interface-centric" research model capable of interconnecting a non-finite variety of IT implementations and social science studies in a coherent way. The paper also outlines how users "downstream", whether political actors or technology operators can use the proposed framework to more easily approach and weight academic input when evaluating complex IT effects.

  11. Leo Szilard Lecturship Award: How can physicists help the public make better decisions about science and technology?

    Science.gov (United States)

    Primack, Joel

    2016-03-01

    For more than 40 years the APS has worked to improve governmental decision-making, mainly through the Congressional Science and Technology Fellowship program and through occasional studies of important science and technology issues. How productive have these been? How can the APS and other professional societies more effectively combat anti-science propaganda and help the public develop better-informed views about science and technology? How can individual scientists communicate scientific concepts in a more understandable and engaging way? How can we encourage young scientists and students to participate in creating a scientifically responsible future?

  12. Social media connecting ocean sciences and the general public: the @OceanSeaIceNPI experiment

    Science.gov (United States)

    Pavlov, A. K.; Granskog, M. A.; Gerland, S.; Meyer, A.; Hudson, S. R.; Rösel, A.; King, J.; Itkin, P.; Cohen, L.; Dodd, P. A.; de Steur, L.

    2016-02-01

    As researchers we are constantly being encouraged by funding agencies, policy-makers and journalists to conduct effective outreach and to communicate our latest research findings. As environmental scientists we also understand the necessity of communicating our research to the general public. Many of us wish to become better science communicators but have little time and limited funding available to do so. How can we expend our science communication past project-based efforts that have a limited lifetime? Most critically, how can a small research groups do it without additional resources such as funds and communication officers? Social media is one answer, and has become a powerful and inexpensive tool for communicating science to different target audiences. Many research institutions and researchers are exploring the full breadth of possibilities brought by social media for reaching out to the general public, journalists, policy-makers, stake-holders, and research community. However, smaller research groups and labs are still underrepresented in social media. When it comes to practice, some essential difficulties can be encountered: identifying key target groups, defining the framework for sharing responsibilities and interaction within the research group, and finally, choosing a currently up-to-date social medium as a technical solution for communicating your research. Here, a group of oceanography and sea ice researchers (@OceanSeaIceNPI) share the positive experience of developing and maintaining for more than one year a researcher-driven outreach effort currently implemented through Instagram, Twitter and Facebook. We will present potential pitfalls and challenges that small research groups could face, and how to better overcome them. This will hopefully inspire and help other research groups and labs to conduct their own effective ocean science communication.

  13. Archiving Nganyi Weatherlore and Connecting with Modern Science of Rain Prediction: Challenges and Prospects

    OpenAIRE

    Simala, K Inyani

    2010-01-01

    World Oral Literature Project Workshop 2010 This paper discusses the integration of indigenous knowledge about rain prediction with modern meteorological forecasts in climate risk management to support community-based adaptation. The paper is based on research among the Nganyi community of Western Kenya to increase the visibility, effectiveness, sustainability and acceptability of local knowledge by integrating it with modern science rainfall forecasts. This research found that community m...

  14. Making learning whole: an instructional approach for mediating the practices of authentic science inquiries

    Science.gov (United States)

    Liljeström, Anu; Enkenberg, Jorma; Pöllänen, Sinikka

    2013-03-01

    This design experiment aimed to answer the question of how to mediate the practices of authentic science inquiries in primary education. An instructional approach based on activity theory was designed and carried out with multi-age students in a small village school. An open-ended learning task was offered to the older students. Their task was to design and implement instruction about the Ice Age to their younger fellows. The objective was collaborative learning among students, the teacher, and outside domain experts. Mobile phones and GPS technologies were applied as the main technological mediators in the learning process. Technology provided an opportunity to expand the learning environment outside the classroom, including the natural environment. Empirically, the goal was to answer the following questions: What kind of learning project emerged? How did the students' knowledge develop? What kinds of science learning processes, activities, and practices were represented? Multiple and parallel data were collected to achieve this aim. The data analysis revealed that the learning project both challenged the students to develop explanations for the phenomena and generated high quality conceptual and physical models in question. During the learning project, the roles of the community members were shaped, mixed, and integrated. The teacher also repeatedly evaluated and adjusted her behavior. The confidence of the learners in their abilities raised the quality of their learning outcomes. The findings showed that this instructional approach can not only mediate the kind of authentic practices that scientists apply but also make learning more holistic than it has been. Thus, it can be concluded that nature of the task, the tool-integrated collaborative inquiries in the natural environment, and the multiage setting can make learning whole.

  15. Science-based decision making in a high-risk energy production environment

    Science.gov (United States)

    Weiser, D. A.

    2016-12-01

    Energy production practices that may induce earthquakes require decisions about acceptable risk before projects begin. How much ground shaking, structural damage, infrastructure damage, or delay of geothermal power and other operations is tolerable? I review a few mitigation strategies as well as existing protocol in several U.S. states. Timely and accurate scientific information can assist in determining the costs and benefits of altering production parameters. These issues can also be addressed with probability estimates of adverse effects ("costs"), frequency of earthquakes of different sizes, and associated impacts of different magnitude earthquakes. When risk management decisions based on robust science are well-communicated to stakeholders, mitigation efforts benefit. Effective communications elements include a) the risks and benefits of different actions (e.g. using a traffic light protocol); b) the factors to consider when determining acceptable risk; and c) the probability of different magnitude events. I present a case example for The Geysers geothermal field in California, to discuss locally "acceptable" and "unacceptable" earthquakes and share nearby communities' responses to smaller and larger magnitude earthquakes. I use the USGS's "Did You Feel It?" data archive to sample how often felt events occur, and how many of those are above acceptable magnitudes (to both local residents and operators). Using this information, I develop a science-based decision-making framework, in the case of potentially risky earthquakes, for lessening seismic risk and other negative consequences. This includes assessing future earthquake probabilities based on past earthquake records. One of my goals is to help characterize uncertainties in a way that they can be managed; to this end, I present simple and accessible approaches that can be used in the decision making process.

  16. Making Starships and Stargates The Science of Interstellar Transport and Absurdly Benign Wormholes

    CERN Document Server

    Woodward, James F

    2013-01-01

    What is needed to get around the galaxy quickly has been known in science fiction since at least the 1960s TV's Star Trek made famous "warp drive" and a bunch of attendant, less well-known "technologies." Some of the episodes even featured "stargates," portals to the distant past or future. Until the 1980s, all this was regarded in the serious scientific community as speculative, if entertaining, silliness. That situation changed when Kip Thorne, instigated by Carl Sagan, reverse engineered the general relativistic requirements for any technology purporting to enable such rapid spacetime transport. The key requirement that Thorne identified was the creation of a Jupiter mass of "exotic" matter - that is, matter with negative rest mass. Thorne's work put discussion of rapid spacetime transport on the public agenda of serious science. It also set the benchmark for what has to be done to achieve truly advanced propulsion. Being able to create the stupendous exotic mass of stuff needed to make stargates and warp ...

  17. Heliophysics: The New Science of the Sun-Solar System Connection. Recommended Roadmap for Science and Technology 2005-2035

    Science.gov (United States)

    2005-01-01

    This is a Roadmap to understanding the environment of our Earth, from its life-sustaining Sun out past the frontiers of the solar system. A collection of spacecraft now patrols this space, revealing not a placid star and isolated planets, but an immense, dynamic, interconnected system within which our home planet is embedded and through which space explorers must journey. These spacecraft already form a great observatory with which the Heliophysics program can study the Sun, the heliosphere, the Earth, and other planetary environments as elements of a system--one that contains dynamic space weather and evolves in response to solar, planetary, and interstellar variability. NASA continually evolves the Heliophysics Great Observatory by adding new missions and instruments in order to answer the challenging questions confronting us now and in the future as humans explore the solar system. The three heliophysics science objectives: opening the frontier to space environment prediction; understanding the nature of our home in space, and safeguarding the journey of exploration, require sustained research programs that depend on combining new data, theory, analysis, simulation, and modeling. Our program pursues a deeper understanding of the fundamental physical processes that underlie the exotic phenomena of space.

  18. How Peircean Semiotic Philosophy Connects Western Science with Eastern Emptiness Ontology

    DEFF Research Database (Denmark)

    Brier, Søren

    2017-01-01

    in greater depth the ontological developments necessary to make this possible. It shows how Peirce avoids materialism and German idealism through his building on a concept of emptiness similar to modern quantum field theory, positing an indeterminist objective chance feeding into an evolutionary philosophy...

  19. From Collections to Connections: Building a Revised Platform for Library and Information Science

    Science.gov (United States)

    Audunson, Ragnar; Aabo, Svanhild

    2013-01-01

    Introduction: The paper discusses the often-repeated assertion that digitization makes libraries and librarians redundant by giving everyone access to the information they need without having to rely upon librarians as information middlemen. Method: Relevant articles both from research literature and from discussions in the public sphere…

  20. Medical Decision-Making for Adults Who Lack Decision-Making Capacity and a Surrogate: State of the Science.

    Science.gov (United States)

    Kim, Hyejin; Song, Mi-Kyung

    2018-01-01

    Adults who lack decision-making capacity and a surrogate ("unbefriended" adults) are a vulnerable, voiceless population in health care. But little is known about this population, including how medical decisions are made for these individuals. This integrative review was to examine what is known about unbefriended adults and identify gaps in the literature. Six electronic databases were searched using 4 keywords: "unbefriended," "unrepresented patients," "adult orphans," and "incapacitated patients without surrogates." After screening, the final sample included 10 data-based articles for synthesis. Main findings include the following: (1) various terms were used to refer to adults who lack decision-making capacity and a surrogate; (2) the number of unbefriended adults was sizable and likely to grow; (3) approaches to medical decision-making for this population in health-care settings varied; and (4) professional guidelines and laws to address the issues related to this population were inconsistent. There have been no studies regarding the quality of medical decision-making and its outcomes for this population or societal impact. Extremely limited empirical data exist on unbefriended adults to develop strategies to improve how medical decisions are made for this population. There is an urgent need for research to examine the quality of medical decision-making and its outcomes for this vulnerable population.

  1. Roadmapping and Strategy in Science, Technology and Innovation: Why connectivity matters

    DEFF Research Database (Denmark)

    Ricard, Lykke Margot

    The thesis focuses on the coordination of technology-intensive innovation activities at both sector and firm levels, supported by the use of the strategic roadmapping method. Investigations combine qualitative and quantitative research methods; using a narrative approach in the form of interviews...... as an interactive process to develop competences among technology users, producers, research institutions, and politicians. As a result, knowledge on how the platforms evolved, and their dynamics, provide new reflections on the innovation systems approach: that connectivity seems to change along the changes...... to uncover innovation and technology barriers, and a social network analysis of stakeholders’ role in relation to two technology platforms: TPWind and ZEP (Zero Emission Platform), during a five-year period when the roadmaps 2020 were developed. In this respect, the thesis emphasizes the view of innovation...

  2. Science and environmental policy-making : bias-proofing the assessment process

    International Nuclear Information System (INIS)

    McKitrick, R.

    2005-01-01

    Politicians and policy-makers appeal to the concept of peer-reviewed research as a foundation for decision-making. However, peer review does not typically guarantee that data and methods are open to scrutiny or that results are reproducible. This paper argued that additional checks and balances are needed for scientific assessment reports when they are being used to justify major policy investments. The need for such mechanisms was examined with reference to the debate in climate change, which allowed the Intergovernmental Panel on Climate Change (IPCC) to downplay fundamental scientific uncertainties in research in order to claim that the 1990s were the warmest decade of the millennium. Two mechanisms were proposed to address biases in expert assessment panels. The creation of a scientific audit or permanent agency was recommended that would act independently of assessment panels to identify key studies influencing panel decisions to ensure that data are publicly available and that statistical methods are fully described and correctly implemented. The creation of a counterweight panel was also advised, which would then be convened to prepare the strongest possible counter argument to the conclusions of an assessment panel. It was concluded that, given the far-reaching implications of policy decisions that are based on expert assessments, audits and counterweight panels should be integrated into the process by which science is used to guide decision-making. 17 refs., 4 figs

  3. Doing science in order to communicate about science from 1st course of ESO: learning to think, to read, to make, to communicate and to write science

    Directory of Open Access Journals (Sweden)

    María del Pilar Menoyo Díaz

    2017-01-01

    Full Text Available This  article  presents  the  project  \\Doing  science  in  order  to  communicate  about  science  from  1st  course of ESO : learning to think, to read, to make to communicate and to write science", awarded with “Ethics and Science for schools" second price in 2015 by the Foundation Victor Grífols i Lucas. The project's aim is twofold: the first one is that students gradually achieve during the whole ESO's itinerary a high-quality scientific alphabetization from all the areas and thus acquiring scientific and linguistic competencies that qualify  them  to  ask  themselves  questions  that  can  be  answered  through  by  research.  Its  second  goal  is  to encourage  students  to  ethically  process  sources  of  information  and  data  gathering  as  well  as  to  make  a sustainable use of the available resources. Communication and external dissemination of the process and results of the research is encouraged in two main ways. The first one, is achieved by using Juan Manuel Zafra  high-school's  website  as  teaching-learning  tool:  both  in  the  private  area  (Moodle  and  the  public area (with an on-line magazine, news, tweets and blogs. Moreover, students are encouraged to participate in  young  researchers  meetings,  as  Exporecerca  Jove,  Jóvenes  Investigadores,  Galiciencia  among  others research seminars. This article propounds a progression of the scientific and linguistic competences along the  four  courses  of  ESO  as  well  as  proposing  frames  in  which  the  student  body  can  be  initiated  in  the research process.

  4. Science informed water resources decision-making: Examples using remote sensing observations in East Africa, the Lower Mekong Basin and the western United States

    Science.gov (United States)

    Granger, S. L.; Andreadis, K.; Das, N.; Farr, T. G.; Ines, A. V. M.; Jayasinghe, S.; Jones, C. E.; Melton, F. S.; Ndungu, L. W.; Lai-Norling, J.; Painter, T. H.

    2017-12-01

    Across the globe, planners and decision makers are often hampered by organizational and data silos and/or a lack of historic data or scant in situ observations on which to base policy and action plans. The end result is a complex interaction of responsibilities, legal frameworks, and stakeholder needs guided by uncertain information that is essentially bounded by how climate extremes are defined and characterized. Because of the importance of water, considerable resources in the developing and developed world are invested in data and tools for managing water. However, the existing paradigm of water management around the world faces significant challenges including inadequate funding to install, maintain or upgrade monitoring networks, lack of resources to integrate new science and data sources into existing tools, and demands for improved spatial coverage of observations. Add to this, a changing hydrology that is so complex it requires measurements and analyses that have never been done before. Interest in applying remote sensing science and observations into the decision making process is growing the world over, but in order to succeed, it is essential to form partnerships with stakeholder organizations and decision makers at the outset. In this talk, we describe examples of succesful decision-maker and science partnering based on projects that apply remote sensing science and observations in East Africa and the Lower Mekong Basin supported by the SERVIR Initiative, a joint United States Agency for International Development (USAID) and National Aeronautics and Space Administration (NASA) program, and projects in the western United States supported by NASA's Jet Propulsion Laboratory and the Western Water Applications Office (WWAO). All of these examples have benefitted from strong, committed partnerships with end user agencies. Best practices and lessons learned in connecting science to decision making amongst these examples are explored.

  5. NASA's Additive Manufacturing Development Materials Science to Technology Infusion - Connecting the Digital Dots

    Science.gov (United States)

    Vickers, John

    2017-01-01

    At NASA, the first steps of the Journey to Mars are well underway with the development of NASA's next generation launch system and investments in research and technologies that should increase the affordability, capability, and safety of exploration activities. Additive Manufacturing presents a disruptive opportunity for NASA to design and manufacture hardware with new materials at dramatically reduced cost and schedule. Opportunities to incorporate additive manufacturing align very well with NASA missions and with most NASA programs related to space, science, and aeronautics. The Agency also relies on many partnerships with other government agencies, industry and academia.

  6. Mathematics, chemistry and science connection as a basis of scientific thinking

    Directory of Open Access Journals (Sweden)

    Ivan Matúš

    2017-01-01

    Full Text Available Scientific thinking is a basic skill that can support problemsolving of interdisciplinary tasks in science. Our research is leading us to creation of materials and resources that will support this interdisciplinary approach to education. The research includes interviews with high-school teachers of mathematics, chemistry and science, item analysis of extensive testing of knowledge and skills of high school students in chemistry in Czech Republic, follow-up survey of students’ problem-solving processes in tasks requiring the use of combined knowledge of mathematics and chemistry and the creation of educational materials. The article contains a few examples of proposed educational materials. The effectiveness of created materials is verified in high-schools. Students have got the most difficulties applying algebraic calculations in chemistry, using proportions, solving equations, expressing the unknown, the spatial imagination, geometry and stereometry and the resulting arrangement of atoms and shapes of molecules, chemical analytical tasks with logical thinking, interpretation of information from graphs and tables, plotting measured values into graphs and statistical evaluation.

  7. For the love of learning science: Connecting learning orientation and career productivity in physics and chemistry

    Directory of Open Access Journals (Sweden)

    Robert H. Tai

    2010-05-01

    Full Text Available An individual’s motivational orientation serves as a drive to action and can influence their career success. This study examines how goal orientation toward the pursuit of a graduate degree in physics and chemistry influences later success outcomes of practicing physicists and chemists. Two main categories of goal orientation are examined in this paper: performance orientation or motivation to demonstrate one’s ability or performance to others, and learning orientation or motivation through the desire to learn about a topic. The data were obtained as part of Project Crossover, a mixed-methods study which focused on studying the transition from graduate student to scientist in the physical sciences and included a survey of members of two national professional physical science organizations. Using regression analysis on data from 2353 physicists and chemists, results indicate that physicists and chemists who reported a learning orientation as their motivation for going to graduate school were more productive, in terms of total career primary and/or first-author publications and grant funding, than those reporting a performance orientation. Furthermore, given equal salary, learning-oriented individuals produced more primary and/or first-author publications than their nonlearning oriented counterparts.

  8. Making the GeoConnection: Web 2.0-based support for early-career geoscientists (Invited)

    Science.gov (United States)

    Martinez, C. M.; Gonzales, L. M.; Keane, C. M.

    2010-12-01

    The US Bureau of Labor estimates that there will be an 18% increase in geoscience jobs between 2008 and 2018 in the United States, and demand for geoscientists is expected to rise worldwide as scientists tackle global challenges related to resources, hazards and climate. At the same time, the geoscience workforce is aging, with approximately half of the current workforce reaching retirement age within the next 10-15 years. A new generation of geoscientists must be ready to take the reins. To support this new generation, AGI’s geoscience workforce outreach programs were designed to help retain geoscience students through their degree programs and into careers in the field. These resources include support for early-career professional development and career planning. AGI’s GeoConnection Network for the Geosciences provides a venue for informal dissemination of career information and professional resources. The network links Web 2.0 platforms, including a Facebook page, YouTube Channel and Twitter feed, to build a robust geoscience community of geoscientists at all stages of their careers. Early-career geoscientists can participate in GeoConnection to network with other scientists, and to receive information about professional development and job opportunities. Through GeoConnection packets, students can join professional societies which will assist their transition from school to the workplace. AGI’s member societies provide professional development course work, field trips, career services, interviewing opportunities, and community meetings. As part of the GeoConnection Network, AGI hosts informational webinars to highlight new workforce data, discuss current affairs in the geosciences, and to provide information about geoscience careers. Between December 2009 and August 2010, AGI hosted 10 webinars, with more than 300 total participants for all the webinars, and 5 additional webinars are planned for the remainder of the year. The webinars offer early

  9. Decision Making Under Uncertainty - Bridging the Gap Between End User Needs and Science Capability

    Science.gov (United States)

    Verdon-Kidd, D. C.; Kiem, A.; Austin, E. K.

    2012-12-01

    Successful adaptation outcomes depend on decision making based on the best available climate science information. However, a fundamental barrier exists, namely the 'gap' between information that climate science can currently provide and the information that is practically useful for end users and decision makers. This study identifies the major contributing factors to the 'gap' from an Australian perspective and provides recommendations as to ways in which the 'gap' may be narrowed. This was achieved via a literature review, online survey (targeted to providers of climate information and end users of that information), workshop (where both climate scientists and end users came together to discuss key issues) and focus group. The study confirmed that uncertainty in climate science is a key barrier to adaptation. The issue of uncertainty was found to be multi-faceted, with issues identified in terms of communication of uncertainty, misunderstanding of uncertainty and the lack of tools/methods to deal with uncertainty. There were also key differences in terms of expectations for the future - most end users were of the belief that uncertainty associated with future climate projections would reduce within the next five to 10 years, however producers of climate science information were well aware that this would most likely not be the case. This is a concerning finding as end users may delay taking action on adaptation and risk planning until the uncertainties are reduced - a situation which may never eventuate or may occur after the optimal time for action. Improved communication and packaging of climate information was another key theme that was highlighted in this study. Importantly, it was made clear that improved communication is not just about more glossy brochures and presentations by climate scientists, rather there is a role for a program or group to fill this role (coined a 'knowledge broker' during the workshop and focus group). The role of the 'knowledge

  10. Making Material and Cultural Connections: the fluid meaning of ‘Living Electrically’ in Japan and Canada 1920–1960

    Directory of Open Access Journals (Sweden)

    Heather Chappells

    2018-05-01

    Full Text Available This article explores how material and cultural ‘connections’ to households were crucial in defining historical pathways of domestic electrification in Canada and Japan. Though relatively overlooked in the history of energy, we contend that the intricacies of household connections are important in understanding convergence and divergence in electrified ways of life. Electricity’s arrival in urban and rural homes was an uneven process in part due to geographical diversity and the variable connection policies of public or private providers. Selective insights from our two countries show that spatial irregularities in grid expansion and social inequities in the meaning of electrical service further arose out of misalignments between developers’ visions and the diverse material cultures of households. This disparity manifested in the form of disconnections between non-standard wiring and equipment, as well as in the form of consumer resistance, protests and even illicit acts as people fought to get the electrical service they desired. Instead of seeing electrification as a single, universal ideal around which all countries eventually converged, we conclude that it has always been an open-ended, negotiable and culturally fluid process.

  11. Undifferentiated Connective Tissue Disease

    Science.gov (United States)

    ... Home Conditions Undifferentiated Connective Tissue Disease (UCTD) Undifferentiated Connective Tissue Disease (UCTD) Make an Appointment Find a Doctor ... by Barbara Goldstein, MD (February 01, 2016) Undifferentiated connective tissue disease (UCTD) is a systemic autoimmune disease. This ...

  12. Connecting with tephras : principles, functioning, and applications of tephrochronology in Quaternary science

    International Nuclear Information System (INIS)

    Lowe, D.J.

