Design and Evaluation of a Digital Module with Guided Peer Feedback for Student Learning Biotechnology and Molecular Life Sciences, Attitudinal Change, and Satisfaction

Science.gov (United States)

Noroozi, Omid; Mulder, Martin

2017-01-01

This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by students is studied as well. A pre-test, post-test design…

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction.

Science.gov (United States)

Noroozi, Omid; Mulder, Martin

2017-01-02

This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by students is studied as well. A pre-test, post-test design was used with 203 students who were randomly assigned to groups of three. They were asked to work on the digital module with the aim of exploring various perspectives, and the "pros and cons" on the topic of "Genetically Modified Organisms (GMOs)." The results suggest that the module can be used to foster students' domain-specific knowledge gain and their attitudinal change. Furthermore, the module was evaluated positively in terms of students' motivation and satisfaction with the learning experiences. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):31-39, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

NARCIS (Netherlands)

Noroozi, Omid; Mulder, Martin

2017-01-01

This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by

Indigenous Elementary Students' Science Instruction in Taiwan: Indigenous Knowledge and Western Science

Science.gov (United States)

Lee, Huei; Yen, Chiung-Fen; Aikenhead, Glen S.

2012-12-01

This preliminary ethnographic investigation focused on how Indigenous traditional wisdom can be incorporated into school science and what students learned as a result. Participants included community elders and knowledge keepers, as well as 4th grade (10-year-old) students, all of Amis ancestry, an Indigenous tribe in Taiwan. The students' non-Indigenous teacher played a central role in developing a science module `Measuring Time' that combined Amis knowledge and Western science knowledge. The study identified two cultural worldview perspectives on time; for example, the place-based cyclical time held by the Amis, and the universal rectilinear time presupposed by scientists. Students' pre-instructional fragmented concepts from both knowledge systems became more informed and refined through their engagement in `Measuring Time'. Students' increased interest and pride in their Amis culture were noted.

BioSIGHT: Interactive Visualization Modules for Science Education

Science.gov (United States)

Wong, Wee Ling

1998-01-01

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

Development of Instructional Materials for Electrochemical Module Class XII Science High School Students with Guided Inquiry Learning Approach

Directory of Open Access Journals (Sweden)

Lilik Fatmawati

2014-06-01

Full Text Available Pengembangan Bahan Ajar Modul Elektrokimia untuk Siswa SMA Kelas XII IPA dengan Pendekatan Pembelajaran Inkuiri Terbimbing Abstract: The aim of this study was to determine the feasibility and effectiveness of the electrochemical module for high school students of class XII results of development. Electrochemical module of the development consists of two learning activities, ie to the material Volta cells and electrolysis cells for the material. Results of the assessment by two chemistry lecturer, State University of Malang and two chemistry teachers XII as an expert content / learning material for eligibility contents was 92.9%, for eligibility and completeness of presentation is 91.1%, and for the eligibility of language is 92.3% , which is classified as very feasible criteria. Overall the average value was 92.1 feasibility. Effectiveness module is indicated by the results of the development of perception and student learning outcomes. Students' perceptions obtained from student assessment results to module development. In the limited field trials obtained average value is 81.8 for all aspects of the maximum value of 100. Obtaining the average value of student learning outcomes for the cognitive aspect is 83.3, for the affective aspect is 82.3, and for the psychomotor aspect is 83.8 out of 100. The maximum value of the overall results of the study showed that the electrochemical module for high school students Class XII Science development results are very decent and very effectively used in the learning process. Key Words: guided inquiry, electrochemical module, model 4-D Abstrak: Tujuan penelitian ini adalah mengetahui kelayakan, dan keefektifan modul elektrokimia untuk siswa SMA kelas XII hasil pengembangan. Modul Elektrokimia hasil pengembangan terdiri dari dua kegiatan belajar, yaitu untuk materi sel Volta dan untuk materi sel elektrolisis. Hasil penilaian oleh dua dosen kimia Universitas Negeri Malang dan dua guru kimia kelas XII sebagai

Canisius College Summer Science Camp: Combining Science and Education Experts to Increase Middle School Students' Interest in Science

Science.gov (United States)

Sheridan, Phillip M.; Szczepankiewicz, Steven H.; Mekelburg, Christopher R.; Schwabel, Kara M.

2011-01-01

The Canisius College Summer Science Camp is a successful and effective annual outreach program that specifically targets middle school students in an effort to increase their interest in science. Five broadly defined science topics are explored in a camp-like atmosphere filled with hands-on activities. A 2010 module focused on chemistry topics of…

Beautiful Earth: Inspiring Native American students in Earth Science through Music, Art and Science

Science.gov (United States)

Casasanto, V.; Rock, J.; Hallowell, R.; Williams, K.; Angell, D.; Beautiful Earth

2011-12-01

The Beautiful Earth program, awarded by NASA's Competitive Opportunities in Education and Public Outreach for Earth and Space Science (EPOESS), is a live multi-media performance at partner science centers linked with hands-on workshops featuring Earth scientists and Native American experts. It aims to inspire, engage and educate diverse students in Earth science through an experience of viewing the Earth from space as one interconnected whole, as seen through the eyes of astronauts. The informal education program is an outgrowth of Kenji Williams' BELLA GAIA Living Atlas Experience (www.bellagaia.com) performed across the globe since 2008 and following the successful Earth Day education events in 2009 and 2010 with NASA's DLN (Digital Learning Network) http://tinyurl.com/2ckg2rh. Beautiful Earth takes a new approach to teaching, by combining live music and data visualizations, Earth Science with indigenous perspectives of the Earth, and hands-on interactive workshops. The program will utilize the emotionally inspiring multi-media show as a springboard to inspire participants to learn more about Earth systems and science. Native Earth Ways (NEW) will be the first module in a series of three "Beautiful Earth" experiences, that will launch the national tour at a presentation in October 2011 at the MOST science museum in collaboration with the Onandaga Nation School in Syracuse, New York. The NEW Module will include Native American experts to explain how they study and conserve the Earth in their own unique ways along with hands-on activities to convey the science which was seen in the show. In this first pilot run of the module, 110 K-12 students with faculty and family members of the Onandaga Nations School will take part. The goal of the program is to introduce Native American students to Earth Sciences and STEM careers, and encourage them to study these sciences and become responsible stewards of the Earth. The second workshop presented to participants will be the

CONTRIBUTION OF A LINEAR PROGRAMMING VBA MODULE TO STUDENTS PEFORMANCE

Directory of Open Access Journals (Sweden)

KUČÍRKOVÁ Lenka

2010-12-01

Full Text Available This paper deals with the application of freeware modules as a teaching support of Operations Research methods at the Department of Systems Engineering, Czech university of Life Sciences (CULS Prague. In particular, we concentrated on a linear programming module and measured the impact on student performance. The motivation for this evaluation is based on a current development of a new module that focuses on Traveling Salesman Problem. First, we explain the current situation both worldwide and in the Czech Republic and the CULS Prague. Subsequently, we describe the content of students’ exams and statistical methods applied to the evaluation. Finally, we analyze and generalize the obtained results. The students exams have show a positive impact of the modules. Further, our analysis has proven that this impact is statistically significant. The findings motivate us to made new modules for other methods.

EarthLabs Modules: Engaging Students In Extended, Rigorous Investigations Of The Ocean, Climate and Weather

Science.gov (United States)