    2013-01-01

    Tephrochronology is a unique method for linking and dating geological, palaeoecological, palaeoclimatic or archaeological sequences or events. The method relies firstly and fundamentally on stratigraphy and the law of superposition, which apply in any study that connects or correlates deposits from one place to another. Secondly, it relies on characterising and hence identifying or 'fingerprinting' tephra layers using either physical properties evident in the field or those obtained from laboratory analysis, including mineralogical examination by optical microscopy or geochemical analysis of glass shards or crystals (e.g. Fe-Ti oxides, ferromagnesian minerals) using the electron microprobe and other tools. Thirdly, the method is enhanced when a numerical age is obtained for a tephra layer by (1) radiometric methods such as radiocarbon, fission-track, U-series, or Ar/Ar dating, (2) incremental dating methods including dendrochronology or varved sediments or layering in ice cores, or (3) age-equivalent methods such as palaeomagnetism or correlation with marine oxygen isotope stages or palynostratigraphy. Once known, that age can be transferred from one site to the next using stratigraphic methods and by matching compositional characteristics, i.e. comparing 'fingerprints' from each layer. Used this way, tephrochronology is an age-equivalent dating method. (author). 150 refs., 13 figs., 5 tabs.

  13. Connecting with tephras: principles, functioning, and applications of tephrochronology in Quaternary science

    International Nuclear Information System (INIS)

    Lowe, D.J.

    2014-01-01

    Tephrochronology is a unique method for linking and dating geological, palaeoecological, palaeoclimatic or archaeological sequences or events. The method relies firstly and fundamentally on stratigraphy and the law of superposition, which apply in any study that connects or correlates deposits from one place to another. Secondly, it relies on characterising and hence identifying or 'fingerprinting' tephra layers using either physical properties evident in the field or those obtained from laboratory analysis, including mineralogical examination by optical microscopy or geochemical analysis of glass shards or crystals (e.g. Fe-Ti oxides, ferromagnesian minerals) using the electron microprobe and other tools. Thirdly, the method is enhanced when a numerical age is obtained for a tephra layer by (1) radiometric methods such as radiocarbon, fission-track, U-series, or Ar/Ar dating, (2) incremental dating methods including dendrochronology or varved sediments or layering in ice cores, or (3) age-equivalent methods such as palaeomagnetism or correlation with marine oxygen isotope stages or palynostratigraphy. Once known, that age can be transferred from one site to the next using stratigraphic methods and by matching compositional characteristics, i.e. comparing 'fingerprints' from each layer. Used this way, tephrochronology is an age-equivalent dating method. (author)

  14. Focus Studies of Geographically Connected Countries: Analysis of Regionally Oriented Studies in Political Science Publications 1996-2012

    Directory of Open Access Journals (Sweden)

    Andreja Petković

    2013-01-01

    Full Text Available This article studies the focus studies of geographically connected and geographically not connected countries, i.e. regional and comparative regional studies. In the first part of the article, a description of the role and development of this type of studies as a subdiscipline of comparative politics is provided. In the second part, I present the results of quantitative analysis of the content of articles published in the academic journals published or co-published by the Faculty of Political Science, University of Zagreb. The objects of analysis are regional studies of South-East Europe published in the journals. The main goal of this article is to determine which countries in their regional surroundings are researched the most by Croatian political scientists (and other authors who publish such articles in Croatian or English language in those journals, and which countries Croatia is most often compared to. This research has shown that, with regard to studies of the region, Croatian political scientists mostly focus on the countries of the former Yugoslavia.

  15. Crowd-funded micro-grants for genomics and "big data": an actionable idea connecting small (artisan) science, infrastructure science, and citizen philanthropy.

    Science.gov (United States)

    Özdemir, Vural; Badr, Kamal F; Dove, Edward S; Endrenyi, Laszlo; Geraci, Christy Jo; Hotez, Peter J; Milius, Djims; Neves-Pereira, Maria; Pang, Tikki; Rotimi, Charles N; Sabra, Ramzi; Sarkissian, Christineh N; Srivastava, Sanjeeva; Tims, Hesther; Zgheib, Nathalie K; Kickbusch, Ilona

    2013-04-01

    Biomedical science in the 21(st) century is embedded in, and draws from, a digital commons and "Big Data" created by high-throughput Omics technologies such as genomics. Classic Edisonian metaphors of science and scientists (i.e., "the lone genius" or other narrow definitions of expertise) are ill equipped to harness the vast promises of the 21(st) century digital commons. Moreover, in medicine and life sciences, experts often under-appreciate the important contributions made by citizen scholars and lead users of innovations to design innovative products and co-create new knowledge. We believe there are a large number of users waiting to be mobilized so as to engage with Big Data as citizen scientists-only if some funding were available. Yet many of these scholars may not meet the meta-criteria used to judge expertise, such as a track record in obtaining large research grants or a traditional academic curriculum vitae. This innovation research article describes a novel idea and action framework: micro-grants, each worth $1000, for genomics and Big Data. Though a relatively small amount at first glance, this far exceeds the annual income of the "bottom one billion"-the 1.4 billion people living below the extreme poverty level defined by the World Bank ($1.25/day). We describe two types of micro-grants. Type 1 micro-grants can be awarded through established funding agencies and philanthropies that create micro-granting programs to fund a broad and highly diverse array of small artisan labs and citizen scholars to connect genomics and Big Data with new models of discovery such as open user innovation. Type 2 micro-grants can be funded by existing or new science observatories and citizen think tanks through crowd-funding mechanisms described herein. Type 2 micro-grants would also facilitate global health diplomacy by co-creating crowd-funded micro-granting programs across nation-states in regions facing political and financial instability, while sharing similar disease

  16. ON THE MAKING OF A SYSTEM THEORY OF LIFE: PAUL A WEISS AND LUDWIG VON BERTALANFFY’S CONCEPTUAL CONNECTION

    Science.gov (United States)

    Drack, Manfred; Apfalter, Wilfried; Pouvreau, David

    2010-01-01

    In this article, we review how two eminent Viennese system thinkers, Paul A Weiss and Ludwig von Bertalanffy, began to develop their own perspectives toward a system theory of life in the 1920s. Their work is especially rooted in experimental biology as performed at the Biologische Versuchsanstalt, as well as in philosophy, and they converge in basic concepts. We underline the conceptual connections of their thinking, among them the organism as an organized system, hierarchical organization, and primary activity. With their system thinking, both biologists shared a strong desire to overcome what they viewed as a “mechanistic” approach in biology. Their interpretations are relevant to the renaissance of system thinking in biology—“systems biology.” Unless otherwise noted, all translations are our own. PMID:18217527

  17. On the making of a system theory of life: Paul A Weiss and Ludwig von Bertalanffy's conceptual connection.

    Science.gov (United States)

    Drack, Manfred; Apfalter, Wilfried; Pouvreau, David

    2007-12-01

    In this article, we review how two eminent Viennese system thinkers, Paul A Weiss and Ludwig von Bertalanffy, began to develop their own perspectives toward a system theory of life in the 1920s. Their work is especially rooted in experimental biology as performed at the Biologische Versuchsanstalt, as well as in philosophy, and they converge in basic concepts. We underline the conceptual connections of their thinking, among them the organism as an organized system, hierarchical organization, and primary activity. With their system thinking, both biologists shared a strong desire to overcome what they viewed as a "mechanistic" approach in biology. Their interpretations are relevant to the renaissance of system thinking in biology--"systems biology." Unless otherwise noted, all translations are our own.

  18. Making Science Matter: Collaborations between Informal Science Education Organizations and Schools. A CAISE Inquiry Group Report. Executive Summary

    Science.gov (United States)

    Center for Advancement of Informal Science Education, 2010

    2010-01-01

    Throughout the world, and for many decades, science-rich cultural institutions, such as zoos, aquaria, museums, and others, have collaborated with schools to provide students, teachers and families with opportunities to expand their experiences and understanding of science. However, these collaborations have generally failed to institutionalize:…

  19. Toxicogenomics and clinical toxicology: an example of the connection between basic and applied sciences.

    Science.gov (United States)

    Ferrer-Dufol, Ana; Menao-Guillen, Sebastian

    2009-04-10

    The relationship between basic research and its potential clinical applications is often a difficult subject. Clinical toxicology has always been very dependent on experimental research whose usefulness has been impaired by the existence of huge differences in the toxicity expression of different substances, inter- and intra-species which make it difficult to predict clinical effects in humans. The new methods in molecular biology developed in the last decades are furnishing very useful tools to study some of the more relevant molecules implied in toxicokinetic and toxicodynamic processes. We aim to show some meaningful examples of how recent research developments with genes and proteins have clear applications to understand significant clinical matters, such as inter-individual variations in susceptibility to chemicals, and other phenomena related to the way some substances act to induce variations in the expression and functionality of these targets.

  20. Science that connects the past and the future. Fifty years of 14C dating

    International Nuclear Information System (INIS)

    Imamura, M.

    2006-01-01

    Major contribution of radiochemistry in archaeological sciences is the dating which provides the most essential information in studies of prehistory. In particular the method of 14 C dating revolutionized the theory of civilization in the world. In this talk I will review 50 years of 14 C dating, techniques and applications, and then the possibilities in contemporary world. The technical developments are featured by ultra-sensitive method of accelerator mass spectrometry in 1977 and its developments, and an introduction of international calibration datasets for 14 C dates started in 1986. Both contributed greatly to improvements in versatility and precision for dating. As for the applications, several interesting topics are reviewed such as the origin of agriculture and its propagation in the western world, the oldest pottery production in Japanese archipelago and its relation to world climate, paddy-rice agriculture and its propagation in Japanese archipelago. Since 14 C studies in nature is also well known as key information on carbon dynamics in earth's surface, it may be said that 14 C play an extraordinary role in understanding our past, present and the future. (author)

  1. Making STEM “Family Friendly”: The Impact of Perceiving Science Careers as Family-Compatible

    Directory of Open Access Journals (Sweden)

    Erica S. Weisgram

    2017-06-01

    Full Text Available Two studies extended the communal goal congruity perspective to examine perceived incongruity between science careers and family caregiving goals. Study 1 examined beliefs about science careers among young adolescents, older adolescents, and young adults. Science careers were perceived as unlikely to afford family goals, and this belief emerged more strongly with age cohort. Study 1 also documented that the perception that science affords family goals predicts interest in pursuing science. Study 2 then employed an experimental methodology to investigate the impact of framing a science career as integrated with family life or not. For family-oriented women, the family-friendly framing of science produced greater personal favorability toward pursuing a science career. In addition, perceived fulfilment of the scientist described predicted personal favorability toward a science career path. We discuss the implications of these findings for research and for policy.

  2. Let's Make Gender Diversity in Data Science a Priority Right from the Start.

    Directory of Open Access Journals (Sweden)

    Francine D Berman

    2015-07-01

    Full Text Available The emergent field of data science is a critical driver for innovation in all sectors, a focus of tremendous workforce development, and an area of increasing importance within science, technology, engineering, and math (STEM. In all of its aspects, data science has the potential to narrow the gender gap and set a new bar for inclusion. To evolve data science in a way that promotes gender diversity, we must address two challenges: (1 how to increase the number of women acquiring skills and working in data science and (2 how to evolve organizations and professional cultures to better retain and advance women in data science. Everyone can contribute.

  3. Let's Make Gender Diversity in Data Science a Priority Right from the Start.

    Science.gov (United States)

    Berman, Francine D; Bourne, Philip E

    2015-07-01

    The emergent field of data science is a critical driver for innovation in all sectors, a focus of tremendous workforce development, and an area of increasing importance within science, technology, engineering, and math (STEM). In all of its aspects, data science has the potential to narrow the gender gap and set a new bar for inclusion. To evolve data science in a way that promotes gender diversity, we must address two challenges: (1) how to increase the number of women acquiring skills and working in data science and (2) how to evolve organizations and professional cultures to better retain and advance women in data science. Everyone can contribute.

  4. Industrialized Innovation: The Connection of Science & Technology Innovation with Industrial Innovation

    Institute of Scientific and Technical Information of China (English)

    Yinxing Hong; Yao Lu; Jianghuai Zheng

    2017-01-01

    In light of the relationship and the current disconnection between science & technology (S&T) innovation and industrial innovation in China,it is necessary to put forward and emphasize the concept of industrialized innovation.Industrialized innovation is the bridge and intermediation between S&T innovation and industrial innovation,which is not only a concept,but also a mechanism and combination force.There are two ways to achieve industrialized innovation:through industry-university-research coordination and through technology entrepreneurship.The meaning of industry-university-research coordination is not about coordination among industry,university and research sectors in an institutional sense;rather it is about the coordination of the functions of cultivation and development in new industries,new technologies,and new talents of industrialized innovation.The incentive mechanism for industrialized innovation should motivate not only innovation but also coordination.Technology entrepreneurship is the industrialization of new technology through business start-ups,which occurs beyond the stage of incubation and development of new technology.The capital of technology entrepreneurship is the set consisting of knowledge capital manifested through technological innovation,human capital manifested through entrepreneurs,and physical capital in the form of venture capital.While physical capital is indispensable,knowledge capital and human capital play the decisive role in technology entrepreneurship.The industrialization of technological innovation involves two requirements:one is to enable the new technology industry to achieve a large scale rapidly,and the other is to fully realize the potential value of the new technology.Both requirements are reliant on effective innovation in business models.

  5. Climate Science for Decision-Making in the New York Metropolitan Region. Chapter 3

    Science.gov (United States)

    Horton, Radley; Rosenzweig, Cynthia; Solecki, William; Bader, Daniel; Sohl, Linda

    2016-01-01

    New York City is one of the world's most vulnerable cities to coastal flooding, due to a high concentration of population and assets near a coastline exposed to warm-season tropical storms and cold -season Nor'easter storms. Among U.S. cities, New York City is second only to New Orleans in population living less than 4 ft above the local high tide. By the 2050s, average annual losses due to coastal flooding alone could exceed $2 billion for the combined New York City-Newark region. Perhaps the most iconic example of a vulnerable New York City asset is the financial district located at the southern tip of Manhattan, however low-lying coastal assets include the full complement of major highways, subways and tunnels, hospitals, schools, wastewater treatment plants, food distribution centers, and people's homes. Given the magnitude of the assets at risk, a compelling case can be made that long-term adaptation makes economic sense for New York City. Given New York's access to economic, human, and technological resources for resilience measures, the City may be able to achieve this resilience. The city's political environment-New York City is a place where climate science is generally not a partisan issue-and the city's experience with uncertainty and overall risk framing (e.g., financing of bond issues for multi-billion dollar infrastructure with multidecade expected lifetimes), encourage climate risk framing.

  6. Considerations on the EU definition of a nanomaterial: science to support policy making.

    Science.gov (United States)

    Bleeker, Eric A J; de Jong, Wim H; Geertsma, Robert E; Groenewold, Monique; Heugens, Evelyn H W; Koers-Jacquemijns, Marjorie; van de Meent, Dik; Popma, Jan R; Rietveld, Anton G; Wijnhoven, Susan W P; Cassee, Flemming R; Oomen, Agnes G

    2013-02-01

    In recent years, an increasing number of applications and products containing or using nanomaterials have become available. This has raised concerns that some of these materials may introduce new risks for humans or the environment. A clear definition to discriminate nanomaterials from other materials is prerequisite to include provisions for nanomaterials in legislation. In October 2011 the European Commission published the 'Recommendation on the definition of a nanomaterial', primarily intended to provide unambiguous criteria to identify materials for which special regulatory provisions might apply, but also to promote consistency on the interpretation of the term 'nanomaterial'. In this paper, the current status of various regulatory frameworks of the European Union with regard to nanomaterials is described, and major issues relevant for regulation of nanomaterials are discussed. This will contribute to better understanding the implications of the choices policy makers have to make in further regulation of nanomaterials. Potential issues that need to be addressed and areas of research in which science can contribute are indicated. These issues include awareness on situations in which nano-related risks may occur for materials that fall outside the definition, guidance and further development of measurement techniques, and dealing with changes during the life cycle. Copyright © 2012 Elsevier Inc. All rights reserved.

  7. Task-related modulation of effective connectivity during perceptual decision making: Dissociation between dorsal and ventral prefrontal cortex

    Directory of Open Access Journals (Sweden)

    Rei eAkaishi

    2013-07-01

    Full Text Available The dorsal and ventral parts of the lateral prefrontal cortex have been thought to play distinct roles in decision making. Although its dorsal part such as the frontal eye field (FEF is shown to play roles in accumulation of sensory information during perceptual decision making, the role of the ventral prefrontal cortex (PFv is not well-documented. Previous studies have suggested that the PFv is involved in selective attention to the task-relevant information and is associated with accuracy of the behavioral performance. It is unknown, however, whether the accumulation and selection processes are anatomically dissociated between the FEF and PFv. Here we show that, by using concurrent TMS and EEG recording, the short-latency (20 – 40 ms TMS-evoked potentials after stimulation of the FEF change as a function of the time to behavioral response, whereas those after stimulation of the PFv change depending on whether the response is correct or not. The potentials after stimulation of either region did not show significant interaction between time to response and performance accuracy, suggesting dissociation between the processes subserved by the FEF and PFv networks. The results are consistent with the idea that the network involving the FEF plays a role in information accumulation, whereas the network involving the PFv plays a role in selecting task relevant information. In addition, stimulation of the FEF and PFv induced activation in common regions in the dorsolateral and medial frontal cortices, suggesting convergence of information processed in the two regions. Taken together, the results suggest dissociation between the FEF and PFv networks for their computational roles in perceptual decision making. The study also highlights the advantage of TMS-EEG technique in investigating the computational processes subserved by the neural network in the human brain with a high temporal resolution.

  8. Task-related modulation of effective connectivity during perceptual decision making: dissociation between dorsal and ventral prefrontal cortex.

    Science.gov (United States)

    Akaishi, Rei; Ueda, Naoko; Sakai, Katsuyuki

    2013-01-01

    The dorsal and ventral parts of the lateral prefrontal cortex have been thought to play distinct roles in decision making. Although its dorsal part such as the frontal eye field (FEF) is shown to play roles in accumulation of sensory information during perceptual decision making, the role of the ventral prefrontal cortex (PFv) is not well-documented. Previous studies have suggested that the PFv is involved in selective attention to the task-relevant information and is associated with accuracy of the behavioral performance. It is unknown, however, whether the accumulation and selection processes are anatomically dissociated between the FEF and PFv. Here we show that, by using concurrent TMS and EEG recording, the short-latency (20-40 ms) TMS-evoked potentials after stimulation of the FEF change as a function of the time to behavioral response, whereas those after stimulation of the PFv change depending on whether the response is correct or not. The potentials after stimulation of either region did not show significant interaction between time to response and performance accuracy, suggesting dissociation between the processes subserved by the FEF and PFv networks. The results are consistent with the idea that the network involving the FEF plays a role in information accumulation, whereas the network involving the PFv plays a role in selecting task relevant information. In addition, stimulation of the FEF and PFv induced activation in common regions in the dorsolateral and medial frontal cortices, suggesting convergence of information processed in the two regions. Taken together, the results suggest dissociation between the FEF and PFv networks for their computational roles in perceptual decision making. The study also highlights the advantage of TMS-EEG technique in investigating the computational processes subserved by the neural network in the human brain with a high temporal resolution.

  9. The decision-making process and EIA in connection with the siting of nuclear waste facilities - a municipal perspective

    Energy Technology Data Exchange (ETDEWEB)

    Carlsson, Torsten [Oskarshamn Municipality (Sweden)

    1995-12-01

    Past experiences from siting of nuclear facilities at Oskarshamn, Sweden are reviewed. This siting were carried out in a traditional manner for that time, i e it was decided to locate the facility at a particular site, then this decision was made public, and finally the decision was defended. New plans now exists for locating nuclear waste facilities to Oskarshamn, and this contribution discusses what the local communities demand from the EIA and EIS processes for producing a meaningful basis for decision-making. 9 refs.

  10. Meaning-making from CPD – developing practice in own classroom and as a peer in the local science PLC

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2017-01-01

    reveal a development where the teacher’s reflections in relation to teaching primary science grew to be more confident and personalized, including experiences from her own class, and more detailed regarding supporting student learning. Furthermore, over time, a closer connection between the teacher...... by the school-leader e.g. to develop the local science team to also involve primary science teachers. The case-study exemplifies the complex interplay between individual and collaborative agency among teachers, and contextual factors like leadership, in starting and sustaining a positive spiral.......Continuous Professional Development (CPD) can be crucial in qualifying teaching, and student learning. Extant research suggests consensus pertaining to the core features of effective CPD including content focus, active learning, coherence, duration, collaborative activities and collective...

  11. Web-based cancer communication and decision making systems: connecting patients, caregivers, and clinicians for improved health outcomes.

    Science.gov (United States)

    DuBenske, Lori L; Gustafson, David H; Shaw, Bret R; Cleary, James F

    2010-01-01

    Over the cancer disease trajectory, from diagnosis and treatment to remission or end of life, patients and their families face difficult decisions. The provision of information and support when most relevant can optimize cancer decision making and coping. An interactive health communication system (IHCS) offers the potential to bridge the communication gaps that occur among patients, family, and clinicians and to empower each to actively engage in cancer care and shared decision making. This is a report of the authors' experience (with a discussion of relevant literature) in developing and testing a Web-based IHCS-the Comprehensive Health Enhancement Support System (CHESS)-for patients with advanced lung cancer and their family caregivers. CHESS provides information, communication, and coaching resources as well as a symptom tracking system that reports health status to the clinical team. Development of an IHCS includes a needs assessment of the target audience and applied theory informed by continued stakeholder involvement in early testing. Critical issues of IHCS implementation include 1) need for interventions that accommodate a variety of format preferences and technology comfort ranges; 2) IHCS user training, 3) clinician investment in IHCS promotion, and 4) IHCS integration with existing medical systems. In creating such comprehensive systems, development strategies need to be grounded in population needs with appropriate use of technology that serves the target users, including the patient/family, clinical team, and health care organization. Implementation strategies should address timing, personnel, and environmental factors to facilitate continued use and benefit from IHCS.

  12. Experiences in Sense Making: Health Science Students' "I"-Positioning in an Online Philosophy of Science Course

    Science.gov (United States)

    Arvaja, Maarit

    2015-01-01

    This article reports on a qualitative study on the dialogical approach to learning in the context of higher education. The aim was to shed light on the "I"-Position and multivoicedness in students' identity building and to provide empirical substantiation for these theoretical constructs, focusing especially on the connection between…

  13. Building Economic Security Today: making the health-wealth connection in Contra Costa county's maternal and child health programs.

    Science.gov (United States)

    Parthasarathy, Padmini; Dailey, Dawn E; Young, Maria-Elena D; Lam, Carrie; Pies, Cheri

    2014-02-01

    In recent years, maternal and child health professionals have been seeking approaches to integrating the Life Course Perspective and social determinants of health into their work. In this article, we describe how community input, staff feedback, and evidence from the field that the connection between wealth and health should be addressed compelled the Contra Costa Family, Maternal and Child Health (FMCH) Programs Life Course Initiative to launch Building Economic Security Today (BEST). BEST utilizes innovative strategies to reduce inequities in health outcomes for low-income Contra Costa families by improving their financial security and stability. FMCH Programs' Women, Infants, and Children Program (WIC) conducted BEST financial education classes, and its Medically Vulnerable Infant Program (MVIP) instituted BEST financial assessments during public health nurse home visits. Educational and referral resources were also developed and distributed to all clients. The classes at WIC increased clients' awareness of financial issues and confidence that they could improve their financial situations. WIC clients and staff also gained knowledge about financial resources in the community. MVIP's financial assessments offered clients a new and needed perspective on their financial situations, as well as support around the financial and psychological stresses of caring for a child with special health care needs. BEST offered FMCH Programs staff opportunities to engage in non-traditional, cross-sector partnerships, and gain new knowledge and skills to address a pressing social determinant of health. We learned the value of flexible timelines, maintaining a long view for creating change, and challenging the traditional paradigm of maternal and child health.