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

2016-02-01

EarthLabs, envisioned as a national model for high school Earth or Environmental Science lab courses, is adaptable for both undergraduate middle school students. The collection includes ten online modules that combine to feature a global view of our planet as a dynamic, interconnected system, by engaging learners in extended investigations. EarthLabs support state and national guidelines, including the NGSS, for science content. Four modules directly guide students to discover vital aspects of the oceans while five other modules incorporate ocean sciences in order to complete an understanding of Earth's climate system. Students gain a broad perspective on the key role oceans play in fishing industry, droughts, coral reefs, hurricanes, the carbon cycle, as well as life on land and in the seas to drive our changing climate by interacting with scientific research data, manipulating satellite imagery, numerical data, computer visualizations, experiments, and video tutorials. Students explore Earth system processes and build quantitative skills that enable them to objectively evaluate scientific findings for themselves as they move through ordered sequences that guide the learning. As a robust collection, EarthLabs modules engage students in extended, rigorous investigations allowing a deeper understanding of the ocean, climate and weather. This presentation provides an overview of the ten curriculum modules that comprise the EarthLabs collection developed by TERC and found at http://serc.carleton.edu/earthlabs/index.html. Evaluation data on the effectiveness and use in secondary education classrooms will be summarized.

A Series of MATLAB Learning Modules to Enhance Numerical Competency in Applied Marine Sciences

Science.gov (United States)

Fischer, A. M.; Lucieer, V.; Burke, C.

2016-12-01

Enhanced numerical competency to navigate the massive data landscapes are critical skills students need to effectively explore, analyse and visualize complex patterns in high-dimensional data for addressing the complexity of many of the world's problems. This is especially the case for interdisciplinary, undergraduate applied marine science programs, where students are required to demonstrate competency in methods and ideas across multiple disciplines. In response to this challenge, we have developed a series of repository-based data exploration, analysis and visualization modules in MATLAB for integration across various attending and online classes within the University of Tasmania. The primary focus of these modules is to teach students to collect, aggregate and interpret data from large on-line marine scientific data repositories to, 1) gain technical skills in discovering, accessing, managing and visualising large, numerous data sources, 2) interpret, analyse and design approaches to visualise these data, and 3) to address, through numerical approaches, complex, real-world problems, that the traditional scientific methods cannot address. All modules, implemented through a MATLAB live script, include a short recorded lecture to introduce the topic, a handout that gives an overview of the activities, an instructor's manual with a detailed methodology and discussion points, a student assessment (quiz and level-specific challenge task), and a survey. The marine science themes addressed through these modules include biodiversity, habitat mapping, algal blooms and sea surface temperature change and utilize a series of marine science and oceanographic data portals. Through these modules students, with minimal experience in MATLAB or numerical methods are introduced to array indexing, concatenation, sorting, and reshaping, principal component analysis, spectral analysis and unsupervised classification within the context of oceanographic processes, marine geology and

Unlocking Resources: Self-Guided Student Explorations of Science Museum and Aquarium Exhibits

Science.gov (United States)

Kirkby, K. C.; Phipps, M.; Hamilton, P.

2010-12-01

Remarkably few undergraduate programs take full advantage of the rich resources provided by science museums, aquariums and other informal science education institutions. This is not surprising considering the logistical hurdles of class trips, but an even more fundamental barrier is that these institutions’ exhibit text seldom explicitly convey their information at a level suitable for undergraduate curriculum. Traditionally, this left the burden of interpretation on individual instructors, who rarely have the time to undertake it. To overcome these hurdles, the University of Minnesota has partnered with the Science Museum of Minnesota and Underwater Adventures Aquarium to test the efficacy of self-guided student explorations in revealing the rich data encoded in museum and aquarium exhibits. An initial module at the Science Museum of Minnesota focused on interpreting animal designs, specifically exploring how differences in dinosaur skeletal features reflected variations in the animals’ lifestyles. Students learn to interpret diet and lifestyle not only from characteristics of the skull and teeth, but also from variations in vertebrae and rib design or the relative proportion of limb elements. A follow-up module, based on exhibits at Underwater Adventures Aquarium focuses on interpreting energy flow through ecosystems from the behavior of living organisms. Students explore the information on lifestyle and diet that is encoded in a sturgeon’s ceaseless glide or a muskellunge’s poised stillness. These modules proved to be immensely popular with students. In classes with up to 500 students, half to two-thirds of the students volunteered to complete the modules, despite the additional expense and distances of up to 13 miles between the University and partner institutions. More importantly, quantitative assessment with pre-instruction and post-instruction surveys demonstrate that these ungraded, self-guided explorations match or exceed the efficacy of

Effectiveness of an Asynchronous Online Module on University Students' Understanding of the Bohr Model of the Hydrogen Atom

Science.gov (United States)

Farina, William J.; Bodzin, Alec M.