  14. How Science Texts and Hands-on Explorations Facilitate Meaning Making: Learning from Latina/o Third Graders

    Science.gov (United States)

    Varelas, Maria; Pieper, Lynne; Arsenault, Amy; Pappas, Christine C.; Keblawe-Shamah, Neveen

    2014-01-01

    In this study, we examined opportunities for reasoning and meaning making that read-alouds of children's literature science information books and related hands-on explorations offered to young Latina/o students in an urban public school. Using a qualitative, interpretative framework, we analyzed classroom discourse and children's writing…

  15. Neural Networks: Making Connections about the Brain and about College while Monitoring Student Engagement in Second Graders

    Science.gov (United States)

    Mead, Kristina S.

    2010-01-01

    This article describes a neuroscience outreach program developed by college undergraduates and aimed at second graders. Over a period of four weeks, twenty-five Denison students enrolled in a non-majors course on gender and the brain visited twenty-four second grade classrooms to engage a total of 464 students. We had a mission to both promote college awareness and to specifically bring some brain science into the classroom. The desire to engage students with the brain was in part a wish to celebrate brain awareness week and in part a wish to follow a feminist tenet of bridging theory and practice via activism. The college students chose six activities: a brain puzzle, a sock content guessing game, a jelly bean olfaction and taste test, mystery noises, a message transmission game, and a version of tag. During our outreach with the second graders, my students monitored student engagement and compared engagement between male and female second graders. Engagement was high for nearly all activities but girls were more engaged than boys during the brain puzzle and jelly bean activities. Effect sizes measured as Cohen’s “d” statistics were small to large (0.2 to 0.93). The other four activities (mystery socks, mystery noises, message transmission and neuron chain tag) showed no difference in engagement between male and female second graders. Our program benefited the Denison students as well, introducing many to community involvement and awakening in them an interest in teaching or working with kids. PMID:23494920

  16. An integrated model of decision-making in health contexts: the role of science education in health education

    Science.gov (United States)

    Arnold, Julia C.

    2018-03-01

    Health education is to foster health literacy, informed decision-making and to promote health behaviour. To date, there are several models that seek to explain health behaviour (e.g. the Theory of Planned Behaviour or the Health Belief Model). These models include motivational factors (expectancies and values) that play a role in decision-making in health contexts. In this theoretical paper, it is argued that none of these models makes consequent use of expectancy-value pairs. It is further argued that in order to make these models fruitful for science education and for informed decision-making, models should systematically incorporate knowledge as part of the decision-making process. To fill this gap, this theoretical paper introduces The Integrated Model of Decision-Making in Health Contexts. This model includes three types of knowledge (system health knowledge, action-related health knowledge and effectiveness health knowledge) as influencing factors for motivational factors (perceived health threat, attitude towards health action, attitude towards health outcome and subjective norm) that are formed of expectancy-value pairs and lead to decisions. The model's potential for health education in science education as well as research implications is discussed.

  17. PREFACE: The Science of Making Torque from Wind 2014 (TORQUE 2014)

    Science.gov (United States)

    Mann, Jakob; Bak, Christian; Bechmann, Andreas; Bingöl, Ferhat; Dellwik, Ebba; Dimitrov, Nikolay; Giebel, Gregor; Hansen, Martin O. L.; Jensen, Dorte Juul; Larsen, Gunner; Aagaard Madsen, Helge; Natarajan, Anand; Rathmann, Ole; Sathe, Ameya; Nørkær Sørensen, Jens; Nørkær Sørensen, Niels

    2014-06-01

    The 186 papers in this volume constitute the proceedings of the fifth Science of Making Torque from Wind conference, which is organized by the European Academy of Wind Energy (EAWE, www.eawe.eu). The conference, also called Torque 2014, is held at the Technical University of Denmark (DTU) 17-20 June 2014. The EAWE conference series started in 2004 in Delft, the Netherlands. In 2007 it was held in Copenhagen, in 2010 in Heraklion, Greece, and then in 2012 in Oldenburg, Germany. The global yearly production of electrical energy by wind turbines has grown approximately by 25% annually over the last couple of decades and covers now 2-3% of the global electrical power consumption. In order to make a significant impact on one of the large challenges of our time, namely global warming, the growth has to continue for a decade or two yet. This in turn requires research and education in wind turbine aerodynamics and wind resources, the two topics which are the main subjects of this conference. Similar to the growth in electrical power production by wind is the growth in scientific papers about wind energy. Over the last decade the number of papers has also grown by about 25% annually, and many research based companies all over the world are founded. Hence, the wind energy research community is rapidly expanding and the Torque conference series offers a good opportunity to meet and exchange ideas. We hope that the Torque 2014 will heighten the quality of the wind energy research, while the participants will enjoy each others company in Copenhagen. Many people have been involved in producing the Torque 2014 proceedings. The work by more than two hundred reviewers ensuring the quality of the papers is greatly appreciated. The timely evaluation and coordination of the reviews would not have been possible without the work of sixteen ''section editors'' all from DTU Wind Energy: Christian Bak, Andreas Bechmann, Ferhat Bingöl, Ebba Dellwik, Nikolay Dimitrov, Gregor Giebel, Martin

  18. Advanced Biochemistry Course teach students how to make and criticize science

    Directory of Open Access Journals (Sweden)

    A.B Sé

    2006-07-01

    Full Text Available In this work we are reporting a course of University of Brasilia called “Topics in Biochemistry”. It is offered to second semester medicine and nutrition students (around 12 who have just finished the Basic Biochemistry Course (BioBio, plus one or two third semester students, who are taking the course for the second time, as “coordinators”. This course is composed of two parallel activities: weekly meetings for scientific discussions and the peer-tutor activity.In  each  meeting,  one  student  presents  an  article.  The  topics  are  mostly  on  metabolic  biochemistry,  but  can  range from  animal  adaptability  to  Alzheimer  Disease.  The  requisite  is  that  the  article  was  published  in  a  recognized international journal (as Nature, American Journal of Physiology, New England Journal of Medicine and is adequate for group discussion. The emphasis of the discussion is greater on the methodology of science, instead of on specific details  about  particular  subjects.  What  did  the  authors  want  to  prove?  How  did  they  do  it?  Were  the  conclusions valid?  What  were  the  experimental  errors  and  omissions?  How  could  it  be  a  better  article?  Also,  it’s  a  good opportunity  to discuss statistics, methodology, and to exercise  the sense of criticism. Overall, the objective  of these discussions is to teach students how to make science and criticize science. The second attribution of the course is the peer-tutor activity. Each student is responsible for tutoring a BioBio group on a seminar/poster presentation (Hermes-Lima et al., Biochem.  Mol.Biol.Educ. 30: 30-34,2002  and is responsible for evaluating their group, always supervised by the coordinating professor. Moreover, they must elaborate a “true or false” exam (Sé et al. Are tutor-students capable of writing good biochemistry exams? SBBq 2004, abstract K-18

  19. Using the National Information Infrastructure for social science, education, and informed decision making

    Energy Technology Data Exchange (ETDEWEB)

    Tonn, B.E.

    1994-01-07

    The United States has aggressively embarked on the challenging task of building a National Information Infrastructure (NII). This infrastructure will have many levels, extending from the building block capital stock that composes the telecommunications system to the multitude of higher tier applications hardware and software tied to this system. This ``White Paper`` presents a vision for a second and third tier national information infrastructure that focuses exclusively on the needs of social science, education, and decision making (NII-SSEDM). NII-SSEDM will provide the necessary data, information, and automated decision support and educational tools needed to help this nation solve its most pressing social problems. The proposed system has five components: `data collection systems; databases; statistical analysis and modeling tools; policy analysis and decision support tools; and materials and software specially designed for education. This paper contains: a vision statement for each component; comments on progress made on each component as of the early 1990s; and specific recommendations on how to achieve the goals described in the vision statements. The white paper also discusses how the NII-SSEDM could be used to address four major social concerns: ensuring economic prosperity; health care; reducing crime and violence; and K-12 education. Examples of near-term and mid-term goals (e.g., pre-and post Year 2000) are presented for consideration. Although the development of NII-SSEDM will require a concerted effort by government, the private sector, schools, and numerous other organizations, the success of NH-SSEDM is predicated upon the identification of an institutional ``champion`` to acquire and husband key resources and provide strong leadership and guidance.

  20. Using Web 2.0 tools to connect shore-based users to live science from the wide blue ocean

    Science.gov (United States)

    Cooper, S. K.; Peart, L.; Collins, J.

    2009-12-01

    The fast-expanding use of social networking tools, combined with improved connectivity available through satellite-provided internet on board the scientific ocean drilling vessel JOIDES Resolution (the JR), has allowed for a whole new kind of interaction. Unlike in the not-so-distant past, when non-participants were forced to wait for months to read about the results of ongoing research, web tools allow almost instantaneous participation in ship-based ocean science. Utilizing a brand new portal, joidesresolution.org, scientists and educators at sea can post daily blogs about their work and respond to questions and comments on those blogs, update the JR’s Facebook and Twitter pages, and post videos and photos to YouTube and Flickr regularly. Live video conferencing tools also allow for direct interaction with scientists and a view into the work being done on board in real time. These tools have allowed students, teachers and families, groups and individuals on shore to follow along with the expeditions of the ship and its exciting scientific explorations -- and become a part of them. Building this community provides a whole range of rich interactions and brings seafloor research and the real process of science to those who would never before have had access to it. This presentation will include an overview of the web portal and its associated social networking sites, as well as a discussion of the challenges and lessons learned over nearly a year of utilizing these new tools. The web portal joidesresolution.org home page.

  1. Crowd-Funded Micro-Grants for Genomics and “Big Data”: An Actionable Idea Connecting Small (Artisan) Science, Infrastructure Science, and Citizen Philanthropy

    Science.gov (United States)

    Badr, Kamal F.; Dove, Edward S.; Endrenyi, Laszlo; Geraci, Christy Jo; Hotez, Peter J.; Milius, Djims; Neves-Pereira, Maria; Pang, Tikki; Rotimi, Charles N.; Sabra, Ramzi; Sarkissian, Christineh N.; Srivastava, Sanjeeva; Tims, Hesther; Zgheib, Nathalie K.; Kickbusch, Ilona

    2013-01-01

    Abstract Biomedical science in the 21st century is embedded in, and draws from, a digital commons and “Big Data” created by high-throughput Omics technologies such as genomics. Classic Edisonian metaphors of science and scientists (i.e., “the lone genius” or other narrow definitions of expertise) are ill equipped to harness the vast promises of the 21st century digital commons. Moreover, in medicine and life sciences, experts often under-appreciate the important contributions made by citizen scholars and lead users of innovations to design innovative products and co-create new knowledge. We believe there are a large number of users waiting to be mobilized so as to engage with Big Data as citizen scientists—only if some funding were available. Yet many of these scholars may not meet the meta-criteria used to judge expertise, such as a track record in obtaining large research grants or a traditional academic curriculum vitae. This innovation research article describes a novel idea and action framework: micro-grants, each worth $1000, for genomics and Big Data. Though a relatively small amount at first glance, this far exceeds the annual income of the “bottom one billion”—the 1.4 billion people living below the extreme poverty level defined by the World Bank ($1.25/day). We describe two types of micro-grants. Type 1 micro-grants can be awarded through established funding agencies and philanthropies that create micro-granting programs to fund a broad and highly diverse array of small artisan labs and citizen scholars to connect genomics and Big Data with new models of discovery such as open user innovation. Type 2 micro-grants can be funded by existing or new science observatories and citizen think tanks through crowd-funding mechanisms described herein. Type 2 micro-grants would also facilitate global health diplomacy by co-creating crowd-funded micro-granting programs across nation-states in regions facing political and financial instability, while

  2. Science communication: a career where PhDs can make a difference

    OpenAIRE

    Irion, Robert

    2015-01-01

    Among careers for biologists with PhDs, science communication is one of the most diverse and rewarding pathways. Myriad options exist, from traditional journalism to new media, from writing for specialists to working in public outreach. Textbooks, mass-market books, and freelance writing that combines many of these pursuits are all viable choices. Communicating about science allows researchers to step away from the minutiae of a subdiscipline and to once again explore the breadth of science m...

  3. IMPORTANCE OF MAKING STRATEGIC DECISIONS IN COUNTRIES IN TRANSITION AND CONNECTION WITH THE ENVIRONMENT AND SUSTAINABLE ECONOMY GENERALLY SPEAKING

    Directory of Open Access Journals (Sweden)

    SLOBODAN POPOVIĆ

    2016-04-01

    Full Text Available The accession of a number of transition countries of the EU, such as the Republic of Serbia, essentially means the adoption of strategic decisions at the state level in the context of wider EU decision. The authors based their observations on the EU 2020 strategy, which is essentially defined as: smart, sustainable and inclusive growth. The EU has adopted the basic principles of 2010, with the main objective to economic growth throughout the EU based on knowledge, but with respect for the principles of environmental protection, increasing employment, and increase in other basic principles of economics of the company to the state. You could say that the entire system such observations cohesion productivity growth economies of EU member states and social cohesion and socially responsible behavior. This approach was incurred because there is a need of constant adjustment economies member changes at the global level. Notwithstanding the universal adaptation of all EU member states, however, one part remained reserved for a special adjustment of each member country (it depends on the specific characteristics of each country to adapt in accordance with national goals adopted by any government of a Member State specifically for your country, through national development plans, plans of adjustment and reform plans. The consequences of the Great Depression are highly visible and in early 2016, particularly in terms of rising unemployment, rising unemployment especially of young people in all old EU member states. The responsibility for this state of affairs is not only the governments of member states, but responsibility must be sought from the representatives of big business, trade unions, associations, non-governmental organizations and all other stakeholders who have imposed in the decision-making processes, and in a crisis to minimize its impact, because it does not response. At the end of the aforementioned macro effects should be seen in the

  4. Exploration-Related Research on the International Space Station: Connecting Science Results to the Design of Future Missions

    Science.gov (United States)

    Rhatigan, Jennifer L.; Robinson, Julie A.; Sawin, Charles F.; Ahlf, Peter R.

    2005-01-01

    In January, 2004, the US President announced a vision for space exploration, and charged NASA with utilizing the International Space Station (ISS) for research and technology targeted at supporting the US space exploration goals. This paper describes: 1) what we have learned from the first four years of research on ISS relative to the exploration mission, 2) the on-going research being conducted in this regard, 3) our current understanding of the major exploration mission risks that the ISS can be used to address, and 4) current progress in realigning NASA s research portfolio for ISS to support exploration missions. Specifically, we discuss the focus of research on solving the perplexing problems of maintaining human health on long-duration missions, and the development of countermeasures to protect humans from the space environment, enabling long duration exploration missions. The interchange between mission design and research needs is dynamic, where design decisions influence the type of research needed, and results of research influence design decisions. The fundamental challenge to science on ISS is completing experiments that answer key questions in time to shape design decisions for future exploration. In this context, exploration-relevant research must do more than be conceptually connected to design decisions-it must become a part of the mission design process.

  5. The value and potential of multisited ethnography for science education research: a review of Jrène Rahm's Science in the Making at the Margin

    Science.gov (United States)

    Beeman-Cadwallader, Nicole

    2012-03-01

    Rahm sought to illuminate how children and youth make meaning of science in three out-of-school time programs, and the identity work that is done through the trajectory of their youth toward their young adulthood. Through using multisited ethnography, she asserts that we can learn more about what the youth say about their science learning and science literacy development in these programs. She has revealed through her rich data the potential value of multisited ethnography for science education research. A similar theme of insider/outsider status to science emerged in each of the three sites. The nature of the data collected in Rahm's multisited ethnography allowed for the unveiling of the similarities in this theme, but also made evident the nuanced ways that this theme presented itself differently across the three sites. The additional potential came through in the varied data Rahm could have delved into and did not. A unique characteristic of ethnographic research, that is not necessarily present in other research methods, is that a wide array of varied data is collected. An analysis of documents, images, and observational field notes, which go beyond interview data, may provide deeper understandings previously untouched in science education.

  6. Completing the Link between Exposure Science and Toxicology for Improved Environmental Health Decision Making: The Aggregate Exposure Pathway Framework.

    Science.gov (United States)

    Teeguarden, Justin G; Tan, Yu-Mei; Edwards, Stephen W; Leonard, Jeremy A; Anderson, Kim A; Corley, Richard A; Kile, Molly L; Simonich, Staci M; Stone, David; Tanguay, Robert L; Waters, Katrina M; Harper, Stacey L; Williams, David E

    2016-05-03

    Driven by major scientific advances in analytical methods, biomonitoring, computation, and a newly articulated vision for a greater impact in public health, the field of exposure science is undergoing a rapid transition from a field of observation to a field of prediction. Deployment of an organizational and predictive framework for exposure science analogous to the "systems approaches" used in the biological sciences is a necessary step in this evolution. Here we propose the aggregate exposure pathway (AEP) concept as the natural and complementary companion in the exposure sciences to the adverse outcome pathway (AOP) concept in the toxicological sciences. Aggregate exposure pathways offer an intuitive framework to organize exposure data within individual units of prediction common to the field, setting the stage for exposure forecasting. Looking farther ahead, we envision direct linkages between aggregate exposure pathways and adverse outcome pathways, completing the source to outcome continuum for more meaningful integration of exposure assessment and hazard identification. Together, the two frameworks form and inform a decision-making framework with the flexibility for risk-based, hazard-based, or exposure-based decision making.

  7. Historical Roots of Information Sciences and the Making of E-Humanities.

    NARCIS (Netherlands)

    van den Heuvel, C.M.J.M.; Bod, Rens; Maat, Jaap; Westeijn, Thijs

    2014-01-01

    Christine Borgman in Scholarship in the Digital Age. Information, Infrastructure and the Internet (2007) distinguishes between data of the natural sciences, social sciences and humanities. This distinction has been used as one of the arguments to explain why scholars in the humanities and social

  8. Science Inquiry into Local Animals: Structure and Function Explored through Model Making

    Science.gov (United States)

    Rule, Audrey C.; Tallakson, Denise A.; Glascock, Alex L.; Chao, Astoria

    2015-01-01

    This article describes an arts- and spatial thinking skill--integrated inquiry project applied to life science concepts from the Next Generation Science Standards for fourth grade students that focuses on two unifying or crosscutting themes: (1) structure (or "form") and function and (2) use of models. Students made observations and…

  9. What Makes Science Relevant?: Student Perceptions of Multimedia Case Learning in Ecology and Health

    Science.gov (United States)

    Wolter, Bjorn H. K.; Lundeberg, Mary A.; Bergland, Mark

    2013-01-01

    The perception of science as boring is a major issue for teachers at all instructional levels. Tertiary classes especially suffer from a reputation for being dry, instructor-centered, and irrelevant to the lives of students. However, previous research has shown that science can be interesting to students if it is presented in such a manner as to…

  10. Title: A study of the relationship between managers\\' decision making styles and organizational health in Isfahan University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    S Bahrami

    2012-12-01

    Full Text Available   Background and Aims: Managers decision making style can function effectively correct departments in universities and its positive impact on organizational health group will increase efficiency. The present study aims to examine the relationship between the decision-making styles and organizational health departments in Isfahan University of Medical Sciences.   Methods: A descriptive and survey research method was utilized. The statistical population included all 594 members of Isfahan Medical Science University Colleges from which a sample of 201 was selected though a classified random sampling   The data gathering instruments included, a researcher – made decision making questionnaire and the Ho & Feldmn (1990, organizational health questionnaire. The reliability of the instruments was estimated 0.86 and 0.92 respectively, though Cronbach Alpha coefficient. Utilizing SPSS (15 statistical software, both descriptive and inferential statistics were applied to analyze the data.   Results: Consultative decision making scored the highest average among the chairpersons, while the authoritative style scored the lowest average. The departments' organizational health was more than mean level in all dimensions except chairperson's influence. Moreover, a significant relationship was observed between decision making style and organizational health indices. Also a direct relationship was not observed between authoritarian decision makings and institutional integration, chairperson influence, consideration, initiating structure, and academic emphasis. A direct relationship was observed between Consultative decision making and chairperson influence, consideration, initiating structure, resource support, morale, and academic emphasis. A direct relationship was observed between Participative decision making and chairperson Influence, consideration, initiating structure.   Conclusion: Consultative and participative decision making can lead to enhancement

  11. Increasing the usability of climate science in political decision-making

    Directory of Open Access Journals (Sweden)

    Emily R. Newsom

    2016-09-01

    Full Text Available Abstract As climate-science graduate students at the University of Washington, we had the opportunity to engage in a political process focused on implementing legislation to reduce greenhouse gas emissions in Washington State. Our insights gained from this rare, first-hand, experience may be particularly relevant to other climate scientists. We argue that inflexible research goals within the United States climate-science community limit the relevance of the knowledge our community creates. The mismatch between climate-science research and the information needs of policy makers, while widely acknowledged in certain domains, has yet to be fully appreciated within many earth science disciplines. Broadening the climate-science training of graduate students to include education on the uses of climate information outside of academic settings would both inform and motivate new research directions, and engender validation of non-traditional research within disciplinary cultures.

  12. Computer simulation, rhetoric, and the scientific imagination how virtual evidence shapes science in the making and in the news

    CERN Document Server

    Roundtree, Aimee Kendall

    2013-01-01

    Computer simulations help advance climatology, astrophysics, and other scientific disciplines. They are also at the crux of several high-profile cases of science in the news. How do simulation scientists, with little or no direct observations, make decisions about what to represent? What is the nature of simulated evidence, and how do we evaluate its strength? Aimee Kendall Roundtree suggests answers in Computer Simulation, Rhetoric, and the Scientific Imagination. She interprets simulations in the sciences by uncovering the argumentative strategies that underpin the production and disseminati

  13. Minerva: An Integrated Geospatial/Temporal Toolset for Real-time Science Decision Making and Data Collection

    Science.gov (United States)

    Lees, D. S.; Cohen, T.; Deans, M. C.; Lim, D. S. S.; Marquez, J.; Heldmann, J. L.; Hoffman, J.; Norheim, J.; Vadhavk, N.

    2016-12-01

    Minerva integrates three capabilities that are critical to the success of NASA analogs. It combines NASA's Exploration Ground Data Systems (xGDS) and Playbook software, and MIT's Surface Exploration Traverse Analysis and Navigation Tool (SEXTANT). Together, they help to plan, optimize, and monitor traverses; schedule and track activity; assist with science decision-making and document sample and data collection. Pre-mission, Minerva supports planning with a priori map data (e.g., UAV and satellite imagery) and activity scheduling. During missions, xGDS records and broadcasts live data to a distributed team who take geolocated notes and catalogue samples. Playbook provides live schedule updates and multi-media chat. Post-mission, xGDS supports data search and visualization for replanning and analysis. NASA's BASALT (Biologic Analog Science Associated with Lava Terrains) and FINESSE (Field Investigations to Enable Solar System Science and Exploration) projects use Minerva to conduct field science under simulated Mars mission conditions including 5 and 15 minute one-way communication delays. During the recent BASALT-FINESSE mission, two field scientists (EVA team) executed traverses across volcanic terrain to characterize and sample basalts. They wore backpacks with communications and imaging capabilities, and carried field portable spectrometers. The Science Team was 40 km away in a simulated mission control center. The Science Team monitored imaging (video and still), spectral, voice, location and physiological data from the EVA team via the network from the field, under communication delays. Minerva provided the Science Team with a unified context of operations at the field site, so they could make meaningful remote contributions to the collection of 10's of geotagged samples. Minerva's mission architecture will be presented with technical details and capabilities. Through the development, testing and application of Minerva, we are defining requirements for the

  14. Amateur knowledge: public art and citizen science.

    Science.gov (United States)

    Rogers, Hannah

    2011-01-01

    The science studies literatures on amateurs and citizen science have remained largely unconnected despite similarities between the two categories. The essay connects amateur knowledge and citizen science through examples from public art. Through an analysis of the use of the term "amateur" by contemporary artists working to engage the public in critiques of science, connections in the ideals of democratic knowledge making by amateurs and citizen scientists are further explored.

  15. Piloting a new approach: making use of technology to present a distance learning computer science course

    Directory of Open Access Journals (Sweden)

    Tina Wilson

    1996-12-01

    Full Text Available Teaching projects which make use of new technology are becoming of interest to all academic institutions in the UK due to economic pressure to increase student numbers. CMC (Computer- Mediated Communication such as computer conferencing appears an attractive solution to higher education's 'numbers' problem, with the added benefit that it is free from time and place constraints. Researchers have discussed CMC from a number of different perspectives, for example Mason and Kaye (1989 describe a CMC system as a system of interactivity between tutors, students, resources and organizational structure. Steeples et al (1993 consider CMC in terms of group cohesion, modes of discourse and intervention strategies to stimulate and structure participation. Goodyear et al (1994 discuss the Just in Time (TT-Based Open Learning (JTTOL model in terms of a set of educational beliefs, role definitions, working methods and learning resources, together with a definition of infrastructure requirements for CMC. Shedletsky (1993 suggests that a CMC should be viewed in terms of an 'intrapersonal communication' model, while Mayes et al (1994 identify three types of learning which is mediated by telematics, that is, learning by conceptualization, construction and dialogue. Other researchers, such as Velayo (1994, describe the teacher as 'an active agent', and present a model for computer conferencing which neglects the social aspect of CMC, while Berge (1995 mentions the importance of social activity between students and the importance of the role of the moderator. From these accounts, there appear to be a number of dimensions which can be used to evaluate CMC. Not all researchers emphasize the same dimensions; however, this paper proposes that computer conferencing systems should be designed to encourage students to participate in all three of the following dimensions. These can be summarized as: (a a knowledge dimension (includes domain and meta knowledge; (b a social

  16. Connections: All Issues

    Science.gov (United States)

    Goals Recycling Green Purchasing Pollution Prevention Reusing Water Resources Environmental Management Plateau, and more... Connections Newsletter December 2016 December 2016 Science-themed gifts available at

  17. Becoming allies: Combining social science and technological perspectives to improve energy research and policy making

    Energy Technology Data Exchange (ETDEWEB)

    Diamond, Rick; Moezzi, Mithra

    2002-07-01

    Within the energy research community, social sciences tends to be viewed fairly narrowly, often as simply a marketing tool to change the behavior of consumers and decision makers, and to ''attack market barriers''. As we see it, social sciences, which draws on sociology, psychology, political science, business administration, and other academic disciplines, is capable of far more. A social science perspective can re-align questions in ways that can lead to the development of technologies and technology policy that are much stronger and potentially more successful than they would be otherwise. In most energy policies governing commercial buildings, the prevailing R and D directives are firmly rooted in a technology framework, one that is generally more quantitative and evaluative than that fostered by the social sciences. To illustrate how social science thinking would approach the goal of achieving high energy performance in the commercial building sector, they focus on the US Department of Energy's Roadmap for commercial buildings (DOE 2000) as a starting point. By ''deconstructing'' the four strategies provided by the Roadmap, they set the stage for proposing a closer partnership between advocates of technology-based and social science-based approaches.

  18. Complexity Science: A Mechanism for Strategic Foresight and Resiliency in National Security Decision-Making.

    Energy Technology Data Exchange (ETDEWEB)

    Ackermann, Mark R. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Hayden, Nancy Kay [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Backus, George A. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

    2017-11-01

    Most national policy decisions are complex with a variety of stakeholders, disparate interests and the potential for unintended consequences. While a number of analytical tools exist to help decision makers sort through the mountains of data and myriad of options, decision support teams are increasingly turning to complexity science for improved analysis and better insight into the potential impact of policy decisions. While complexity science has great potential, it has only proven useful in limited case s and when properly applied. In advance of more widespread use, a national - level effort to refine complexity science and more rigorously establish its technical underpinnings is recommended.

  19. Museums for Science Education: can we make the difference? The case of the EST project

    Directory of Open Access Journals (Sweden)

    Maria Xanthoudaki

    2007-06-01

    Full Text Available This paper addresses the role of museums in education in science and technology through the discussion of a specific project entitled EST “Educate in Science and Technology”. The Project puts together methodologies and activities through which museums can be used as resources for long-term project work. In-service training for teachers, work in class with learning kits or with materials brought in by a Science Van, and visits to the museum are planned and developed jointly by museum experts and teachers. The Project proposes a teaching and learning model which sees the museum experience as central and integral part of a teaching and learning process with more effective outcomes. The analysis of the Project activities and methodologies is based on the work carried out at the National Museum of Science and Technology Leonardo da Vinci, which perceives the learner (the visitor at the heart of its educational methodologies and provision.

  20. How can we make Science Education and Careers more attractive for Young People?

    Science.gov (United States)

    Knickmeier, K.; Kruse, K.

    2016-02-01

    The Kiel Science Factory (Kieler Forschungswerkstatt) is a school and teaching laboratory, which breaches the gap between school education and university research. Since opening in October 2012, 3.430 pupils worked at the Kiel Science Factory, and joined the different programs (ocean:lab, nano:lab, geo:lab), the numbers of visitors are increasing. The combination of experts in research and experts in education is very effective to attract young peoplés interest for a scientific career, to communicate science and to increase interest of teachers in current science. The biggest lab is the ocean:lab, it is jointly offered by Kiel University, Cluster of Excellence "Future Ocean" and Leibniz Institute for Science and Mathematics Education at Kiel University (IPN). The ocean:lab is addressing to school classes from grade 3 to 13, and it is strongly involved in pre-service teacher education. Appropriate to their respective level of study, pupils and students get fascinating insights into marine sciences and the working methods of real scientists. Furthermore teacher trainings and summer schools are producing an enthusiasm, which affects as well teachers as their students. The visiting pupils are mainly from Northern Germany, but also from e.g. Austria, Poland and Japan. Topics are the ocean as an ecosystem and how it is affected by anthropogenic impacts. The program offers an integrated investigation of the ecosystem "ocean" (from Plankton to marine mammals) with an interdisciplinary focus on biological aspects and abiotic factors of the habitat. In addition to pollution of the ocean through plastic waste and noise, the effects of climate change and eutrophication plays a role in discussions and tasks. New formats (e.g. an international Citizen Science Project and Expeditionary Learning) are carried out. The developed material is part of expedition boxes, which can be borrowed for project work in schools and science centers. http://www.forschungs-werkstatt.de/

  1. Vocational students' meaning-making in school science - negotiating authenticity through multimodal mobile learning :

    OpenAIRE

    Nordby, Mette; Knain, Erik; Jonsdottir, Gudrun

    2017-01-01

    This article presents a qualitative study focusing school science in two vocational classes, upper secondary school, Norway. The fact that many vocational students find little meaning in school science forms the backdrop. The students were introduced to teaching combining an excursion to a district heating plant and classroom lessons, with the use of mobile phones for documentation. Thematic analysis is used to explore the students’ experiences by analysing their behaviour and utterances. A m...

  2. Co-producing resilient solutions to climate change: Bridging the gap between science and decision-making around nexus issues

    Science.gov (United States)

    Howarth, C.

    2016-12-01

    The nexus represents a multi-dimensional means of scientific enquiry encapsulating the complex and non-linear interactions between water, energy, food, environment with the climate, and wider implications for society. These resources are fundamental for human life but are negatively affected by climate change. Methods of analysis, which are currently used, were not built to represent complex systems and are insufficiently equipped to understand positive and negative externalities generated by interactions among different stakeholders involved in the nexus. In addition misalignment between the science that scientists produce and the evidence decision-makers need leads to a range of complexities within the science-policy interface. Adopting a bottom-up, participative approach, the results of five themed workshops organized in the UK (focusing on: shocks and hazards, infrastructure, local economy, governance and governments, finance and insurance) featuring 80 stakeholders from academia, government and industry allow us to map perceptions of opportunities and challenges of better informing decision making on climate change when there is a strong disconnect between the evidence scientists provide and the actions decision makers take. The research identified key areas where gaps could be bridged between science and action and explores how a knowledge co-production approach can help identify opportunities for building a more effective and legitimate policy agenda to face climate risks. Concerns, barriers and opportunities to better inform decision making centred on four themes: communication and collaboration, decision making processes, social and cultural dimensions, and the nature of responses to nexus shocks. In so doing, this analysis provides an assessment of good practice on climate decision-making and highlights opportunities for improvement to bridge gaps in the science-policy interface

  3. Canada's imminent decision on nuclear fuel management: decision making at the intersection of science, politics, and society

    Energy Technology Data Exchange (ETDEWEB)

    Isaacs, T. [Lawrence Livermore National Laboratory, Livermore, California (United States)

    2005-07-01

    This paper outlines the science, politics and the decision making process in implementing a nuclear fuel management program. It discusses the issues in the light of Canada's imminent decision on nuclear fuel management. The paper discusses the technical as well as the institutional challenge in nuclear waste management. It discusses some of the key elements of the Canadian approach and concludes with some key recommendation in the way forward.

  4. Making Connections through Drama Education.

    Science.gov (United States)

    Jardine, Laurie

    1993-01-01

    Describes an approach to teaching William Shakespeare's "A Midsummer Night's Dream" that centers on the theme of romantic love. Provides examples of the exercises used in the classroom, including exercises which implement dramatic activities by the students. (HB)

  5. What does the new breed of decision-making methodologies mean for choices and norms in hydrological science?

    Science.gov (United States)

    Wikman-Svahn, Per

    2013-04-01

    Hydrological sciences are increasingly utilized in decision-making contexts that need to manage deep uncertainty, changing conditions and very long-lead times and lifetimes. Traditional optimizing approaches become problematic in such situations. For example, optimizing approaches may underestimate the importance of low probability outcomes, or very uncertain outcomes. Alternative decision-making strategies are therefore increasingly used in hydrological applications, including "bottom-up/top-down", "context-first", "decision-scaling", "assess risk of policy", "robust", "resilient" or "flexible" approaches. These kinds of strategies are typically designed to handle very uncertain and diverse outcomes, and often start from the particular decision-making context, in contrast to more traditional "predict-then-act" or "science first" approaches. Contemporary research in philosophy of science stress the influence of value judgments and norms in scientific assessments. In particular, this literature points out that implicit anticipated applications often influence choices made in scientific assessments. Furthermore, this literature also emphasize that choices made at within scientific assessments have consequences for decision-making later on. One reason is that it is often difficult for decision-makers to see what choices are made and the implications of these choices. Another reason is that information that could be of use for decision-makers are lost at an early stage. For example, the choice to focus on central estimates and not providing assessments on more unlikely outcomes is a choice that has consequences for what outcomes are taken into account in the decision-making process. This paper develops this argument and then analyzes the implications of these new developments for hydrological science. One implication of the increasing use of the new breed of planning strategies is that a broader range of uncertainty in scientific assessments becomes desirable in order

  6. Review of Cold war social science: Knowledge production, liberal democracy, and human nature, and Working knowledge: Making the human sciences from Parsons to Kuhn.

    Science.gov (United States)

    Erickson, Paul

    2013-11-01

    Reviews the books, Cold War Social Science: Knowledge Production, Liberal Democracy, and Human Nature by Mark Solovey and Hamilton Cravens (2012) and Working Knowledge: Making the Human Sciences From Parsons to Kuhn by Joel Isaac (see record 2012-13212-000). Taken together, these two important books make intriguing statements about the way to write the histories of fields like psychology, sociology, anthropology, and economics in the Anglo American world during the 20th century. To date, histories of these fields have drawn on a number of fairly well-established punctuation marks to assist in periodization: the shift from interwar institutionalism in economics to postwar neoclassicism, with its physics-like emphasis on mathematical theory-building; the transition from the regnant prewar behaviorism through a postwar "cognitive revolution" in American psychology; and the move in fields like sociology and anthropology away from positivism and the pursuit of what has sometimes been called "grand theory" in the early postwar era toward a period defined by intellectual and political fragmentation, the reemergence of interpretive approaches and a reaction to the scientistic pretensions of the earlier period. These books, by contrast, provide perspectives orthogonal to such existing narrative frameworks by adopting cross-cutting lenses like the "Cold War" and the working practices of researchers in the social and behavioral sciences. As a result, they do much to indicate the value of casting a historiographical net beyond individual disciplines, or even beyond the "social sciences" or the "human sciences" sensu stricto, in the search for deeper patterns of historical development in these fields. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

  7. Would science serve decision-making to adapt the impact of climate change? Introduction to Climate Change Adaptation – scientific evidence, assessment framework and decision-making

    Directory of Open Access Journals (Sweden)

    Gin-Rong Liu Peiwen Lu

    2017-01-01

    Full Text Available We live in challenging times with a heightened sense of uncertainty and unpredictability. Climate change, with its impact on disruptive events as well as gradual trends, has been addressed in scientific studies and become increasingly important in policymaking. This rises up a great need on scientific integration and knowledge transformation. The Taiwan Integrated Research Programme on Climate Change Adaptation Technology (TaiCCAT is formed under this concern. Directing by the Ministry of Science and Technology (MOST, it carries a strong intention to explore and to conduct adequate knowledge of climate change and adaptation strategies for decision-making supports. The TaiCCAT highly recommends the approach of cross-disciplinary collaboration from environmental studies to adaptation governance. The result can therefore be more contributive to reflect the complexity of the changing world.

  8. Equitable science education in urban middle schools: Do reform efforts make a difference?

    Science.gov (United States)

    Hewson, Peter W.; Butler Kahle, Jane; Scantlebury, Kathryn; Davies, Darleen

    2001-12-01

    A central commitment of current reforms in science education is that all students, regardless of culture, gender, race, and/ or socioeconomic status, are capable of understanding and doing science. The study Bridging the Gap: Equity in Systemic Reform assessed equity in systemic reform using a nested research design that drew on both qualitative and quantitative methodologies. As part of the study, case studies were conducted in two urban middle schools in large Ohio cities. The purpose of the case studies was to identify factors affecting equity in urban science education reform. Data were analyzed using Kahle's (1998) equity metric. That model allowed us to assess progress toward equity using a range of research-based indicators grouped into three categories critical for equitable education: access to, retention in, and achievement in quality science education. In addition, a fourth category was defined for systemic indicators of equity. Analyses indicated that the culture and climate of the case study schools differentially affected their progress toward equitable reform in science education.

  9. Response to FESAC survey, non-fusion connections to Fusion Energy Sciences. Applications of the FES-supported beam and plasma simulation code, Warp

    Energy Technology Data Exchange (ETDEWEB)

    Friedman, A. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Grote, D. P. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Vay, J. L. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)

    2015-05-29

    The Fusion Energy Sciences Advisory Committee’s subcommittee on non-fusion applications (FESAC NFA) is conducting a survey to obtain information from the fusion community about non-fusion work that has resulted from their DOE-funded fusion research. The subcommittee has requested that members of the community describe recent developments connected to the activities of the DOE Office of Fusion Energy Sciences. Two questions in particular were posed by the subcommittee. This document contains the authors’ responses to those questions.

  10. ESD practice through global approach -7-year practices of developing science lessen modules and fostering integrated decision making ability-

    Science.gov (United States)

    Kajiyama, Kosei

    2016-04-01

    Hiroshima University High School (HUHS) has devised and carried out overseas exchange programs on ESD issues for 7 years. These programs have been carried out as a part of a government-aided project called SSH (Super Science High School) *1. To start with, we had cooperative study program with a school in Germany in 2009, and next year with a school in Korea, and then gradually have expanded the cooperative schools. Since 2013, we have worked with schools in four countries; Korea, Thailand, Czech and Germany. Science lesson modules here refers to an assembly of a set of lessons, newly developed and improved for the project. These modules characteristically require the students to make decisions by themselves on given problems. In the course of the decision making, students learn what kind of data or facts should be presented as evidence and how they can make their decisions known to others. Among several modules we have designed, the one introduced here deals with the use of solar energy, which we carried out with a school in Korea in 2014-2015. It also includes lessons of the fuel cells using energy from hydrogen gas generated by solar cells. It aims to develop global human resources through carefully planned activities. First, the students of both schools make mixed groups and conduct experiments in physics, chemistry or biology on a given problem related to solar energy. Then they discuss in groups using data obtained from the experiments and through the Internet as evidence. After the thorough discussion, each group gives a presentation on their decision. The analysis of the presentations and the questionnaire to the students revealed the following points: 1) Students have come to have multidimensional perspectives on the utilization of solar energy. 2) Students have come to combine the results of different experiments when making decisions. 3) Students have developed flexible attitudes toward other cultures. 4) Students have developed communication skills in

  11. Visualization in medicine and life sciences III towards making an impact

    CERN Document Server

    Hamann, Bernd; Hege, Hans-Christian

    2016-01-01

    The book discusses novel visualization techniques driven by the needs in medicine and life sciences as well as new application areas and challenges for visualization within these fields. It presents ideas and concepts for visual analysis of data from scientific studies of living organs or to the delivery of healthcare. Target scientific domains include the entire field of biology at all scales - from genes and proteins to organs and populations - as well as interdisciplinary research based on technological advances such as bioinformatics, biomedicine, biochemistry, or biophysics. Moreover, they comprise the field of medicine and the application of science and technology to healthcare problems. This book does not only present basic research pushing the state of the art in the field of visualization, but it also documents the impact in the fields of medicine and life sciences.

  12. [Geography of science makes a difference: an appeal for public health].

    Science.gov (United States)

    Guimarães, Maria Cristina Soares

    2010-01-01

    This article introduces a perspective for analyzing the relationship between geographic space and scientific practice and the possible contribution by the geography of science to understanding and developing strategies in favor of public health. Contributions by the field of social studies of science, specifically from the Actor-Network Theory and its concept of translation, and the geography of Milton Santos, form the theoretical framework that allows exploring the spatial dimensions of the production and circulation of scientific knowledge. The article discusses how this approach both enriches and challenges the recent international policies in favor of knowledge translation. The article identifies a possible contribution by the field of Information Science to favor the movement of knowledge, aiming to help minimize the imbalance between what is known in theory and what is applied in practice in health, or the so-called 'know-do gap'.

  13. Proceedings for Lunch and Learn: Making science fun and exciting through social media

    Energy Technology Data Exchange (ETDEWEB)

    Biron, Lauren [Fermilab; Haffner, Julie [CERN; Nellist, Clara [Paris, IN2P3; Cowern, Dianna; Marsollier, Arnaud [CERN

    2017-02-07

    Social media channels are vital for outreach and offer huge opportunities for scientists to directly engage with the public using nontraditional methods – including lots of creativity and humor. The physics community’s presence is growing more significant, and this session (designed for early career researchers) provided a lively discussion with experts in the domain. We covered how to best use social media to raise public awareness of science, share excitement and progress, and cultivate support from followers. We also discussed some of the thornier issues in social media, such as capturing the complexity of both the scientific process and the science itself.

  14. Proceedings for Lunch and Learn: Making science fun and exciting through social media

    CERN Document Server

    Biron, Lauren; Nellist, Clara; Cowern, Dianna; Marsollier, Arnaud

    2017-01-01

    Social media channels are vital for outreach and offer huge opportunities for scientists to directly engage with the public using nontraditional methods – including lots of creativity and humor. The physics community’s presence is growing more significant, and this session (designed for early career researchers) provided a lively discussion with experts in the domain. We covered how to best use social media to raise public awareness of science, share excitement and progress, and cultivate support from followers. We also discussed some of the thornier issues in social media, such as capturing the complexity of both the scientific process and the science itself.

  15. Connected Traveler

    Energy Technology Data Exchange (ETDEWEB)

    2016-06-01

    The Connected Traveler framework seeks to boost the energy efficiency of personal travel and the overall transportation system by maximizing the accuracy of predicted traveler behavior in response to real-time feedback and incentives. It is anticipated that this approach will establish a feedback loop that 'learns' traveler preferences and customizes incentives to meet or exceed energy efficiency targets by empowering individual travelers with information needed to make energy-efficient choices and reducing the complexity required to validate transportation system energy savings. This handout provides an overview of NREL's Connected Traveler project, including graphics, milestones, and contact information.

  16. Triage: Making a Political Decision to Solve an Environmental Science Problem Through Research

    Science.gov (United States)

    Ridolfi, Thomas

    1974-01-01

    A description is given of a class project concerned with examining a population problem and making some political decisions to solve it. A list of topics for the students to research as a basis for their decisions is provided. (DT)

  17. How to succeed in science: a concise guide for young biomedical scientists. Part II: making discoveries.

    Science.gov (United States)

    Yewdell, Jonathan W

    2008-06-01

    Making discoveries is the most important part of being a scientist, and also the most fun. Young scientists need to develop the experimental and mental skill sets that enable them to make discoveries, including how to recognize and exploit serendipity when it strikes. Here, I provide practical advice to young scientists on choosing a research topic, designing, performing and interpreting experiments and, last but not least, on maintaining your sanity in the process.

  18. How to succeed in science: a concise guide for young biomedical scientists. Part II: making discoveries

    OpenAIRE

    Yewdell, Jonathan W.

    2008-01-01

    Making discoveries is the most important part of being a scientist, and also the most fun. Young scientists need to develop the experimental and mental skill sets that enable them to make discoveries, including how to recognize and exploit serendipity when it strikes. Here, I provide practical advice to young scientists on choosing a research topic, designing, performing and interpreting experiments and, last but not least, on maintaining your sanity in the process.

  19. A Behavioual and Brain Science Perspective on Decision Making in Sport

    OpenAIRE

    Parkin, Beth Louise

    2017-01-01

    The elite athlete routinely performs impressive cognitive feats. Not only do they undertake complex decision-making seemingly intuitively, they do so under conditions of intense pressure, limited time and restricted resources. Decision-making refers to the cognitive processes that underpin the selection of one course of action from several alternatives (Reason, 1990); it is essential for high-quality performance in sport (Farrow & Raab, 2008; Jordet & Hartman, 2008; Paserman, 2007). Decision-...

  20. Making the Invisible Visible in Science Museums through Augmented Reality Devices

    Science.gov (United States)

    Yoon, Susan A.; Wang, Joyce

    2014-01-01

    Despite the potential of augmented reality (AR) in enabling students to construct new understanding, little is known about how the processes and interactions with the multimedia lead to increased learning. This study seeks to explore the affordances of an AR tool on learning that is focused on the science concept of magnets and magnetic fields.…

  1. Making Politics "Click": The Costs and Benefits of Using Clickers in an Introductory Political Science Course

    Science.gov (United States)

    Evans, Heather K.