2017-12-01

Web-based learning is a growing field in education, yet empirical research into the design of high quality Web-based university science instruction is scarce. A one-week asynchronous online module on the Bohr Model of the atom was developed and implemented guided by the knowledge integration framework. The unit design aligned with three identified metaprinciples of science learning: making science accessible, making thinking visible, and promoting autonomy. Students in an introductory chemistry course at a large east coast university completed either an online module or traditional classroom instruction. Data from 99 students were analyzed and results showed significant knowledge growth in both online and traditional formats. For the online learning group, findings revealed positive student perceptions of their learning experiences, highly positive feedback for online science learning, and an interest amongst students to learn chemistry within an online environment.

Building student capacity to lead sustainability transitions in the food system through farm-based authentic research modules in sustainability sciences (FARMS

Directory of Open Access Journals (Sweden)

Selena Ahmed

2017-08-01

Full Text Available Undergraduate courses provide valuable opportunities to train and empower students with the knowledge, skills, and motivation to advance society in more sustainable directions. This article emphasizes the value of bridging primary scientific research with undergraduate education through the presentation of an integrated experiential learning and primary research model called Farm-based Authentic Research Modules in Sustainability Sciences (FARMS. FARMS are collaboratively designed with agricultural stakeholders through a community needs assessment on pressing food system issues and opportunities with the objective for faculty and students to jointly identify evidence-based management solutions. We illustrate the implementation of FARMS in an undergraduate course in Ecological Agriculture at Dartmouth College, NH where students assessed various agroecological solutions for managing plant vitality, weeds, soil quality, pests, pollinators, and biodiversity at the Dartmouth Organic Farm. Student reflections indicate that the FARMS course component was beneficial for understanding agroecological theories and concepts while also motivating involvement in sustainability sciences despite the challenges of primary research. Educator reflections noted that the FARMS pedagogical approach facilitated achieving course objectives to develop students’ ability for systems thinking, critical thinking, and interdisciplinarity while fostering students’ collaboration skills and overall motivation for creating change. Adopting the FARMS model should enable faculty in the sustainability sciences to serve as bridges between the learning, practicing, and scientific communities while supporting educational programming at student and community farms. Ultimately, it is expected that the implementation of FARMS will increase student capacity and prepare the next generation of leaders to address complex challenges of the food system using an evidence-based approach.

Introducing Science to undergraduate students

Directory of Open Access Journals (Sweden)

P. Avila Jr

2006-07-01

Full Text Available The knowledge of scientific method provides stimulus and development of critical thinking and logical analysis of information besides the training of continuous formulation of hypothesis to be applied in formal scientific issues as well as in everyday facts. The scientific education, useful for all people, is indispensable for the experimental science students. Aiming at the possibility to offer a systematic learning of the scientific principles, we developed a undergraduate course designed to approximate the students to the procedures of scientific production and publication. The course was developed in a 40 hours, containing two modules: I. Introducing Scientific Articles (papers and II. Writing Research Project. The first module deals with: (1 the difference between scientific knowledge and common sense; (2 scientific methodology; (3 scientific publishing categories; (4 logical principles; (5 deduction and induction approach and (6 paper analysis. The second module includes (1 selection of problem to be solved by experimental procedures; (2 bibliography revision; (3 support agencies; (4 project writing and presentation and (5 critical analysis of experimental results. The course used a Collaborative Learning strategy with each topic being developed through activities performed by the students. Qualitative and quantitative (through Likert questionnaires evaluation were carried out in each step of the course, the results showing great appreciation by the students. This is also the opinion of the staff responsible for the planning and development of the course, which is now in its second and improved version.