    2012-01-01

    In this article, the author addresses both the costs and benefits of implementing clickers into an introductory political science course. Comparing student responses to a mid-semester survey in both a clicker and non-clicker course, the results show that students have higher satisfaction of the course and instructor, higher exam scores, and feel…

  2. Making Sense of Scientific Biographies: Scientific Achievement, Nature of Science, and Storylines in College Students' Essays

    Science.gov (United States)

    Hwang, Seyoung

    2015-01-01

    In this article, the educative value of scientific biographies will be explored, especially for non-science major college students. During the "Scientist's life and thought" course, 66 college students read nine scientific biographies including five biologists, covering the canonical scientific achievements in Western scientific history.…

  3. Making the Implicit Explicit: The Grammar of Inferential Reasoning in the Humanities and Social Sciences

    Science.gov (United States)

    Luckett, Kathy

    2016-01-01

    This is a theoretical paper that addresses the challenge of educational access to the Humanities and Social Sciences. It plots a theoretical quest to develop an explicit pedagogy to give "disadvantaged" students in the Humanities ways of working successfully with texts. In doing so it draws on Bernstein, Moore and Maton's work to…

  4. Making Bioinformatics Projects a Meaningful Experience in an Undergraduate Biotechnology or Biomedical Science Programme

    Science.gov (United States)

    Sutcliffe, Iain C.; Cummings, Stephen P.

    2007-01-01

    Bioinformatics has emerged as an important discipline within the biological sciences that allows scientists to decipher and manage the vast quantities of data (such as genome sequences) that are now available. Consequently, there is an obvious need to provide graduates in biosciences with generic, transferable skills in bioinformatics. We present…

  5. 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…

  6. Book Review: "The Honest Broker: Making Sense of Science in Policy and Politics"

    Science.gov (United States)

    The Honest Broker is a must-read for any scientist with even a modest interest in environmental policy or politics, and I recommend it especially to scientists unfamiliar with the continuing controversy over how scientists misuse science in environmental policy and politics. The ...

  7. Group monopolization & collaborative work: the making of a science video project

    NARCIS (Netherlands)

    Jayme, B.; Roth, W.-M.; Reis, G.; Eijck, van M.W.

    2007-01-01

    ABSTRACT: In the present ethnographic case study, we investigate how monopolization emerges and is maintained during collaborative working situations in elementary science classroom tasks. Our analysis suggests that monopolization is achieved in part by the position of the students around the

  8. Preservice Teachers' Images of Scientists: Do Prior Science Experiences Make a Difference?

    Science.gov (United States)

    Milford, Todd M.; Tippett, Christine D.

    2013-01-01

    This article presents the results of a mixed methods study that used the Draw-a-Scientist Test as a visual tool for exploring preservice teachers' beliefs about scientists. A questionnaire was also administered to 165 students who were enrolled in elementary (K-8) and secondary (8-12) science methods courses. Taken as a whole, the images drawn by…

  9. The New Science Education Leadership: An IT-Based Learning Ecology Model. Technology, Education--Connections (TEC) Series

    Science.gov (United States)

    Schielack, Jane F., Ed.; Knight, Stephanie L., Ed.

    2012-01-01

    How can we use new technology to support and educate the science leaders of tomorrow? This unique book describes the design, development, and implementation of an effective science leadership program that promotes collaboration among scientists and science educators, provides authentic research experiences for educators, and facilitates adaptation…

  10. "Primary Connections" in a Provincial Queensland School System: Relationships to Science Teaching Self-Efficacy and Practices

    Science.gov (United States)

    Albion, Peter R.; Spence, Karen G.

    2013-01-01

    The teaching of science is important, both to meet the need for future workers in fields requiring scientific capability and to equip students for full participation in modern societies where many decisions depend upon knowledge of science. However, many teachers in Australian primary schools do not allocate science education sufficient amounts of…

  11. Science Outreach and the Religious Public: The Source Makes All the Difference

    Science.gov (United States)

    Davidson, G. R.; Hill, C.; Wolgemuth, K.

    2017-12-01

    Public resistance to well established scientific understanding has been a persistent problem in the US. Decades of improved educational materials, upgraded K-12 standards, and several successful court battles to curb anti-science influences did little to change the percentage of Americans resistant to even considering the evidence for subjects such as evolution or ancient Earth history. Research in the social sciences suggests that one reason has been a failure to recognize the importance of the source of information. Studies have documented that people are more receptive to challenging viewpoints when the advocate (the source) is recognized as a member of their own group or "tribe." The personal worldview or group-identity of an expert can determine how willing an audience is to consider the argument, much more so than the expert's scientific credentials. For a religious audience, this means that the quality of educational materials and the strength of an argument may be irrelevant if delivered by someone known to be dismissive of fundamental religious beliefs. In contrast, significant inroads have been realized with the religious public when scientists of faith have taken a pro-science message to members of their own religious affiliations. Encouraging stories are coming from outreach efforts of organizations and programs such as BioLogos, American Scientific Affiliation, Solid Rock Lectures, and AAAS Dialogue on Science, Ethics, and Religion. Secular scientists interested in outreach can benefit greatly by keeping a short list of resources (blogs, books, speakers) by religious scientists advocating for the legitimacy of modern science, or by directly teaming with scientists of faith. A recent example from our own efforts includes an 11 author book, The Grand Canyon, Monument to an Ancient Earth, aimed primarily at the Christian public to explain why Noah's flood does not explain the planet's complex geology. Eight authors are Christians and three are not.

  12. Nursing's Boundary Work: Theory Development and the Making of Nursing Science, ca. 1950-1980.

    Science.gov (United States)

    Tobbell, Dominique A

    Beginning in the late 1950s and intensifying through the 1960s and 1970s, nurse educators, researchers, and scholars worked to establish nursing as an academic discipline. These nursing leaders argued that the development of nursing theory was not only critical to nursing's academic project but also to improving nursing practice and patient care. The purpose of the article is to examine the context for the development of nursing theory and the characteristics of early theory development from the 1950s through the early 1980s. The methods used were historical research and analysis of the social, cultural, and political context of nursing theory development from the 1950s through the early 1980s. How this context influenced the work of nurse theorists and researchers in these decades was addressed. The development of nursing theory was influenced by a context that included the increasing complexity of patient care, the relocation of nursing education from hospital-based diploma schools to colleges and universities, and the ongoing efforts of nurses to secure more professional autonomy and authority in the decades after World War II. In particular, from the 1960s through the early 1980s, nurse theorists, researchers, and educators viewed the establishment of nursing science, underpinned by nursing theory, as critical to establishing nursing as an academic discipline. To define nursing science, nurse theorists and researchers engaged in critical boundary work in order to draw epistemic boundaries between nursing science and the existing biomedical and behavioral sciences. By the early 1980s, the boundary work of nurse theorists and researchers was incomplete. Their efforts to define nursing science and establish nursing as an academic discipline were constrained by generational and intraprofessional politics, limited resources, the gendered and hierarchical politics, and the complexity of drawing disciplinary boundaries for a discipline that is inherently

  13. Connecting science and the musical arts in teaching tone quality: Integrating Helmholtz motion and master violin teachers' pedagogies

    Science.gov (United States)

    Collins, Cheri D.

    Is it possible for students to achieve better tone quality from even their factory-made violins? All violins, regardless of cost, have a common capacity for good tone in certain frequencies. These signature modes outline the first position range of a violin (196-600 hertz). To activate this basic capacity of all violins, the string must fully vibrate. To accomplish this the bow must be pulled across the string with enough pressure (relative to its speed and contact point) for the horsehairs to catch. This friction permits the string to vibrate in Helmholtz Motion, which produces a corner that travels along the edge of the string between the bridge and the nut. Creating this corner is the most fundamental technique for achieving good tone. The findings of celebrated scientists Ernest Chladni, Hermann von Helmholtz, and John Schelleng will be discussed and the tone-production pedagogy of master teachers Carl Flesch, Ivan Galamian, Robert Gerle, and Simon Fischer will be investigated. Important connections between the insights of these scientists and master teachers are evident. Integrating science and art can provide teachers with a better understanding of the characteristics of good tone. This can help their students achieve the best possible sound from their instruments. In the private studio the master teacher may not use the words "Helmholtz Motion." Yet through modeling and listening students are able to understand and create a quality tone. Music teachers without experience in string performance may be assigned to teach strings in classroom and ensembles settings. As a result modeling good tone is not always possible. However, all teachers and conductors can understand the fundamental behavior of string vibration and adapt their instruction strategies towards student success. Better tonal quality for any string instrument is ultimately achieved. Mastery and use of the Helmholtz Motion benefits teachers and students alike. Simple practice exercises for teaching

  14. Science and intuition: do both have a place in clinical decision making?

    Science.gov (United States)

    Pearson, Helen

    Intuition is widely used in clinical decision making yet its use is underestimated compared to scientific decision-making methods. Information processing is used within scientific decision making and is methodical and analytical, whereas intuition relies more on a practitioner's perception. Intuition is an unconscious process and may be referred to as a 'sixth sense', 'hunch' or 'gut feeling'. It is not underpinned by valid and reliable measures. Expert health professionals use a rapid, automatic process to recognise familiar problems instantly. Intuition could therefore involve pattern recognition, where experts draw on experiences, so could be perceived as a cognitive skill rather than a perception or knowing without knowing how. The NHS places great importance on evidence-based practice but intuition is seemingly becoming an acceptable way of thinking and knowing in clinical decision making. Recognising nursing as an art allows intuition to be used and the environment or situation to be interpreted to help inform decision making. Intuition can be used in conjunction with evidence-based practice and to achieve good outcomes and deserves to be acknowledged within clinical practice.

  15. Moving Science Off the ``Back Burner'': Meaning Making Within an Action Research Community of Practice

    Science.gov (United States)

    Goodnough, Karen

    2008-02-01

    In this study, the participants conceptualized and implemented an action research project that focused on the infusion of inquiry principles into a neglected science curriculum. Specific objectives were to find (a) What factors challenge and support the evolution of an action research community of practice? (b) How are teachers’ beliefs about science teaching and learning transformed? and (c) How does teachers’ knowledge of curriculum, instruction, assessment, and student learning change as a result of learning within a community of practice? In this instrumental case study (Stake 2000, In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 435-454). Thousand Oaks, CA: Sage), a range of data collection sources and methods were adopted. Outcomes focus on how the design principles for cultivating a community of practice emerged in the action research group, as well as the types of teacher learning that occurred by engaging in action research.

  16. Interview with Warren Wiscombe on scientific programing and his contributions to atmospheric science tool making

    OpenAIRE

    Flatau, Piotr J.

    2013-01-01

    On March 11, 2013 I talked with Warren Wiscombe about his contributions to scientific computer programming, atmospheric science and radiative transfer. Our conversation is divided into three parts related to light scattering, radiative transfer and his general thoughts about scientific programming. There are some reflections on how radiative transfer parameterizations gradually sneaked in to modern climate and atmospheric Global Circulation Models. Why some software programs such as light sca...

  17. Making an Art of Creativity: The Cognitive Science of Duchamp and Dada

    DEFF Research Database (Denmark)

    Prager, Phillip

    2012-01-01

    Dada is the infant terrible of art history, an anarchic movement that is typically referred to as nihilistic, pathological, and firmly enshrined within the modernist paradigm and the context of WWI. Through the lens of classical, romantic, and psychoanalytic notions, it certainly appears almost...... antithetical to creativity. Yet from a cognitive point-of-view, Dada marks a watershed in the understanding of creativity, and articulates principles of creative cognition with surprising insight and precision many decades ahead of science....

  18. Public health policy research: making the case for a political science approach.

    Science.gov (United States)

    Bernier, Nicole F; Clavier, Carole

    2011-03-01

    The past few years have seen the emergence of claims that the political determinants of health do not get due consideration and a growing demand for better insights into public policy analysis in the health research field. Several public health and health promotion researchers are calling for better training and a stronger research culture in health policy. The development of these studies tends to be more advanced in health promotion than in other areas of public health research, but researchers are still commonly caught in a naïve, idealistic and narrow view of public policy. This article argues that the political science discipline has developed a specific approach to public policy analysis that can help to open up unexplored levers of influence for public health research and practice and that can contribute to a better understanding of public policy as a determinant of health. It describes and critiques the public health model of policy analysis, analyzes political science's specific approach to public policy analysis, and discusses how the politics of research provides opportunities and barriers to the integration of political science's distinctive contributions to policy analysis in health promotion.

  19. Evolution in health and medicine Sackler colloquium: Making evolutionary biology a basic science for medicine.

    Science.gov (United States)

    Nesse, Randolph M; Bergstrom, Carl T; Ellison, Peter T; Flier, Jeffrey S; Gluckman, Peter; Govindaraju, Diddahally R; Niethammer, Dietrich; Omenn, Gilbert S; Perlman, Robert L; Schwartz, Mark D; Thomas, Mark G; Stearns, Stephen C; Valle, David

    2010-01-26

    New applications of evolutionary biology in medicine are being discovered at an accelerating rate, but few physicians have sufficient educational background to use them fully. This article summarizes suggestions from several groups that have considered how evolutionary biology can be useful in medicine, what physicians should learn about it, and when and how they should learn it. Our general conclusion is that evolutionary biology is a crucial basic science for medicine. In addition to looking at established evolutionary methods and topics, such as population genetics and pathogen evolution, we highlight questions about why natural selection leaves bodies vulnerable to disease. Knowledge about evolution provides physicians with an integrative framework that links otherwise disparate bits of knowledge. It replaces the prevalent view of bodies as machines with a biological view of bodies shaped by evolutionary processes. Like other basic sciences, evolutionary biology needs to be taught both before and during medical school. Most introductory biology courses are insufficient to establish competency in evolutionary biology. Premedical students need evolution courses, possibly ones that emphasize medically relevant aspects. In medical school, evolutionary biology should be taught as one of the basic medical sciences. This will require a course that reviews basic principles and specific medical applications, followed by an integrated presentation of evolutionary aspects that apply to each disease and organ system. Evolutionary biology is not just another topic vying for inclusion in the curriculum; it is an essential foundation for a biological understanding of health and disease.

  20. Sustainability Science: Sustainable Energy for Mobility and Its Use in Policy Making

    Directory of Open Access Journals (Sweden)

    Fabio Orecchini

    2011-10-01

    Full Text Available Since the 1980s sustainability has clearly become the challenge of the 21st century. In a process toward a sustainable society it is crucial that different stakeholders start collaboration and exchange ideas with technicians and academics. To finalize the policy decisions on important issues such as energy sustainability, collaboration between policy makers, academia and the private sector is important. This work intends to give Italian policy makers concrete advice and solutions to develop energy systems for mobility. The analysis proceeds from the context of Sustainability Science, a new science, which has emerged as one of the most important disciplines of international scientific research. Using a new approach, trans-disciplinary and integrated, this research is oriented to study and understand the complexity of the interactions between economy, society and nature. This broad approach permits proposing concrete solutions to complex problems locally and globally. We propose a scheme of definition of Sustainability Energy, defining five pillars of reference, and we redefine the energy systems for mobility in the context of Sustainability Science. In this paper, we start from the idea that we are living in a crucial passage, we are moving from the era of petroleum to the era of energy vectors. Energy systems, including mobility, should be redefined within this new approach.

  1. The National Aeronautics and Space Administration's Earth Science Applications Program: Exploring Partnerships to Enhance Decision Making in Public Health Practice

    Science.gov (United States)

    Vann, Timi S.; Venezia, Robert A.

    2002-01-01

    The National Aeronautics and Space Administration (NASA), Earth Science Enterprise is engaged in applications of NASA Earth science and remote sensing technologies for public health. Efforts are focused on establishing partnerships with those agencies and organizations that have responsibility for protecting the Nation's Health. The program's goal is the integration of NASA's advanced data and technology for enhanced decision support in the areas of disease surveillance and environmental health. A focused applications program, based on understanding partner issues and requirements, has the potential to significantly contribute to more informed decision making in public health practice. This paper intends to provide background information on NASA's investment in public health and is a call for partnership with the larger practice community.

  2. Reconsidering Meaning Making and Its Analytical Implications for Cultural Studies of Science Education

    Science.gov (United States)

    Arnseth, Hans Christian; Krange, Ingeborg

    2013-01-01

    The discussion in this forum aims to push some of the ideas further and thus clarify some of the concepts used in the feature article. This includes a debate of the concepts of meaning making, procedural and conceptual learning experiences, the distinction between realism and constructivism in our research practice, and finally how to foster…

  3. Laundry Soap from Waste Cooking Oil. What We Make. Science and Technology Education in Philippine Society.

    Science.gov (United States)

    Philippines Univ., Quezon City. Inst. for Science and Mathematics Education Development.

    This module provides instructions for clarifying cooking oil and using it with either wood ash lye or commercial lye to make laundry soap. It also provides (in appendices): a discussion of oils and soaps, including the history of soap; instructions for preparing an 18 percent lye solution; instructions for preparing soap using lye from wood ash;…

  4. Plastic, Fantastic? What We Make. Science and Technology Education in Philippine Society.

    Science.gov (United States)

    Philippines Univ., Quezon City. Inst. for Science and Mathematics Education Development.

    This module provides information about plastics, focusing on the uses of plastic bags in particular. Topic areas considered include: (1) making plastic bags; (2) transparency of plastic bags; (3) plastic bags and food odors; (4) food containers (before and since plastics); and (5) disposing of plastic bags and other plastic products. The text is…

  5. Bioenergy production and sustainable development: science base for policy-making remains limited

    DEFF Research Database (Denmark)

    Robledo-Abad, Carmenza; Althaus, H.J.; Berndes, G.

    2017-01-01

    and methodological approaches in studies differ widely and only a small share of the studies sufficiently reports on context and/or baseline conditions, which makes it difficult to get a general understanding of the attribution of impacts. Nevertheless we identified regional patterns of positive or negative impacts...

  6. From Rocks to Cement. What We Make. Science and Technology Education in Philippine Society.

    Science.gov (United States)

    Philippines Univ., Quezon City. Science Education Center.

    This module deals with the materials used in making concrete hollow blocks. Topics discussed include: (1) igneous, metamorphic, and sedimentary rocks; (2) weathering (the process of breaking down rocks) and its effects on rocks; (3) cement; (4) stages in the manufacturing of Portland cement; and (5) the transformation of cement into concrete…

  7. Value Arguments in Science Research Articles: Making the Case for the Importance of Research

    Science.gov (United States)

    Carter, Michael

    2016-01-01

    It is in the interest of scholarly journals to publish important research and of researchers to publish in important journals. One key to making the case for the importance of research in a scholarly article is to incorporate value arguments. Yet there has been no rhetorical analysis of value arguments in the literature. In the context of…

  8. COMT Val158Met polymorphism influences the susceptibility to framing in decision-making: OFC-amygdala functional connectivity as a mediator.

    Science.gov (United States)

    Gao, Xiaoxue; Gong, Pingyuan; Liu, Jinting; Hu, Jie; Li, Yue; Yu, Hongbo; Gong, Xiaoliang; Xiang, Yang; Jiang, Changjun; Zhou, Xiaolin

    2016-05-01

    Individuals tend to avoid risk in a gain frame, in which options are presented in a positive way, but seek risk in a loss frame, in which the same options are presented negatively. Previous studies suggest that emotional responses play a critical role in this "framing effect." Given that the Met allele of COMT Val158Met polymorphism (rs4680) is associated with the negativity bias during emotional processing, this study investigated whether this polymorphism is associated with individual susceptibility to framing and which brain areas mediate this gene-behavior association. Participants were genotyped, scanned in resting state, and completed a monetary gambling task with options (sure vs risky) presented as potential gains or losses. The Met allele carriers showed a greater framing effect than the Val/Val homozygotes as the former gambled more than the latter in the loss frame. Moreover, the gene-behavior association was mediated by resting-state functional connectivity (RSFC) between orbitofrontal cortex (OFC) and bilateral amygdala. Met allele carriers showed decreased RSFC, thereby demonstrating higher susceptibility to framing than Val allele carriers. These findings demonstrate the involvement of COMT Val158Met polymorphism in the framing effect in decision-making and suggest RSFC between OFC and amygdala as a neural mediator underlying this gene-behavior association. Hum Brain Mapp 37:1880-1892, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

  9. Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice

    Science.gov (United States)

    Hvidsten, Connie J.

    Connie J. Hvidsten September 2016 Education Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice This dissertation consists of three papers analyzing writings and interviews of experienced secondary science teachers during and after a two-year professional development (PD) program focused on model-based reasoning (MBR). MBR is an approach to science instruction that provides opportunities for students to use conceptual models to make sense of natural phenomena in ways that are similar to the use of models within the scientific community. The aim of this research is to better understand the learning and learning pathways teachers identified as valuable in supporting changes in their teaching practice. To accomplish this aim, the papers analyze the ways teachers 1) ascribe their learning to various aspects of the program, 2) describe what they learned, and 3) reflect on the impact the PD had on their teaching practice. Twenty-one secondary science teachers completed the Innovations in Science Instruction through Modeling (ISIM) program from 2007 through 2009. Commonalities in the written reflections and interview responses led to a set of generalizable findings related to the impacts and outcomes of the PD. The first of the three papers describes elements of the ISIM program that teachers associated with their own learning. One of the most frequently mentioned PD feature was being in the position of an adult learner. Embedding learning in instructional practice by collaboratively developing and revising lessons, and observing the lessons in one-another's classrooms provided a sense of professional community, accountability, and support teachers reported were necessary to overcome the challenges of implementing new pedagogical practices. Additionally, teachers described that opportunities to reflect on their learning and connect their

  10. Meat Science and Muscle Biology Symposium: manipulating meat tenderness by increasing the turnover of intramuscular connective tissue.

    Science.gov (United States)

    Purslow, P P; Archile-Contreras, A C; Cha, M C

    2012-03-01

    Controlled reduction of the connective tissue contribution to cooked meat toughness is an objective that would have considerable financial impact in terms of added product value. The amount of intramuscular connective tissue in a muscle appears connected to its in vivo function, so reduction of the overall connective tissue content is not thought to be a viable target. However, manipulation of the state of maturity of the collagenous component is a biologically viable target; by increasing connective tissue turnover, less mature structures can be produced that are functional in vivo but more easily broken down on cooking at temperatures above 60°C, thus improving cooked meat tenderness. Recent work using cell culture models of fibroblasts derived from muscle and myoblasts has identified a range of factors that alter the activity of the principal enzymes responsible for connective tissue turnover, the matrix metalloproteinases (MMP). Fibroblasts cultured from 3 different skeletal muscles from the same animal show different cell proliferation and MMP activity, which may relate to the different connective tissue content and architecture in functionally different muscles. Expression of MMP by fibroblasts is increased by vitamins that can counter the negative effects of oxidative stress on new collagen synthesis. Preliminary work using in situ zymography of myotubes in culture also indicates increased MMP activity in the presence of epinephrine and reactive oxidative species. Comparison of the relative changes in MMP expression from muscle cells vs. fibroblasts shows that myoblasts are more responsive to a range of stimuli. Muscle cells are likely to produce more of the total MMP in muscle tissue as a whole, and the expression of latent forms of the enzymes (i.e., pro-MMP) may vary between oxidative and glycolytic muscle fibers within the same muscle. The implication is that the different muscle fiber composition of different muscles eaten as meat may influence the

  11. What Makes Mathematics Manipulatives Effective? Lessons From Cognitive Science and Montessori Education

    Directory of Open Access Journals (Sweden)

    Elida V. Laski

    2015-06-01

    Full Text Available Manipulatives are ubiquitous in early childhood classrooms; yet, findings regarding their efficacy for learning mathematics concepts are inconsistent. In this article, we present four general principles that have emerged from cognitive science about ways to ensure that manipulatives promote learning when used with young children. We also describe how Montessori instruction offers a concrete example of the application of these principles in practice, which may, in turn, explain the high levels of mathematics achievement among children who attend Montessori programs during early childhood. The general principles and concrete examples presented in this article should help early childhood programs maximize the benefits of using manipulatives for developmentally appropriate mathematics instruction.

  12. Students' meaning making in science: solving energy resource problems in virtual worlds combined with spreadsheets to develop graphs

    Science.gov (United States)

    Krange, Ingeborg; Arnseth, Hans Christian

    2012-09-01

    The aim of this study is to scrutinize the characteristics of conceptual meaning making when students engage with virtual worlds in combination with a spreadsheet with the aim to develop graphs. We study how these tools and the representations they contain or enable students to construct serve to influence their understanding of energy resource consumption. The data were gathered in 1st grade upper-secondary science classes and they constitute the basis for the interaction analysis of students' meaning making with representations. Our analyses demonstrate the difficulties involved in developing students' orientation toward more conceptual orientations to representations of the knowledge domain. Virtual worlds do not in themselves represent a solution to this problem.

  13. Development and case study of a science-based software platform to support policy making on air quality.

    Science.gov (United States)

    Zhu, Yun; Lao, Yanwen; Jang, Carey; Lin, Chen-Jen; Xing, Jia; Wang, Shuxiao; Fu, Joshua S; Deng, Shuang; Xie, Junping; Long, Shicheng

    2015-01-01

    This article describes the development and implementations of a novel software platform that supports real-time, science-based policy making on air quality through a user-friendly interface. The software, RSM-VAT, uses a response surface modeling (RSM) methodology and serves as a visualization and analysis tool (VAT) for three-dimensional air quality data obtained by atmospheric models. The software features a number of powerful and intuitive data visualization functions for illustrating the complex nonlinear relationship between emission reductions and air quality benefits. The case study of contiguous U.S. demonstrates that the enhanced RSM-VAT is capable of reproducing the air quality model results with Normalized Mean Bias quality policy making in near real time. Copyright © 2014. Published by Elsevier B.V.

  14. "I have a connection!": The situated sense-making of an elementary student about the role of water in modeled vs. experienced ecosystems

    Science.gov (United States)

    Roberts, Lisa Elisabeth N.

    Current policy and research have led the field of science education towards a model of "science as practice." In the past decade, several research programs on model-based reasoning practices in education have articulated key dimensions of practice, including constructing and defending models, comparing models to empirical data, using representations to identify patterns in data and use those as inscriptions to buttress arguments. This study presents a detailed case of how the use of a physical microcosm and children's self-directed representations of an ecosystem constrained and afforded student sense-making in an urban elementary classroom. The case analyzed the experiences of a 10-year old fifth grade student, Jorge, and the variation in his expressed understanding of ecosystems as he interacted with academic tasks, along with models and representations, to design, observe and explain an ecological microcosm. The study used a conceptual framework that brings together theories of situated cognition and Doyle's work on academic task to explain how and why Jorge's perception and communication of dimensions of ecosystem structure, function, and behavior appear to "come in and out of focus," influenced by the affordances of the tools and resources available, the academic task as given by the teacher, and Jorge's own experiences and knowledge of phenomena related to ecosystems. Findings from this study suggest that elementary students' ability or inability to address particular ecological concepts in a given task relate less to gaps in their understanding and more to the structure of academic tasks and learning contexts. The process of a student interacting with curriculum follows a dynamic trajectory and leads to emergent outcomes. As a result of the complex interactions of task, tools, and his own interests and agency, Jorge's attunement to the role of water in ecosystems comes in and out of focus throughout the unit. The instructional constraint of needing to

  15. Making a Life in the Life Sciences and the Role of Mentoring for Female Scientists

    Directory of Open Access Journals (Sweden)

    Gisela Kaplan

    2010-06-01

    Full Text Available Evidence of sex differences in intellectual capabilities remains scant and, rather than revealing genetic origin, it is complicated by the influence of social circumstances. Some inequities persist, and although these have been decreasing in recent decades, therefore, it remains a major task for policy makers and educators to assist in setting up programs, including mentoring opportunities, that are directed at alleviating such inequities. This paper outlines some historical circumstances in science and suggests that mentoring has to be understood in a wide systemic framework. The freedom to think and act and follow research ideas through is intrinsically rewarding to society and to the individual. For female scientists, it is a freedom that has yet to be fully developed and mentoring is just one way in which such a process can be legitimized. The paper outlines how institutions can best do this, and how this might work in practice for the individual, and argues that science needs to have its own code of mentoring.

  16. Making Basic Science Studies in Glaucoma More Clinically Relevant: The Need for a Consensus.

    Science.gov (United States)

    Toris, Carol B; Gelfman, Claire; Whitlock, Andy; Sponsel, William E; Rowe-Rendleman, Cheryl L

    2017-09-01

    Glaucoma is a chronic, progressive, and debilitating optic neuropathy that causes retinal damage and visual defects. The pathophysiologic mechanisms of glaucoma remain ill-defined, and there is an indisputable need for contributions from basic science researchers in defining pathways for translational research. However, glaucoma researchers today face significant challenges due to the lack of a map of integrated pathways from bench to bedside and the lack of consensus statements to guide in choosing the right research questions, techniques, and model systems. Here, we present the case for the development of such maps and consensus statements, which are critical for faster development of the most efficacious glaucoma therapy. We underscore that interrogating the preclinical path of both successful and unsuccessful clinical programs is essential to defining future research. One aspect of this is evaluation of available preclinical research tools. To begin this process, we highlight the utility of currently available animal models for glaucoma and emphasize that there is a particular need for models of glaucoma with normal intraocular pressure. In addition, we outline a series of discoveries from cell-based, animal, and translational research that begin to reveal a map of glaucoma from cell biology to physiology to disease pathology. Completion of these maps requires input and consensus from the global glaucoma research community. This article sets the stage by outlining various approaches to such a consensus. Together, these efforts will help accelerate basic science research, leading to discoveries with significant clinical impact for people with glaucoma.

  17. CMS Connect

    Science.gov (United States)

    Balcas, J.; Bockelman, B.; Gardner, R., Jr.; Hurtado Anampa, K.; Jayatilaka, B.; Aftab Khan, F.; Lannon, K.; Larson, K.; Letts, J.; Marra Da Silva, J.; Mascheroni, M.; Mason, D.; Perez-Calero Yzquierdo, A.; Tiradani, A.

    2017-10-01

    The CMS experiment collects and analyzes large amounts of data coming from high energy particle collisions produced by the Large Hadron Collider (LHC) at CERN. This involves a huge amount of real and simulated data processing that needs to be handled in batch-oriented platforms. The CMS Global Pool of computing resources provide +100K dedicated CPU cores and another 50K to 100K CPU cores from opportunistic resources for these kind of tasks and even though production and event processing analysis workflows are already managed by existing tools, there is still a lack of support to submit final stage condor-like analysis jobs familiar to Tier-3 or local Computing Facilities users into these distributed resources in an integrated (with other CMS services) and friendly way. CMS Connect is a set of computing tools and services designed to augment existing services in the CMS Physics community focusing on these kind of condor analysis jobs. It is based on the CI-Connect platform developed by the Open Science Grid and uses the CMS GlideInWMS infrastructure to transparently plug CMS global grid resources into a virtual pool accessed via a single submission machine. This paper describes the specific developments and deployment of CMS Connect beyond the CI-Connect platform in order to integrate the service with CMS specific needs, including specific Site submission, accounting of jobs and automated reporting to standard CMS monitoring resources in an effortless way to their users.

  18. Motivations to Seek Science Videos on YouTube: Free-Choice Learning in a Connected Society

    Science.gov (United States)

    Rosenthal, Sonny

    2018-01-01

    Do individuals use video sharing sites in their free time to learn about science, and if so, why? This study takes a preliminary look at individual differences that motivate online science video seeking. Among 273 Singapore Internet users who participated in an online survey, most reported using YouTube during the previous week, and one-third…

  19. Psychiatry, Sex, and Science: The Making of “Adolescent” Motherhood in Southern Brazil

    Science.gov (United States)

    Béhague, Dominique P.

    2018-01-01

    ABSTRACT Research linking teen motherhood to psychoneurodevelopmental causes and pathologies has proliferated in the past two decades. In Brazil, a psychodevelopmental project of teen motherhood has gained traction despite many experts’ long-standing commitment to psychodynamic psychiatry and social epidemiology, generating epistemic tension rather than substitution. Drawing on historical ethnography conducted in Southern Brazil, I explore how this project materialized through the co-production of epistemic struggles, remedial interventions, and ontological politics. In showing how this co-production became interwoven with incremental changes in young women’s emotions, sexualities, relationships, and bodies, I describe how one particular “kind” of teen motherhood emerged and became entangled with both psychiatric knowledge-production and the angst of working-class political agency. In giving women a contested psychiatric language with which to rework their social–moral worlds, I argue that science did more than conceptualize teen childbearing in pathological terms; it contributed to its troubled transformation. PMID:28453300

  20. Psychiatry, Sex, and Science: The Making of "Adolescent" Motherhood in Southern Brazil.

    Science.gov (United States)

    Béhague, Dominique P

    2018-01-01

    Research linking teen motherhood to psychoneurodevelopmental causes and pathologies has proliferated in the past two decades. In Brazil, a psychodevelopmental project of teen motherhood has gained traction despite many experts' long-standing commitment to psychodynamic psychiatry and social epidemiology, generating epistemic tension rather than substitution. Drawing on historical ethnography conducted in Southern Brazil, I explore how this project materialized through the co-production of epistemic struggles, remedial interventions, and ontological politics. In showing how this co-production became interwoven with incremental changes in young women's emotions, sexualities, relationships, and bodies, I describe how one particular "kind" of teen motherhood emerged and became entangled with both psychiatric knowledge-production and the angst of working-class political agency. In giving women a contested psychiatric language with which to rework their social-moral worlds, I argue that science did more than conceptualize teen childbearing in pathological terms; it contributed to its troubled transformation.

  1. Making sense of the emerging conversation in evaluation about systems thinking and complexity science.

    Science.gov (United States)

    Gates, Emily F

    2016-12-01

    In the last twenty years, a conversation has emerged in the evaluation field about the potential of systems thinking and complexity science (STCS) to transform the practice of evaluating social interventions. Documenting and interpreting this conversation are necessary to advance our understanding of the significance of using STCS in planning, implementing, and evaluating social interventions. Guided by a generic framework for evaluation practice, this paper reports on an inter-disciplinary literature review and argues that STCS raises some new ways of thinking about and carrying out the following six activities: 1) supporting social problem solving; 2) framing interventions and contexts; 3) selecting and using methods; 4) engaging in valuing; 5) producing and justifying knowledge; and 6) facilitating use. Following a discussion of these issues, future directions for research and practice are suggested. Copyright © 2016 Elsevier Ltd. All rights reserved.

  2. Protecting national parks from air pollution effects: Making sausage from science and policy

    Science.gov (United States)

    Baron, Jill S.; Blett, Tamara; Malm, William C.; Alexander, Ruth; Doremus, Holly

    2016-01-01

    The story of air pollution research, policy development, and management in national parks is a fascinating blend of cultural change, vision, interdisciplinary and interagency collaboration, and science-policy-management-stakeholder collaborations. Unable to ignore the loss of iconic vistas from regional haze and loss of fish from acid rain in the 1980s, the National Park Service (NPS) embraced an obligation to protect resources from threats originating outside park boundaries. Upholding the Organic Act requirement for parks to remain "unimpaired" for the enjoyment of future generations, and using the Clean Air Act statement that NPS has an “affirmative responsibility” to protect park resources, NPS has supported, and effectively used, research as a means to protect lands, waters, and vistas from a mostly unseen threat. Using visibility and atmospheric nitrogen deposition as examples, we will illustrate some success stories where NPS led the way to benefit not only parks, but the Nation.

  3. GOFC-GOLD/LCLUC/START Regional Networking: building capacity for science and decision-making.

    Science.gov (United States)

    Justice, C. O.; Vadrevu, K.; Gutman, G.

    2016-12-01

    Over the past 20 years, the international GOFC-GOLD Program and START, with core funding from the NASA LCLUC program and ESA have been developing regional networks of scientists and data users for scientific capacity building and sharing experience in the use and application of Earth Observation data. Regional networks connect scientists from countries with similar environmental and social issues and often with shared water and airsheds. Through periodic regional workshops, regional and national projects are showcased and national priorities and policy drivers are articulated. The workshops encourage both north-south and south-south exchange and collaboration. The workshops are multi-sponsored and each include a training component, targeting early career scientists and data users from the region. The workshops provide an opportunity for regional scientists to publish in peer-reviewed special editions focused on regional issues. Currently, the NASA LCLUC program funded "South and Southeast Asia Regional Initiative (SARI)" team is working closely with the USAID/NASA SERVIR program to implement some capacity building and training activities jointly in south/southeast Asian countries to achieve maximum benefit.

  4. Improving Medical Decision Making and Health Promotion through Culture-Sensitive Health Communication: An Agenda for Science and Practice.

    Science.gov (United States)

    Betsch, Cornelia; Böhm, Robert; Airhihenbuwa, Collins O; Butler, Robb; Chapman, Gretchen B; Haase, Niels; Herrmann, Benedikt; Igarashi, Tasuku; Kitayama, Shinobu; Korn, Lars; Nurm, Ülla-Karin; Rohrmann, Bernd; Rothman, Alexander J; Shavitt, Sharon; Updegraff, John A; Uskul, Ayse K

    2016-10-01

    This review introduces the concept of culture-sensitive health communication. The basic premise is that congruency between the recipient's cultural characteristics and the respective message will increase the communication's effectiveness. Culture-sensitive health communication is therefore defined as the deliberate and evidence-informed adaptation of health communication to the recipients' cultural background in order to increase knowledge and improve preparation for medical decision making and to enhance the persuasiveness of messages in health promotion. To achieve effective health communication in varying cultural contexts, an empirically and theoretically based understanding of culture will be indispensable. We therefore define culture, discuss which evolutionary and structural factors contribute to the development of cultural diversity, and examine how differences are conceptualized as scientific constructs in current models of cultural differences. In addition, we will explicate the implications of cultural differences for psychological theorizing, because common constructs of health behavior theories and decision making, such as attitudes or risk perception, are subject to cultural variation. In terms of communication, we will review both communication strategies and channels that are used to disseminate health messages, and we will discuss the implications of cultural differences for their effectiveness. Finally, we propose an agenda both for science and for practice to advance and apply the evidence base for culture-sensitive health communication. This calls for more interdisciplinary research between science and practice but also between scientific disciplines and between basic and applied research. © The Author(s) 2015.

  5. 23 March 2015 - Tree planting ceremony Chemin Auguer, by His Holiness the XIIth Gyalwang Drukpa and CERN Director-General, on the occasion of the event Connecting Worlds: Science Meets Buddhism Great Minds, Great Matters.

    CERN Multimedia

    Brice, Maximilien

    2015-01-01

    23 March 2015 - Tree planting ceremony Chemin Auguer, by His Holiness the XIIth Gyalwang Drukpa and CERN Director-General, on the occasion of the event Connecting Worlds: Science Meets Buddhism Great Minds, Great Matters.

  6. The role of science in support of operational decision-making during oil spills

    International Nuclear Information System (INIS)

    Walker, A.H.; Robinson, J.H.

    1991-01-01

    The potential for environmental damage is the principal rationale for responding to oil spills in the United States, and most other countries. Numerous factors influence response decisions regarding containment, cleanup and treatment operations. Important influences which drive how decisions will be made include politics, economics, environmental concerns, public relations, and aesthetics. A common misperceptions that scientific information cannot be generated on a real-time basis, that is, that scientific studies generally require more time to conduct than the spill response time frame permits. This paper discusses how to organize a scientific program in support of operational decision-making during oil spills, using NOAA's Scientific Support Team as an illustrative example. The paper also describes various types of scientific activities, including use of types of off-the-shelf technology and instrumentation, which can be conducted at the time of a spill, such as those implemented during the EXXON VALDEZ. Lastly, the paper provides guidance on how to generate and mange valid scientific information in ways that are relevant to timely response decision-making

  7. Science modelling in pre-calculus: how to make mathematics problems contextually meaningful

    Science.gov (United States)

    Sokolowski, Andrzej; Yalvac, Bugrahan; Loving, Cathleen

    2011-04-01

    of computer-based science simulations. Although there are several exceptional computer-based science simulations designed for mathematics classes (see, e.g. Kinetic Book (http://www.kineticbooks.com/) or Gizmos (http://www.explorelearning.com/)), we concentrate mainly on the PhET Interactive Simulations developed at the University of Colorado at Boulder (http://phet.colorado.edu/) in generating our argument that computer simulations more accurately represent the contextual characteristics of scientific phenomena than their textual descriptions.

  8. Making Astronomy and the Physical Sciences More Welcoming to LGBT+ Persons

    Science.gov (United States)

    Lawrence, Stephen; SGMA, LGBT+Physicists

    2018-01-01

    Want a department that is more welcoming to students, staff, and faculty across the spectrum of gender and sexual (LGBT+) identities? The AAS Committee for Sexual-Orientation and Gender Minorities in Astronomy (SGMA), together with LGBT+physicists, has produced a guide to help you: "Supporting LGBT+ Physicists and Astronomers: Best Practices for Academic Departments." This best practices guide provides simple, concrete suggestions to improve climate and increase LGBT+ visibility and acceptance within your department and across your institution. I will present a summary of these suggestions and discuss ways to implement them. In spite of rapid and remarkable advances in LGBT+ rights in the last decade, dramatic changes and policy reversals by the current administration make the need for these strategies very relevant and urgent once again.

  9. The Aesthetics of Astrophysics: How to Make Appealing Color-composite Images that Convey the Science

    Science.gov (United States)

    Rector, Travis A.; Levay, Zoltan G.; Frattare, Lisa M.; Arcand, Kimberly K.; Watzke, Megan

    2017-05-01

    Astronomy has a rich tradition of using color photography and imaging, for visualization in research as well as for sharing scientific discoveries in formal and informal education settings (i.e., for “public outreach”). In the modern era, astronomical research has benefitted tremendously from electronic cameras that allow data and images to be generated and analyzed in a purely digital form with a level of precision that previously was not possible. Advances in image-processing software have also enabled color-composite images to be made in ways that are much more complex than with darkroom techniques, not only at optical wavelengths but across the electromagnetic spectrum. The Internet has made it possible to rapidly disseminate these images to eager audiences. Alongside these technological advances, there have been gains in understanding how to make images that are scientifically illustrative as well as aesthetically pleasing. Studies have also given insights on how the public interprets astronomical images and how that can be different than professional astronomers. An understanding of these differences will help in the creation of images that are meaningful to both groups. In this invited review, we discuss the techniques behind making color-composite images as well as examine the factors one should consider when doing so, whether for data visualization or public consumption. We also provide a brief history of astronomical imaging with a focus on the origins of the "modern era" during which distribution of high-quality astronomical images to the public is a part of nearly every professional observatory's public outreach. We review relevant research into the expectations and misconceptions that often affect the public's interpretation of these images.

  10. Coastal Zone Ecosystem Services: from science to values and decision making; a case study.

    Science.gov (United States)

    Luisetti, T; Turner, R K; Jickells, T; Andrews, J; Elliott, M; Schaafsma, M; Beaumont, N; Malcolm, S; Burdon, D; Adams, C; Watts, W

    2014-09-15

    This research is concerned with the following environmental research questions: socio-ecological system complexity, especially when valuing ecosystem services; ecosystems stock and services flow sustainability and valuation; the incorporation of scale issues when valuing ecosystem services; and the integration of knowledge from diverse disciplines for governance and decision making. In this case study, we focused on ecosystem services that can be jointly supplied but independently valued in economic terms: healthy climate (via carbon sequestration and storage), food (via fisheries production in nursery grounds), and nature recreation (nature watching and enjoyment). We also explored the issue of ecosystem stock and services flow, and we provide recommendations on how to value stock and flows of ecosystem services via accounting and economic values respectively. We considered broadly comparable estuarine systems located on the English North Sea coast: the Blackwater estuary and the Humber estuary. In the past, these two estuaries have undergone major land-claim. Managed realignment is a policy through which previously claimed intertidal habitats are recreated allowing the enhancement of the ecosystem services provided by saltmarshes. In this context, we investigated ecosystem service values, through biophysical estimates and welfare value estimates. Using an optimistic (extended conservation of coastal ecosystems) and a pessimistic (loss of coastal ecosystems because of, for example, European policy reversal) scenario, we find that context dependency, and hence value transfer possibilities, vary among ecosystem services and benefits. As a result, careful consideration in the use and application of value transfer, both in biophysical estimates and welfare value estimates, is advocated to supply reliable information for policy making. Crown Copyright © 2014. Published by Elsevier B.V. All rights reserved.

  11. The making of an entrepreneurial science: biotechnology in Britain, 1975-1995.

    Science.gov (United States)

    de Chadarevian, Soraya

    2011-12-01

    Monoclonal antibodies played a key role in the development of the biotechnology industry of the 1980s and 1990s. Investments in the sector and commercial returns have rivaled those of recombinant DNA technologies. Although the monoclonal antibody technology was first developed in Britain, the first patents were taken out by American scientists. During the first Thatcher government in Britain, blame for the missed opportunity fell on the scientists involved as well as on the National Research and Development Corporation, which had been put in place after World War II to avoid a repeat of the penicillin story, when patent rights were not sought. Instead of apportioning the blame, this essay suggests that despite past experiences and despite the new channels that were in place, Britain was not in a "patent culture" in the 1970s. It traces the long and painful process that made a commercial attitude among publicly funded British research scientists and in a civil service institution like the Medical Research Council both possible and desirable. In this process the meaning of the term "public science" also changed dramatically.

  12. Women planning to major in computer science: Who are they and what makes them unique?

    Science.gov (United States)

    Lehman, Kathleen J.; Sax, Linda J.; Zimmerman, Hilary B.

    2016-12-01

    Despite the current growing popularity of the computer science (CS) major, women remain sorely underrepresented in the field, continuing to earn only 18% of bachelor's degrees. Understanding women's low rates of participation in CS is important given that the demand for individuals with CS training has grown sharply in recent years. Attracting and retaining more women to high-paying fields like CS may also help narrow the gender pay gap. Further, it is important that women participate in developing new technology so that technology advances serve the needs of both women and men. This paper explores the background characteristics, career aspirations, and self-perceptions of 1636 female first-year college students in the United States who intend to major in CS and compares them with 4402 male CS aspirants as well as with 26,642 women planning to major in other STEM sub-fields. The findings reveal a unique profile of women who pursue the CS major and notes many significant differences between men and women in CS and between women in CS and those in other STEM fields. For instance, women in CS tend to earn lower high school grades than women in other STEM fields, but earn higher SAT verbal scores. They also rate themselves higher than men in CS and women in other STEM fields on measures of their artistic ability, but rate themselves lower on other self-ratings, including academic and leadership ability. Further, women in CS are more likely to be undecided in their career plans than men in CS and women in other STEM fields. Understanding the unique characteristics of women in CS will help inform policies and recruitment programs designed to address the gender gap in computing.