A Bioethics Course for Biology and Science Education Students.

Science.gov (United States)

Bryant, John; la Velle, Linda Baggott

2003-01-01

Points out the importance of awareness among biologists and biology teachers of the ethical and social implications of their work. Describes the bioethics module established at the University of Exeter mainly targeting students majoring in biology and science education. (Contains 18 references.) (Author/YDS)

Science Olympiad students' nature of science understandings

Science.gov (United States)

Philpot, Cindy J.

2007-12-01

Recent reform efforts in science education focus on scientific literacy for all citizens. In order to be scientifically literate, an individual must have informed understandings of nature of science (NOS), scientific inquiry, and science content matter. This study specifically focused on Science Olympiad students' understanding of NOS as one piece of scientific literacy. Research consistently shows that science students do not have informed understandings of NOS (Abd-El-Khalick, 2002; Bell, Blair, Crawford, and Lederman, 2002; Kilcrease and Lucy, 2002; Schwartz, Lederman, and Thompson, 2001). However, McGhee-Brown, Martin, Monsaas and Stombler (2003) found that Science Olympiad students had in-depth understandings of science concepts, principles, processes, and techniques. Science Olympiad teams compete nationally and are found in rural, urban, and suburban schools. In an effort to learn from students who are generally considered high achieving students and who enjoy science, as opposed to the typical science student, the purpose of this study was to investigate Science Olympiad students' understandings of NOS and the experiences that formed their understandings. An interpretive, qualitative, case study method was used to address the research questions. The participants were purposefully and conveniently selected from the Science Olympiad team at a suburban high school. Data collection consisted of the Views of Nature of Science -- High School Questionnaire (VNOS-HS) (Schwartz, Lederman, & Thompson, 2001), semi-structured individual interviews, and a focus group. The main findings of this study were similar to much of the previous research in that the participants had informed understandings of the tentative nature of science and the role of inferences in science, but they did not have informed understandings of the role of human imagination and creativity, the empirical nature of science, or theories and laws. High level science classes and participation in

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

Science.gov (United States)

Vartuli, Cindy A.

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

Web-based Learning Modules using Research Data

Science.gov (United States)

Pilachowski, Catherine A.; Hamper, R.; Morris, F.

2011-01-01

Three web-based learning modules for introductory undergraduate astronomy courses are available at Indiana University Bloomington. The NovaSearch module allows students to view images of the core of the Andromeda Galaxy to discover novae and monitor their light curves. The Proper Pair module allows students to examine proper motion and parallax data from Hipparcos to determine if pairs of stars close together on the sky are true binary star systems. A third module, Astronomy in Color, allows students to produce color images using multi-wavelength data. The pedagogical goals of these curriculum materials are to teach that science is a process of discovery, not just a body of knowledge, to increase positive attitudes towards science by engaging students in discovery, and to motivate students towards pursuing STEM careers by giving students an opportunity to develop skills such as critical thinking, teamwork, and task focus that are important in any career path. The learning modules may be accessed at www.astro.indiana.edu/catyp/rbseu The development of these curriculum modules has been funded by the national Science Foundation through grant DUE-0618441.

Validity of Scientific Based Chemistry Android Module to Empower Science Process Skills (SPS) in Solubility Equilibrium

Science.gov (United States)

Antrakusuma, B.; Masykuri, M.; Ulfa, M.

2018-04-01

Evolution of Android technology can be applied to chemistry learning, one of the complex chemistry concept was solubility equilibrium. this concept required the science process skills (SPS). This study aims to: 1) Characteristic scientific based chemistry Android module to empowering SPS, and 2) Validity of the module based on content validity and feasibility test. This research uses a Research and Development approach (RnD). Research subjects were 135 s1tudents and three teachers at three high schools in Boyolali, Central of Java. Content validity of the module was tested by seven experts using Aiken’s V technique, and the module feasibility was tested to students and teachers in each school. Characteristics of chemistry module can be accessed using the Android device. The result of validation of the module contents got V = 0.89 (Valid), and the results of the feasibility test Obtained 81.63% (by the student) and 73.98% (by the teacher) indicates this module got good criteria.