  13. The Flagstaff Festival of Science: Over 25 years of connecting research professionals with the people of Northern Arizona

    Science.gov (United States)

    Vaughan, R. G.; Ranney, W.; Stevens, B.; Farretta, K.

    2015-12-01

    The annual Flagstaff Festival of Science, established in 1990, is the longest running, entirely free, public science festival in the USA. It has evolved into a 10-day-long festival with >90 events, including interactive science and technology exhibits, daily public lectures, open houses, star parties, local field trips, and an in-school speaker program. The Festival events reach an estimated 17,000 people every year in Northern Arizona, including students from pre-K through college, parents, teachers, tourists, and lifelong learners. Flagstaff, AZ, "America's First STEM Community" and the "World's First International Dark Sky City," has a uniquely rich community of organizations engaged in science and engineering research and innovation, including the Flagstaff Arboretum, Flagstaff Dark Skies Coalition, Coconino Community College, W. L. Gore & Associates, Lowell Observatory, Museum of Northern Arizona, National Weather Service, National Park Service, National Forest Service, Northern Arizona University, Northern Arizona Center for Entrepreneurship and Technology, U.S. Geological Survey, U.S. Naval Observatory, and Willow Bend Environmental Education Center. As such, the Festival has tremendous support from the local community, which is evidenced by its financial support (via grants and donations), attendance, and awards it has received. Public STEM events are an increasingly popular way for scientists to reach underserved populations, and the Flagstaff Festival of Science provides local scientists and other research professionals with many diverse opportunities to foster public support of science and inspire students to study STEM disciplines. The goal of this presentation is to share information, ideas, and our experiences with anyone wishing to initiate or expand his or her current public STEM offerings; and to celebrate the rewards (for both learners and research professionals) of engaging in science education and communication at public STEM events.

  14. SCEC-VDO: A New 3-Dimensional Visualization and Movie Making Software for Earth Science Data

    Science.gov (United States)

    Milner, K. R.; Sanskriti, F.; Yu, J.; Callaghan, S.; Maechling, P. J.; Jordan, T. H.

    2016-12-01

    Researchers and undergraduate interns at the Southern California Earthquake Center (SCEC) have created a new 3-dimensional (3D) visualization software tool called SCEC Virtual Display of Objects (SCEC-VDO). SCEC-VDO is written in Java and uses the Visualization Toolkit (VTK) backend to render 3D content. SCEC-VDO offers advantages over existing 3D visualization software for viewing georeferenced data beneath the Earth's surface. Many popular visualization packages, such as Google Earth, restrict the user to views of the Earth from above, obstructing views of geological features such as faults and earthquake hypocenters at depth. SCEC-VDO allows the user to view data both above and below the Earth's surface at any angle. It includes tools for viewing global earthquakes from the U.S. Geological Survey, faults from the SCEC Community Fault Model, and results from the latest SCEC models of earthquake hazards in California including UCERF3 and RSQSim. Its object-oriented plugin architecture allows for the easy integration of new regional and global datasets, regardless of the science domain. SCEC-VDO also features rich animation capabilities, allowing users to build a timeline with keyframes of camera position and displayed data. The software is built with the concept of statefulness, allowing for reproducibility and collaboration using an xml file. A prior version of SCEC-VDO, which began development in 2005 under the SCEC Undergraduate Studies in Earthquake Information Technology internship, used the now unsupported Java3D library. Replacing Java3D with the widely supported and actively developed VTK libraries not only ensures that SCEC-VDO can continue to function for years to come, but allows for the export of 3D scenes to web viewers and popular software such as Paraview. SCEC-VDO runs on all recent 64-bit Windows, Mac OS X, and Linux systems with Java 8 or later. More information, including downloads, tutorials, and example movies created fully within SCEC-VDO is

  15. Science and values in radiological protection: impact on radiological protection decision making

    International Nuclear Information System (INIS)

    Salomaa, Sisko; Pinak, Miroslav

    2008-01-01

    Full text: This work summarises the main ideas and achievements of the Science and Values in Radiological Protection Workshop that was held on 15-17 January 2008 in Helsinki, Finland. In the view of developing of new radiological applications and emerging scientific phenomena it has been recognized a need to develop a shared understanding of emerging challenges for radiological protection among scientific and regulatory communities, public and other concerned stake holders. In response to this the Committee of Radiation Protection and Public Health of the OECD Nuclear Energy Agency and Radiation and Nuclear Safety Authority of Finland tried to initiate a process of longer-term reflection on scientific and societal issues that might challenge radiological protection in the coming years. Among general issues like radiological policy issues, improvement of understanding between research and policy communities, sharing views on emerging scientific issues, there were addressed several scientific issues, like non-targeted effects, individual sensitivity; and circulatory diseases. The main focus of these discussions was to elaborate potential 'what if' scenarios and propose feasible solutions at various levels. These discussions addressed effects that are not direct and evident consequence of the initial lesions produced at the cellular and DNA level like bystander responses, genomic instability, gene induction, adaptive responses and low dose. Particular interest was paid to an extrapolation of risk estimates to low doses and role of Linear Non-Threshold theory in setting regulatory principles. Individual radio-sensitivity and identification of genes that are suspected of having an influence on it were also discussed in one of the Breakout Sessions. Another Breakout Session addressed circulatory diseases. There is emerging evidence in the A-bomb survivors and in other exposed groups that ionising radiation also causes other diseases than cancer, such as circulatory

  16. Environmental radiation protection-future challenges with regard to science and decision-making

    International Nuclear Information System (INIS)

    Larsson, C. M.

    2004-01-01

    With Publication 91 on the impact of ionizing radiation on non-human species, the International Commission on Radiological Protection (ICRP) has taken a major step towards the integration of environmental issues into radiological protection. The conceptual framework has developed in response to public demand and concern for environmental issues, and is underpinned by technical development undertaken by several organisations at both national and international levels. The EC-funded FASSET project (Framework for Assessment of Environmental Impact), completed in 2004, has developed an assessment framework that includes: source characterisation and initial hazard analysis; ecosystem description and selection of reference organisms; exposure analysis including conversion to dose rates; effects analysis; and, guidance for interpretation. On the basis of experience from FASSET and other recent developments, it can be concluded that (i) there is substantial agreement in terms of conceptual approaches between different frameworks currently in use being or proposed, and that (ii) differences in technical approaches can be largely attributed to differences in ecosystems of concern or in national regulatory requirements. A major future challenge is the development of an integrated approach where decision-making can be guided by sound scientific judgements. This requires, inter alia: filling gaps in basic knowledge of relevance to assessment and protection, through targeted experimental, theoretical (including expert judgements) and real case studies; development of risk characterisation methodologies; development of screening standards, where appropriate; development of user-friendly assessment tools; and, stakeholder involvement, including the development of supporting communication strategies. These issues will be addressed in the ERICA project (Environmental Risks from Ionizing Contaminants Assessment and Management) launched under the EC 6th Framework Programme during the

  17. From science to decision-making: taking the risk to communicate on risks

    Science.gov (United States)

    Leroi, Eric

    2015-04-01

    Geoscientists and decision-makers have the same responsibility toward the society: reducing the damaging consequences induced by natural phenomena. They have to work together, geoscientists to improve the knowledge and decision-makers to take the "best" decision, both to design and implement balanced solutions, both to communicate. Feedback shows that if the collaboration between them has already improved, a lot has still to be done, especially in terms of communication; endless litany, geoscientists don't communicate in the right way! In a hyperspecialized technological and segmented society with sophisticated methods of communication, geoscientists don't use appropriate tools and terminology. It's true, and a lot of examples can be shown that highlight this! Risks is based on complex concepts, on notions that are poorly understood, even by scientists themselves, especially the concepts of probability and occurrence of phenomena. But the problem rest as well on the role and on the responsibility of the geoscientists. Risk management experts address geosciences and technology to identify problems and define protection, including prohibitive measures (such as not allowing building in hazardous areas). Policy makers and local planners want to know where to develop territories. On one hand the identification of problems, on the other hand the needs of solutions. Dialectic is not the same. When responsibility, money and image are the three main pillars of decision-making, long-term modeling and uncertainty, are the basic ones for geosciences. In our participative democracies people want to be actor of the development of their own territories; they want more freedom, more protection and less tax. Face to unrealistic political answers geoscientists have to explain and convince. It's not possible to gain on everything and some are going to loose. Shall geoscientists let decision-makers communicate on topics they hardly understand? No. Shall geoscientists communicate on

  18. System understanding as a basis for sustainable decision-making. A science - school collaboration within the Sparkling Science project "Traisen w3"

    Science.gov (United States)

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

    2016-04-01

    Equipping young people with the skills to participate successfully in increasingly complex environments and societies is a central issue of policy makers around the world. Only the understanding of complex socio-environmental systems establishes a basis for making decisions leading to sustainable development. However, OECD Pisa studies indicated, that only a low percentage of 15-year-old students was able to solve straightforward problems. Additionally, students get less interested in natural science education. In Austria "Sparkling Science" projects funded by the Federal Ministry of Science, Research and Economy in Austria target at integrating science with school learning by involving young people into scientific research for the purpose of developing new and engaging forms of interactive, meaningful learning. Within the Sparkling Science Project "Traisen.w3" scientists work together with 15 to 18-year-old students of an Austrian Secondary School over two years to identify and evaluate ecosystem services within the catchment of the river Traisen. One of the aims of the project is to foster system understanding of the youths by multi-modal school activities. To support the development of causal systems thinking, students developed qualitative causal models on processes in the catchment of the river Traisen with an interactive, hierarchically structured learning environment that was developed within the EU-FP7 project "DynaLearn" (http://www.dynalearn.eu) based on qualitative reasoning. Students worked in small groups and were encouraged to interlink entities, processes and simulate the results of the proposed interactions of hydrological, biological, ecological, spatial and societal elements. Within this setting collaborative problem solving competency through sharing knowledge, understanding and different perspectives was developed. Additionally, in several school workshops the ecosystem services concept was used as communication tool to show the

  19. A New Look at Genre and Authenticity: Making Sense of Reading and Writing Science News in High School Classrooms

    Science.gov (United States)

    Kohnen, Angela M.

    2012-01-01

    This qualitative study examined the importance of the genre and authenticity as teachers sought to bring science journalism to the high school science classroom. Undertaken as part of the National Science Foundation-funded grant "Science Literacy through Science Journalism (SciJourn)," this work was conducted as a series of smaller…

  20. Schools That Make a Difference to Post-Compulsory Uptake of Physical Science Subjects: Some comparative case studies in England

    Science.gov (United States)

    Bennett, Judith; Lubben, Fred; Hampden-Thompson, Gillian

    2013-03-01

    This paper presents the findings of the qualitative component of a combined methods research study that explores a range of individual and school factors that influence the uptake of chemistry and physics in post-compulsory study in England. The first phase involves using the National Pupil Database to provide a sampling frame to identify four matched pairs of high-uptake and low-uptake schools by salient school factors. Case studies of these eight schools indicate that students employ selection strategies related to their career aspirations, their sense of identity and tactics, and their prior experience. The school factors influencing subject choice relate to school management, student support and guidance, and student empowerment. The most notable differences between students in high-uptake and low-uptake schools are that students in high-uptake schools appear to make a proactive choice in relation to career aspirations, rather than a reactive choice on the basis of past experience. Schools with a high uptake offer a diverse science curriculum in the final two years of compulsory study, set higher examination entry requirements for further study and, crucially, provide a range of opportunities for students to interact with the world of work and to gain knowledge and experience of science-related careers.

  1. Mapping Diversity of Publication Patterns in the Social Sciences and Humanities: An Approach Making Use of Fuzzy Cluster Analysis

    Directory of Open Access Journals (Sweden)

    Frederik T. Verleysen

    2016-11-01

    Full Text Available Purpose: To present a method for systematically mapping diversity of publication patterns at the author level in the social sciences and humanities in terms of publication type, publication language and co-authorship. Design/methodology/approach: In a follow-up to the hard partitioning clustering by Verleysen and Weeren in 2016, we now propose the complementary use of fuzzy cluster analysis, making use of a membership coefficient to study gradual differences between publication styles among authors within a scholarly discipline. The analysis of the probability density function of the membership coefficient allows to assess the distribution of publication styles within and between disciplines. Findings: As an illustration we analyze 1,828 productive authors affiliated in Flanders, Belgium. Whereas a hard partitioning previously identified two broad publication styles, an international one vs. a domestic one, fuzzy analysis now shows gradual differences among authors. Internal diversity also varies across disciplines and can be explained by researchers' specialization and dissemination strategies. Research limitations: The dataset used is limited to one country for the years 2000-2011; a cognitive classification of authors may yield a different result from the affiliation-based classification used here. Practical implications: Our method is applicable to other bibliometric and research evaluation contexts, especially for the social sciences and humanities in non-Anglophone countries. Originality/value: The method proposed is a novel application of cluster analysis to the field of bibliometrics. Applied to publication patterns at the author level in the social sciences and humanities, for the first time it systematically documents intra-disciplinary diversity.

  2. From Thoughts To Action - Linking Practice, Science, Policy And Decision Making: Dissemination Activities Of The Global Risk Forum, GRF Davos

    Science.gov (United States)

    Stal, Marc; Sutter, Corina; Ammann, Walter

    2010-05-01

    The world's growing population in combination with expanding urbanisation, globalisation and climate change has greatly aggravated the risk potential to all communities and nations. These increasing risks imply the intensification of worldwide disasters, hence collaborations and worldwide knowledge exchange to mitigate these negative impacts is mandatory. How can these exchange and collaboration activities take place? The Global Risk Forum, GRF Davos addresses the variety of risks that face communities with a special focus on climate change, natural hazards, environmental degradation as well as technical, biological risks, pandemics and terrorism - all across different political institutions, national and international organisations, countries and business sectors. One of GRF's main goals is to bridge the gap between science and practice and to promote and accelerate the worldwide exchange of know-how and experience. GRF Davos aims at targeting solutions and promoting good practice in integral risk management and climate change adaptation.. The Forum also provides and manages a network for decision-makers, practitioners and experts from politics, government, IGOs, business, science, NGOs, media and the public and works on maintaining and expanding these networks constantly to enable the dissemination of disaster and risk reduction techniques. In order to link practice, science, policy and decision making, GRF Davos has three pillars, the Risk Academy, the International Disaster and Risk Conferences and Workshops (IDRC) as well as the online Platform for Networks. With its pillars, the GRFs aims at reducing vulnerability for all types of risks and disasters to protect life, property, environment, critical infrastructure and all means of business for the worldwide community on a sustainable basis.

  3. Fusion connection: contributions to industry, defense, and basic science resulting from scientific advances made in the Magnetic Fusion Energy Program

    International Nuclear Information System (INIS)

    Finn, T.; Woo, J.; Temkin, R.

    1985-10-01

    Fusion research has led to significant contributions in many different areas of industry, defense, and basic science. This diversity is represented visually in the introductory figure which shows both a radio galaxy, and a microchip produced by plasma etching. Some of these spin-off technologies are discussed

  4. Crossing Borders: A Citation Analysis of Connections between Cognitive Science and Educational Research … and the Fields in Between

    Science.gov (United States)

    Youtie, Jan; Solomon, Gregg E. A.; Carley, Stephen; Kwon, Seokbeom; Porter, Alan L.

    2017-01-01

    For decades, there have been calls for bringing the Cognitive Science literature and Educational Research literature into greater and more systematic contact, resulting in the publication of a number of influential papers and the launch of targeted federal funding programs around the turn of the century. This article explores the extent of the…

  5. Making physics fun key concepts, classroom activities, and everyday examples, grades K-8

    CERN Document Server

    Prigo, Robert

    2007-01-01

    In easy-to-understand language, this resource presents engaging, ready-to-use learning experiences that address the "big ideas" in K-8 science education and help students make larger, real-world connections.

  6. 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…

  7. 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…

  8. The role of citizen public-interest groups in the decision-making process of a science-intensive culture

    International Nuclear Information System (INIS)

    Sinclair, M.P.

    1991-01-01

    This study explores how concerns about the environment have escalated in the past three decades from being peripheral to that of a mainstream social movement. Most environmental concerns stem from the deployment of technologies where technical expertise is essential to effective participation in the decision-making process. The manner in which the current policy for the disposal of low-level radioactive waste was devised and passed by Congress provides the information base through which the role of citizen groups in the decision-making process in a science-intensive culture is explored, as they seek to overcome the adverse environmental impacts and economic inequities of this Act. The actual process by which citizens have confronted this current flawed policy is described, which includes how technical expertise from various sources made the citizens' case credible and effective. Several existing and theoretical models of citizen participation are described. Recommendations and conclusions are presented briefly, and a recommended model based on the concept of sustainable development is proposed

  9. Cycle for Science: An informal outreach program connecting K-12 students with renewable energy and physics through miniature 3D-printed, solar-powered bicycles

    Science.gov (United States)

    Woods-Robinson, R.; Case, E.

    2017-12-01

    Engaging communities with renewable energy is key to fighting climate change. Cycle for Science, an innovative STEM outreach organization, has reached more than 3,000 K-12 students across the United States by bringing early-career female scientists into classrooms to teach basic physics and solar energy engineering through hands-on, DIY science activities. We designed a fleet of miniature, 3D-printed, solar-powered bicycles called "Sol Cycles" to use as teaching tools. Traveling by bicycle, Cycle for Science has brought them to rural and urban communities across the U.S. in two major efforts so far: one traversing the country (2015), and one through central California (2017). The program involves (1) introducing the scientists and why they value science, (2) running a skit to demonstrate how electrons and photons interact inside the solar panel, (3) assembling the Sol Cycles, (4) taking students outdoors to test the effects of variables (e.g. light intensity) on the Sol Cycles' movement, (5) and debriefing about the importance of renewable energy. In addition to physics and solar energy, the lessons teach the scientific process, provide tactile engagement with science, and introduce a platform to engage students with climate change impacts. By cycling to classrooms, we provide positive examples of low-impact transportation and a unique avenue for discussing climate action. It was important that this program extend beyond the trips, so the lesson and Sol Cycle design are open source to encourage teachers and students to play, change and improve the design, as well as incorporate new exercises (e.g. could you power the bicycle by wind?). Additionally, it has been permanently added to the XRaise Lending Library at Cornell University, so teachers across the world can implement the lesson. By sharing our project at AGU, we aim to connect with other scientists, educators, and concerned citizens about how to continue to bring renewable energy lessons into classrooms.

  10. From science to action: Principles for undertaking environmental research that enables knowledge exchange and evidence-based decision-making.

    Science.gov (United States)

    Cvitanovic, C; McDonald, J; Hobday, A J

    2016-12-01

    Effective conservation requires knowledge exchange among scientists and decision-makers to enable learning and support evidence-based decision-making. Efforts to improve knowledge exchange have been hindered by a paucity of empirically-grounded guidance to help scientists and practitioners design and implement research programs that actively facilitate knowledge exchange. To address this, we evaluated the Ningaloo Research Program (NRP), which was designed to generate new scientific knowledge to support evidence-based decisions about the management of the Ningaloo Marine Park in north-western Australia. Specifically, we evaluated (1) outcomes of the NRP, including the extent to which new knowledge informed management decisions; (2) the barriers that prevented knowledge exchange among scientists and managers; (3) the key requirements for improving knowledge exchange processes in the future; and (4) the core capacities that are required to support knowledge exchange processes. While the NRP generated expansive and multidisciplinary science outputs directly relevant to the management of the Ningaloo Marine Park, decision-makers are largely unaware of this knowledge and little has been integrated into decision-making processes. A range of barriers prevented efficient and effective knowledge exchange among scientists and decision-makers including cultural differences among the groups, institutional barriers within decision-making agencies, scientific outputs that were not translated for decision-makers and poor alignment between research design and actual knowledge needs. We identify a set of principles to be implemented routinely as part of any applied research program, including; (i) stakeholder mapping prior to the commencement of research programs to identify all stakeholders, (ii) research questions to be co-developed with stakeholders, (iii) implementation of participatory research approaches, (iv) use of a knowledge broker, and (v) tailored knowledge management

  11. Effects of racialized tracking on racial gaps in science self-efficacy, identity, engagement, and aspirations: Connection to science and school segregation

    Science.gov (United States)

    Chang, Briana L.

    Given the concentration of economic growth and power in science fields and the current levels of racial stratification in schooling, this study examined (1) the effects of race on students' connectedness to science and career aspirations, (2) the extent to which these effects were moderated by school racial composition and racialized tracking, and (3) the differences in modeling effects using separate variables for race and gender (i.e., White, Black, Hispanic, female) versus race/gender (e.g., White female, Black male, etc.). Using the lens of racial formation theory, this study situated access to science knowledge as a racial project, conferring and denying access to resources along racial lines. Reviews of the literature on science self-efficacy, identity, engagement, and career aspirations revealed an under-emphasis on school institutional factors, such as racial composition and racialized tracking (which are important in sociological literature), as shaping student outcomes. The study analyzed data from the nationally representative High School Longitudinal Study that surveyed students in 2009 during their freshman year in high school and again in 2012 during most students' junior year (n = 6,998). Affective ratings (in self-efficacy, identity, engagement) and career aspirations for students measured in 2012 were examined as dependent variables and a variable for racialized tracking was estimated given schools' placement of students in advanced science coursework in 2012. Although school racial composition was not found to moderate race on outcome effects, primary analyses demonstrated that the presence of racialized tracking in the students' schools did moderate these effects. Overall these results suggested that the student subgroups most often at a disadvantage compared to White students for the science outcomes studied were Hispanic males and females; Black students' ratings and aspirations were largely on par or exceeded those of their White counterparts

  12. The survey of Zahedan medical sciences university training hospitals’ nurses’ ethical sensitivity in decision making in 2016

    Directory of Open Access Journals (Sweden)

    Ali Reza Salar

    2016-05-01

    Full Text Available The nursing occupation is considered among those sciences which have had and will also have numerous ethical and exemplary aspects. The results of the studies performed regarding ethics indicate the weak nature of the nurses’ ethical decision making. Therefore, it was felt that there is a need to perform a study aiming at the ethical sensitivity level in decision making of the nurses working in training hospitals belonging to Zahedan medical sciences universities. The current study is a descriptive-analytical research performed on 140 nurses who were selected based on a randomized clustering method. To collect the information there was made use of a questionnaire comprising of two parts, the first part of which is related to the demographic characteristics and the second part pertains to a standard questionnaire of nurses’ ethical sensitivity in decision making. Finally after the questionnaires were collected they were analyzed by the use of SPSS 19 and descriptive statistics, Pierson correlation test, variance analysis and independent t-test. Nurses’ average age was 28.56 ± 6.48 and of the total population 123 individuals were women of whom 68 people had participated in ethics seminars and 53 of them were single. The overall ethical sensitivity mean among the nurses was 59.82 ± 17.50 which was ranked as intermediate according to the classification of the questionnaire, and in each of the dimensions of the ethical sensitivity the following scores were obtained respectively, in respect for the help-seeker independence the score was 10.71 ± 4.00, in the dimension if ethical problems and challenges the score obtained was 11.35 ± 4.21, in the dimension of application of the ethical concepts in decision making the score was 12.49 ± 3.82 and in the dimension of honesty and benevolence the obtained score was 4.73 ± 1.70, the professional knowledge dimension scored 13.49 ± 4.50 and the dimension of awareness of the nurses’ treating style

  13. Connecting art and science: An interdisciplinary strategy and its impact on the affective domain of community college human anatomy students

    Science.gov (United States)

    Petti, Kevin

    Educational objectives are often described within the framework of a three-domain taxonomy: cognitive, affective and psychomotor. While most of the research on educational objectives has focused on the cognitive domain, the research that has been conducted on the affective domain, which speaks to emotions, attitudes, and values, has identified a number of positive outcomes. One approach to enhancing the affective domain is that of interdisciplinary education. Science education research in the realm of interdisciplinary education and affective outcomes is limited; especially research conducted on community college students of human anatomy. This project investigated the relationship between an interdisciplinary teaching strategy and the affective domain in science education by utilizing an interdisciplinary lecture in a human anatomy class. Subjects were anatomy students in a California community college who listened to a one-hour lecture describing the cultural, historical and scientific significance of selected pieces of art depicting human dissection in European medieval and Renaissance universities. The focus was on how these renderings represent the state of anatomy education during their respective eras. After listening to the lecture, subjects were administered a 35-question survey that was composed of 14 demographic questions and 21 Likert-style statements that asked respondents to rate the extent to which the intervention influenced their affective domain. Descriptive statistics were then used to determine which component of the affective domain was most influenced, and multiple regression analysis was used to examine the extent to which individual differences along the affective continuum were explained by select demographic measures such as gender, race/ethnicity, education level, and previous exposure to science courses. Results indicate that the interdisciplinary intervention had a positive impact on every component of the affective domain hierarchy

  14. The evolution of China's National Energy RD and D Programs: The role of scientists in science and technology decision making

    International Nuclear Information System (INIS)

    Zhi, Qiang; Su, Jun; Ru, Peng; Anadon, Laura Diaz

    2013-01-01

    Since 1978, when China launched its “opening up” reform, a range of large-scale national science and technology programs have been implemented to spur economic development. Energy has received significant attention and has become a growing priority in the past years. In this paper we have analyzed the goals, management, and impact over time of China's three largest national programs: Gong Guan, 863, and 973 Programs. Using quantitative metrics to describe the input and output, by conducting semi-structured interviews with officials, scientists, and other decision makers, and by reviewing available documents as well as a case study on the coal sector we examined the changes in the decision making process, particularly in regard to the role of scientists. We found that the changes in strategic priorities set by China's high level political leaders were implemented and then transformed into outputs by using scientists as inputs or policy tools. The decreased role of scientists has been driven by two forces: (1) periodic changes in national strategy emphasizing technology commercialization; and (2) changes in the management structure involving low tolerance of risk. We suggest four ways that the government's efforts to turn China into an innovation oriented country. - Highlights: • New data was provided for the energy sector of China's three largest RD and D programs. • Transitions of goals, priorities, management, and impact over time of the programs were reviewed. • We found the role of scientists has been reduced in the decision making process. • Two forces are identified as the shaping factors

  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. Using Mobile Devices to Connect Teachers and Museum Educators

    Science.gov (United States)

    Delen, Ibrahim; Krajcik, Joseph

    2017-01-01

    The use of mobile devices is increasing rapidly as a potential tool for science teaching. In this study, five educators (three middle school teachers and two museum educators) used a mobile application that supported the development of a driving question. Previous studies have noted that teachers make little effort to connect learning experiences…

  17. 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,…

  18. [The connective tissues, from the origin of the concept to its "Maturation" to extracellular matrix. Application to ocular tissues. Contribution to the history of medical sciences].

    Science.gov (United States)

    Labat-Robert, J; Robert, L; Pouliquen, Y

    2011-06-01

    The "Tissue" concept emerged apparently in the medical literature at about the French revolution, during the second half of the 18(th) century. It was found in the texts written by the physicians of Béarn and Montpellier, the Bordeu-s and also by the famous physician, Felix Vicq d'Azyr, the last attending physician of the queen Marie-Antoinette, "Bordeu et al. (1775) et Pouliquen (2009)". It was elaborated into a coherent doctrine somewhat later by Xavier Bichat, considered as the founder of modern pathological anatomy, Bichat. With the advent of histochemistry, from the beginning of the 20(th) century, several of the principal macromolecular components of connective tissues, collagens, elastin, "acid mucopolysaccharides" (later glycosaminoglycans and proteoglycans) and finally structural glycoproteins were characterized. These constituents of connective tissues were then designated as components of the extracellular matrix (ECM), closely associated to the cellular components of these tissues by adhesive (structural) glycoproteins as fibronectin, several others and cell receptors, "recognising" ECM-components as integrins, the elastin-receptor and others. This molecular arrangement fastens cells to the ECM-components they synthesize and mediates the exchange of informations between the cells to the ECM (inside-out) and also from the ECM-components to the cells (outside-in). This macromolecular arrangement is specific for each tissue as a result of the differentiation of their cellular components. It is also the basis and condition of the fulfillment of the specific functions of differentiated tissues. This is a short description of the passage of the "tissue" concept from its vague origin towards its precise identification at the cellular and molecular level up to the recognition of its functional importance and its establishment as an autonomous science. This can be considered as a new example of the importance of metaphors for the progress of science, Keller

  19. Connecting Educators with Inter-Disciplinary Inquiry-Based Science and Students with STEM Careers with Real-World Experiences

    Directory of Open Access Journals (Sweden)

    Suzanne Lunsford

    2016-10-01

    Full Text Available Our professional development workshops have provided participating teachers (inservice and pre-service with interdisciplinary experiences in earth and environmental science that have built their content into real-world problem based research initiatives (STEM, Science Technology, Engineering and Mathematics. One of our real-world issues has been the detection of phenol since it has been a concern in the real-world coal mining industry. Coal tars are a complex of variable mixtures of phenols. Phenol and phenol derivative compounds are widely used in the production of polymers, drugs, dyes, explosives, pesticides, stabilizers and antioxidants. These phenolic compounds are discharged into the environment and can represent a serious hazard, mainly by the contamination of superficial and underground waters. The toxic effect of phenol can cause comas, convulsions, cyanosis, liver damage, kidney damage, lung damage and death. The mining industry for coal is an alternative source of energy and used in thermoelectric power plants. However, the pollutant phenol that can be found in coal has high need to be detected and is an important aspect to keep an eye on due to these harmful chemicals such as phenol discharging into the environment. Our inquiry-based labs have engaged our inservice and pre-service students by visiting a mine and learning the positive and negative aspects of mining and the importance of water quality. Thus, this inquiry-based module will illustrate the use of an electrochemistry modified carbon nanotube poly-3-hexylthiophene electrode to detect such harmful chemicals as phenol by unique electrochemistry techniques such as Differential Pulse Voltammetry (DPV.

  20. What Makes Earth and Space Science Sexy? A Model for Developing Systemic Change in Earth and Space Systems Science Curriculum and Instruction

    Science.gov (United States)

    Slutskin, R. L.

    2001-12-01

    Earth and Space Science may be the neglected child in the family of high school sciences. In this session, we examine the strategies that Anne Arundel County Public Schools and NASA Goddard Space Flight Center used to develop a dynamic and highly engaging program which follows the vision of the National Science Education Standards, is grounded in key concepts of NASA's Earth Science Directorate, and allows students to examine and apply the current research of NASA scientists. Find out why Earth/Space Systems Science seems to have usurped biology and has made students, principals, and teachers clamor for similar instructional practices in what is traditionally thought of as the "glamorous" course.

  1. Building the infrastructure to make science metrics more scientific [version 2; referees: 1 approved, 2 approved with reservations

    Directory of Open Access Journals (Sweden)

    Jennifer Lin

    2017-04-01

    Full Text Available Research leaders, policy makers and science strategists need evidence to support decision-making around research funding investment, policy and strategy.  In recent years there has been a rapid expansion in the data sources available that shed light onto aspects of research quality, excellence, use, re-use and attention, and engagement. This is at a time when the modes and routes to share and communicate research findings and data are also changing.    In this opinion piece, we outline a series of considerations and interventions that are needed to ensure that research metric development is accompanied by appropriate scrutiny and governance, to properly support the needs of research assessors and decision-makers, while securing the confidence of the research community. Key among these are: agreed ‘gold standards’ around datasets and methodologies; full transparency around the calculation and derivation of research-related indicators; and a strategy and roadmap to take the discipline of scientific indicators and research assessment to a more robust and sustainable place.

  2. Q.U.E.S.T. An Interactive Earth Science Study Tool: Connecting Real Students to Digital Libraries

    Science.gov (United States)

    Moore, A.; Danowski, D.; Brindisi, C.; Sandvol, C.; Seber, D.

    2001-05-01

    Quick Use Earth Study Tool (QUEST) is an experimental educational interface to the Cornell University's Geoscience Information System (http://atlas.geo.cornell.edu). The information system currently includes more than 100 geographic, geologic, and geophysical data sets along with World Wide Web based interactive mapping tools for data display and analysis. The system is GIS based and accessible via any web browser that support Java applets. QUEST is the companion module that has been developed to assist educators who wish to use these data to their fullest potential, providing tutorials, sample exercises, and suggested projects. Clearly, students learn best when they engage in the practice of science. One means to accomplish this is to have students access primary scientific data. Our experience suggests that a structured exploration of original data sets enhances student learning. For this reason we have selected a subset of Cornell's available geoscience data, and have designed a series of activities that allow students to explore dynamic Earth processes. Currently, these data include the ISC seismicity catalog, volcanism data from the Smithsonian Institution, and digital topography from the USGS and NOAA. The QUEST interface allows students to query the data sets based on a variety of criteria (e.g., earthquakes can be sorted by date, magnitude, depth, and location), or perform computations on data (e.g., sea level can be interactively mapped at any elevation on the DEM). Because the system is GIS-based, multiple data sets can be displayed simultaneously in order for users to examine the spatial relationships between geological features. Users can zoom in to regions of interest, and a map history window keeps track of student work so that comparisons are easily made. QUEST is accompanied by a Teacher's Manual to assist teachers in extracting the most information from the available data and tools. Through these efforts we hope to provide teachers and students

  3. Connected vehicles and cybersecurity.

    Science.gov (United States)

    2016-01-01

    Connected vehicles are a next-generation technology in vehicles and in infrastructure that will make travel safer, cleaner, and more efficient. The advanced wireless technology enables vehicles to share and communicate information with each other and...

  4. Making the Invisible of Learning Visible: Pre-Service Teachers Identify Connections between the Use of Literacy Strategies and Their Content Area Assessment Practices

    Science.gov (United States)

    Mitton-Kukner, Jennifer; Orr, Anne Murray

    2014-01-01

    In this paper we describe four ways secondary pre-service teachers appeared to be developing assessment practices during field experience, after taking a content area literacy course. This paper arises from a multi-year study exploring pre-service and beginning content area teachers' use of literacy strategies in teaching mathematics, science, and…

  5. CoCoRaHS: A Community Science Program Providing Valuable Precipitation Data to Guide Decision Making

    Science.gov (United States)

    Robinson, D. A.; Doesken, N.

    2017-12-01

    CoCoRaHS is an acronym for the Community Collaborative Rain, Hail and Snow Network. It is long-running, community-based network of volunteers working together to measure and map precipitation (rain, hail and snow). Precipitation is an ideal element for public engagement because it affects everyone, it is so variable in time and space and it impacts so many things. By using a standard precipitation gauge, stressing training and education, utilizing an interactive website, and having observations undergo quality assurance, the CoCoRaHS program provides high-quality data for natural resource, education and research applications. The program currently operates in all states, Canada and the Bahamas. It originated with the Colorado Climate Center at Colorado State University in 1998 due in part to the Fort Collins flood a year prior. Upwards of 12,000 observers submit observations each day. Observations meet federal guidelines and are archived at the U.S. National Centers for Environmental Information. Because of excellent spatial coverage, data quality, practical relevance, and accessibility, CoCoRaHS observations are used by a wide variety of organizations and individuals. The U.S. National Weather Service, hydrologists, emergency managers, city utilities (water supply, storm water), insurance adjusters, the U.S. Department of Agriculture, engineers, mosquito control commissions, ranchers and farmers, outdoor and recreation interests, teachers and students are just some examples of those who use CoCoRaHS data in making well-informed, meaningful decisions. Some examples of community applications and the science utility of CoCoRaHS observations include storm warnings, water supply and demand forecasts, disaster declarations (drought, winter storm, etc.), drought and food production assessments, calibration/validation of remote sensing, infrastructure evaluation and potential redesign (ice and snow loading, bridge, storm and sewer design), recreation planning, and

  6. The Relationship of Science Knowledge, Attitude and Decision Making on Socio-Scientific Issues: The Case Study of Students' Debates on a Nuclear Power Plant in Korea

    Science.gov (United States)

    Jho, Hunkoog; Yoon, Hye-Gyoung; Kim, Mijung

    2014-01-01

    The purpose of this study was to investigate the relationship of students' understanding of science knowledge, attitude and decision making on socio-scientific issues (SSI), especially on the issues of nuclear energy in Korea. SSI-focused instructions were developed to encourage students to understand and reflect on knowledge, attitude and…

  7. Engaging observers to look at clouds from both sides: connecting NASA mission science with authentic STEM experiences

    Science.gov (United States)

    Chambers, L. H.; Taylor, J.; Ellis, T. D.; McCrea, S.; Rogerson, T. M.; Falcon, P.

    2016-12-01

    In 1997, NASA's Clouds and the Earth's Radiant Energy System (CERES) team began engaging K-12 schools as ground truth observers of clouds. CERES seeks to understand cloud effects on Earth's energy budget; thus accurate detection and characterization of clouds is key. While satellite remote sensing provides global information about clouds, it is limited in time and resolution. Ground observers, on the other hand, can observe clouds at any time of day (and sometimes night), and can see small and thin clouds that are challenging to detect from space. In 2006, two active sensing satellites, CloudSat and CALIPSO, were launched into the A-Train, which already contained 2 CERES instruments on the Aqua spacecraft. The CloudSat team also engaged K-12 schools to observe clouds, through The GLOBE Program, with a specialized observation protocol customized for the narrow radar swath. While providing valuable data for satellite assessment, these activities also engage participants in accessible, authentic science that gets people outdoors, helps them develop observation skills, and is friendly to all ages. The effort has evolved substantially since 1997, adopting new technology to provide a more compelling experience to citizen observers. Those who report within 15 minutes of the passage of a wide range of satellites (Terra, Aqua, CloudSat, CALIPSO, NPP, as well as a number of geostationary satellites) are sent a satellite image centered on their location and are invited to extend the experience beyond simple observation to include analysis of the two different viewpoints. Over the years these projects have collected large amounts of cloud observations from every continent and ocean basin on Earth. A number of studies have been conducted comparing the ground observations to the satellite results. This presentation will provide an overview of those results and also describe plans for a coordinated, thematic cloud observation and data analysis activity going forward.

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

    Science.gov (United States)

    Beckford-Smart, Meredith

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

  9. Connectivity-oriented urban projects

    NARCIS (Netherlands)

    Philibert Petit, E.

    2006-01-01

    This thesis is about connections in the built environment, networked connections for the mobility of people at the smallest scale of the urban realm: the pedestrian scale. It deals with applications of the new science of networks as a tool for observation and assessment of connectivity in the urban

  10. Psicologia, ciência e construcionismos: dando sentido ao self Psychology, science and constructionisms: making sense of self

    Directory of Open Access Journals (Sweden)

    Emerson F. Rasera

    2004-01-01

    Full Text Available O construcionismo social tem sido proposto como um conjunto de elaborações da crise paradigmática que tem sofrido as ciências nas últimas décadas. A complexidade e riqueza de tais elaborações dificultam uma descrição única e consensualmente aceita sobre o construcionismo social. Neste artigo temos como objetivo explorar as propostas de Kenneth J. Gergen e Rom Harré acerca do construcionismo social, seus pressupostos, a visão de ciência promovida por cada uma delas, buscando compreender as implicações para a construção de suas descrições de self. Se é possível identificarmos diversas semelhanças nas propostas destes autores, algumas diferenças significativas marcam a distinção de suas posturas, e servem para mapear o campo de tensões no qual outros autores construcionistas buscam ativamente se posicionar.Social constructionism has been proposed as a set of answers for the scientific paradigmatic crisis of last decades. The complexity and richness of its statements make difficult a unitary and consensual description of what is social constructionism among its proponents. Our objective in this article is to explore in more details Kenneth J. Gergen and Rom Harré's view of social constructionism, its assumptions and view of science, thus favoring an understanding about the way these authors describe and understand the self. Although it is possible to identify many similarities in their proposals, some differences clearly separate their positions, and help to map this field of tensions in which other constructionist authors try to position themselves.

  11. Fostering Student Sense Making in Elementary Science Learning Environments: Elementary Teachers' Use of Science Curriculum Materials to Promote Explanation Construction

    Science.gov (United States)

    Zangori, Laura; Forbes, Cory T.; Biggers, Mandy

    2013-01-01

    While research has shown that elementary (K-5) students are capable of engaging in the scientific practice of explanation construction, commonly-used elementary science curriculum materials may not always afford them opportunities to do so. As a result, elementary teachers must often adapt their science curriculum materials to better support…

  12. Anonymous Connections and Onion Routing

    National Research Council Canada - National Science Library

    Syverson, Paul F; Goldschlag, David M; Reed, Michael G

    1997-01-01

    .... Unmodified Internet applications can use these anonymous connections by means of proxies. The proxies may also make communication anonymous by removing identifying information from the data stream...

  13. Interagency Working Group on Ocean Social Science: Incorporating ecosystem services approaches into ocean and coastal decision-making and governance

    Science.gov (United States)

    The application of social science has been recognized as a priority for effective ocean and coastal management, driving much discussion and fostering emerging efforts in several areas. The Interagency Working Group on Ocean Social Science (IWG-OSS) is tasked with assisting the Su...

  14. The Impact of Video Case Content on Preservice Elementary Teachers' Decision-Making and Conceptions of Effective Science Teaching

    Science.gov (United States)

    Olson, Joanne K.; Bruxvoort, Crystal N.; Vande Haar, Andrea J.

    2016-01-01

    Little is known about how the content of a video case influences what preservice teachers learn about science teaching. This study was designed to determine the impact of two different video cases on preservice elementary teachers' conceptions of multiple aspects of effective science teaching, with one video selected to focus attention on the role…

  15. Making Learning Last: Teachers' Long-Term Retention of Improved Nature of Science Conceptions and Instructional Rationales

    Science.gov (United States)

    Mulvey, Bridget K.; Bell, Randy L.

    2017-01-01

    Despite successful attempts to improve learners' nature of science (NOS) conceptions through explicit, reflective approaches, retention of improved conceptions is rarely addressed in research. The issue of context for NOS instruction has implications for this retention. Whether to contextualise has been the question occupying science educators'…

  16. A model project for exploring the role of sustainability science in a citizen-centered, collaborative decision-making process

    Science.gov (United States)

    Karl, Herman A.; Turner, Christine

    2002-01-01

    The role of science in society is evolving as we enter the 21st century. The report, Science — The Endless Frontier (Bush 1990[1945]), outlined a model of national scientific research that served the country for 50 years. The contract between science and society established in that report stipulated that science is essential and that basic research meets national needs (Pielke and Byerly 1998). This stipulation and the abundant — seemingly unlimited and unquestioned — funding for research during the Cold War caused many scientists to come to believe that funding for science was an entitlement independent of societal needs. Implicit in this belief is that science alone can solve society’s problems. We now are learning that many policy issues that involve science involve diverse economic, political, social, and aesthetic values as well, and rarely, if ever, is scientific information alone the basis of public policy (e.g., see Sarewitz 1996a, 1996b; Frodeman 1997). Moreover, resources are increasingly more limited and many in society are questioning the value of public-supported science.

  17. 'That's What Scientists Have To Do': Preservice Elementary Teachers' Conceptions of the Nature of Science during a Moon Investigation.

    Science.gov (United States)

    Abell, Sandra; Martini, Mariana; George, Melissa

    2001-01-01

    Describes a science methods course for elementary education majors in which students investigated the phases of the moon. Concludes that students did not make direct connections between their science learning activities and the nature of science. Provides a set of recommendations related to the nature of science and moon study. (Contains 27…

  18. Science as Knowledge, Practice, and Map Making: The Challenge of Defining Metrics for Evaluating and Improving DOE-Funded Basic Experimental Science

    Energy Technology Data Exchange (ETDEWEB)

    Bodnarczuk, M.

    1993-03-01

    Industrial R&D laboratories have been surprisingly successful in developing performance objectives and metrics that convincingly show that planning, management, and improvement techniques can be value-added to the actual output of R&D organizations. In this paper, I will discuss the more difficult case of developing analogous constructs for DOE-funded non-nuclear, non-weapons basic research, or as I will refer to it - basic experimental science. Unlike most industrial R&D or the bulk of applied science performed at the National Renewable Energy Laboratory (NREL), the purpose of basic experimental science is producing new knowledge (usually published in professional journals) that has no immediate application to the first link (the R) of a planned R&D chain. Consequently, performance objectives and metrics are far more difficult to define. My claim is that if one can successfully define metrics for evaluating and improving DOE-funded basic experimental science (which is the most difficult case), then defining such constructs for DOE-funded applied science should be much less problematic. With the publication of the DOE Standard - Implementation Guide for Quality Assurance Programs for Basic and Applied Research (DOE-ER-STD-6001-92) and the development of a conceptual framework for integrating all the DOE orders, we need to move aggressively toward the threefold next phase: (1) focusing the management elements found in DOE-ER-STD-6001-92 on the main output of national laboratories - the experimental science itself; (2) developing clearer definitions of basic experimental science as practice not just knowledge; and (3) understanding the relationship between the metrics that scientists use for evaluating the performance of DOE-funded basic experimental science, the management elements of DOE-ER-STD-6001-92, and the notion of continuous improvement.

  19. Connecting Grammaticalisation

    DEFF Research Database (Denmark)

    Nørgård-Sørensen, Jens; Heltoft, Lars; Schøsler, Lene

    morphological, topological and constructional paradigms often connect to form complex paradigms. The book introduces the concept of connecting grammaticalisation to describe the formation, restructuring and dismantling of such complex paradigms. Drawing primarily on data from Germanic, Romance and Slavic...

  20. Generalized connectivity of graphs

    CERN Document Server

    Li, Xueliang

    2016-01-01

    Noteworthy results, proof techniques, open problems and conjectures in generalized (edge-) connectivity are discussed in this book. Both theoretical and practical analyses for generalized (edge-) connectivity of graphs are provided. Topics covered in this book include: generalized (edge-) connectivity of graph classes, algorithms, computational complexity, sharp bounds, Nordhaus-Gaddum-type results, maximum generalized local connectivity, extremal problems, random graphs, multigraphs, relations with the Steiner tree packing problem and generalizations of connectivity. This book enables graduate students to understand and master a segment of graph theory and combinatorial optimization. Researchers in graph theory, combinatorics, combinatorial optimization, probability, computer science, discrete algorithms, complexity analysis, network design, and the information transferring models will find this book useful in their studies.