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.

Natural science modules with SETS approach to improve students’ critical thinking ability

Science.gov (United States)

Budi, A. P. S.; Sunarno, W.; Sugiyarto

2018-05-01

SETS (Science, Environment, Technology and Society) approach for learning is important to be developed for middle school, since it can improve students’ critical thinking ability. This research aimed to determine feasibility and the effectiveness of Natural Science Module with SETS approach to increase their critical thinking ability. The module development was done by invitation, exploration, explanation, concept fortifying, and assessment. Questionnaire and test performed including pretest and posttest with control group design were used as data collection technique in this research. Two classes were selected randomly as samples and consisted of 32 students in each group. Descriptive data analysis was used to analyze the module feasibility and t-test was used to analyze their critical thinking ability. The results showed that the feasibility of the module development has a very good results based on assessment of the experts, practitioners and peers. Based on the t-test results, there was significant difference between control class and experiment class (0.004), with n-gain score of control and the experiment class respectively 0.270 (low) and 0.470 (medium). It showed that the module was more effective than the textbook. It was able to improve students’ critical thinking ability and appropriate to be used in learning process.

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

Science.gov (United States)

Mkimbili, Selina Thomas; Ødegaard, Marianne

2017-12-01

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

Exploring the consequences of combining medical students with and without a background in biomedical sciences.

Science.gov (United States)

Ellaway, Rachel H; Bates, Amanda; Girard, Suzanne; Buitenhuis, Deanna; Lee, Kyle; Warton, Aidan; Russell, Steve; Caines, Jill; Traficante, Eric; Graves, Lisa

2014-07-01

Medical schools have tended to admit students with strong backgrounds in the biomedical sciences. Previous studies have shown that those with backgrounds in the social sciences can be as successful in medical school as those with science backgrounds. However, the experience of being a 'non-science' student over time has not been well described. A mixed-methods study was developed and run with the aim of elucidating the personal experiences of science and non-science students at our institution. Data were generated from a student survey that focused on participants' self-identification as science or non-science students, and on their sense of preparedness and stress, and from a series of student focus groups exploring participants' experiences of science and non-science issues in all aspects of their training. Descriptive statistics were generated for structured survey data. Focus group data and unstructured survey data were analysed to identify common themes. End-of-module and end-of-year examination data for the four class cohorts in the programme were also analysed to compare science and non-science student performance over time. There were clear differences between the experiences and performance of science and non-science students. We found dichotomies in students' self-reported sense of preparedness and stress levels, and marked differences in their examination performance, which diminished over time to converge around the third year of their studies. Combining science and non-science students in the same class affected the students to different extents and in different ways. The potential disruption of mixing science and non-science students diminished as their levels of performance converged. The psychosocial stress experienced by non-science students and the challenges it posed, in both their academic and their personal lives, have implications for how such students should be supported, and how curricula can be configured to afford quality learning for all

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

Dental students' evaluation of 2 community-oriented PBL modules.

Science.gov (United States)

Pau, A K; Collinson, S; Croucher, R

1999-11-01

To evaluate dental students' perception of 2 problem-based learning (PBL) modules in Dental Public Health implemented within the context of a traditional formal curriculum. 2 dental community modules were implemented with an 8-month interval between them on the same group of dental undergraduates; the first in Term 2 and the second in Term 4 of a 5-year 15-term dental course. At the end of each module, a semi-structured questionnaire was administered to evaluate the introductory lecture, the fieldwork activity and the organisation of the modules. In both modules, students reported gaining insight into the subject matter, skills in teamwork, making presentations and collecting data. Some students in the 1st module needed more time to fulfil their learning objectives and had difficulty in collecting data. In the 2nd module, students reported that they lacked motivation because of the place of the module within their timetable. Opinions differed about groupwork. The content of and interest generated by fieldwork activity was rated more positively in the 2nd module than the 1st. Less positively rated in the 2nd module was the introductory lecture and module organisation. Implementing PBL within a traditional curriculum does not offer uniform outcomes for students. Optimum group size and adequate time are necessary if students are to benefit from PBL. A consistent and continuous PBL approach should be adopted rather than a sporadic one. Further research should establish the optimum balance between PBL and traditional approaches that would allow students to maximise the benefits of both and to identify those students best equipped to benefit from a 'mixed economy' of learning.

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

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

Science.gov (United States)

Whittington, Kayla Lee

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

A multimedia educational program that increases science achievement among inner-city non-Asian minority middle-school students.

Science.gov (United States)

Murray, Nancy G; Opuni, Kwame A; Reininger, Belinda; Sessions, Nathalie; Mowry, Melanie M; Hobbs, Mary

2009-06-01

To test the effectiveness of a middle school, multimedia health sciences educational program called HEADS UP in non-Asian-minority (Hispanic and African American), inner-city students. The program designers hope to increase the number of these students entering the health sciences pipeline. The program includes video role-model stories featuring minority scientists and students, hands-on activities, and teacher resources. Collaborators from The University of Texas Health Science Center at Houston, Spring Branch Independent School District, and the Health Museum developed the modules. From 2004 to 2007, the authors used a quasi-experimental, two-group pretest/posttest design to assess program effects on students' performance and interest in science, their science self-efficacy, their fear of science, and their science-related careers self-efficacy. An independent third party matched the intervention school to a comparison school by test scores, school demographics, and student demographics and then matched pairs of sixth-grade students (N = 428) by fifth-grade science scores, gender, ethnicity, and participation in the free or reduced lunch program. The authors collected data on these students for three years. At eighth grade (2007), the intervention school students scored significantly higher (F = 12.38, P science and reported higher interest in science (F = 11.08, P school pairs. Students in neither group reported an increase in their confidence to choose a science-related career, but students in one high-implementing teacher's class reported decreased fear of science. HEADS UP shows potential for improving inner-city, non-Asian-minority middle school students' performance and interest in science.

Sustaining Student Engagement in Learning Science

Science.gov (United States)

Ateh, Comfort M.; Charpentier, Alicia

2014-01-01

Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…

Science Students' Classroom Discourse: Tasha's Umwelt

Science.gov (United States)

Arnold, Jenny

2012-04-01

Over the past twenty-five years researchers have been concerned with understanding the science student. The need for such research is still grounded in contemporary issues including providing opportunities for all students to develop scientific literacy and the failure of school science to connect with student's lives, interests and personal identities. The research reported here is unusual in its use of discourse analysis in social psychology to contribute to an understanding of the way students make meaning in secondary school science. Data constructed for the study was drawn from videotapes of nine consecutive lessons in a year-seven science classroom in Melbourne, post-lesson video-stimulated interviews with students and the teacher, classroom observation and the students' written work. The classroom videotapes were recorded using four cameras and seven audio tracks by the International Centre for Classroom Research at the University of Melbourne. Student talk within and about their science lessons was analysed from a discursive perspective. Classroom episodes in which students expressed their sense of personal identity and agency, knowledge, attitude or emotion in relation to science were identified for detailed analysis of the function of the discourse used by students, and in particular the way students were positioned by others or positioned themselves. This article presents the discursive Umwelt or life-space of one middle years science student, Tasha. Her case is used here to highlight the complex social process of meaning making in science classrooms and the need to attend to local moral orders of rights and duties in research on student language use, identity and learning in science.

Aspects of science engagement, student background, and school characteristics: Impacts on science achievement of U.S. students

Science.gov (United States)

Grabau, Larry J.

Science achievement of U.S. students has lagged significantly behind other nations; educational reformers have suggested science engagement may enhance this critical measure. The 2006 Program for International Student Assessment (PISA) was science-focused and measured science achievement along with nine aspects of science engagement: science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities. I used multilevel modeling techniques to address both aspects of science engagement and science achievement as outcome variables in the context of student background and school characteristics. Treating aspects of science engagement as outcome variables provided tests for approaches for their enhancement; meanwhile, treating science achievement as the outcome variable provided tests for the influence of the aspects of science engagement on science achievement under appropriate controls. When aspects of science engagement were treated as outcome variables, gender and father's SES had frequent (significant) influences, as did science teaching strategies which focused on applications or models and hands-on activities over-and-above influences of student background and other school characteristics. When science achievement was treated as the outcome variable, each aspect of science engagement was significant, and eight had medium or large effect sizes (future-oriented science motivation was the exception). The science teaching strategy which involved hands-on activities frequently enhanced science achievement over-and-above influences of student background and other school characteristics. Policy recommendations for U.S. science educators included enhancing eight aspects of science engagement and implementing two specific science teaching strategies (focus on applications or models

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

Science.gov (United States)

Impey, C.; Buxner, S.

2015-11-01

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

The self-concept of chiropractic students as science students

Science.gov (United States)

Shields, Robert F.

2005-01-01

Abstract Purpose To determine the self-concepts of chiropractic students as science students and if any personal variable affect their self-concepts. Participants Students in their first trimester and eighth trimester at the Los Angeles College of Chiropractic during the 1993 academic year (n=158). Methods Peterson-Yaakobi Q-Sort, National Assessment of Educational Progress, two-tailed T-test, one way analysis of variance and Spearman-rho correlation. Results The majority of students have positive self- concepts as science students and although there was a difference between the 2 trimesters, it was not significant. As a group they generally had less exposure to science compared to undergraduates from a selected science program. Variables of socio-economic status, undergraduate major, and highest completed level of education did not statistically affect their self-concept. Conclusion Chiropractic students had the self-concept that enables them to subscribe to the philosophical foundations of science and better engage in basic sciences and, later, science-based clinical research. Knowledge of this self- concept can be used in the development of a more rigorous basic science curricula and clinical research programs at chiropractic colleges with the ultimate goal of providing a more firm scientifically based foundation for the profession. PMID:19674649

Global Patterns in Students' Views of Science and Interest in Science

Science.gov (United States)

van Griethuijsen, Ralf A. L. F.; van Eijck, Michiel W.; Haste, Helen; den Brok, Perry J.; Skinner, Nigel C.; Mansour, Nasser; Savran Gencer, Ayse; BouJaoude, Saouma

2015-08-01

International studies have shown that interest in science and technology among primary and secondary school students in Western European countries is low and seems to be decreasing. In many countries outside Europe, and especially in developing countries, interest in science and technology remains strong. As part of the large-scale European Union funded `Science Education for Diversity' project, a questionnaire probing potential reasons for this difference was completed by students in the UK, Netherlands, Turkey, Lebanon, India and Malaysia. This questionnaire sought information about favourite courses, extracurricular activities and views on the nature of science. Over 9,000 students aged mainly between 10 and 14 years completed the questionnaire. Results revealed that students in countries outside Western Europe showed a greater interest in school science, in careers related to science and in extracurricular activities related to science than did Western European students. Non-European students were also more likely to hold an empiricist view of the nature of science and to believe that science can solve many problems faced by the world. Multilevel analysis revealed a strong correlation between interest in science and having such a view of the Nature of Science.

Inspiring Climate Education Excellence(ICEE): Developing Elearning professional development modules - secondary science teachers

Science.gov (United States)

Kellagher, E.; Buhr, S. M.; Lynds, S. E.; McCaffrey, M. S.; Cires Education Outreach

2011-12-01

Inspiring Climate Education Excellence (ICEE) is a NASA-funded project to develop content knowledge and knowledge of effective teaching strategies in climate education among secondary science teachers. ICEE resources are aligned with the Essential Principles of Climate Science. Building upon a needs assessment and face to face workshop, ICEE resources include iTunesU videos, an ICEE 101 resource site with videos and peer-reviewed learning activities, and a moderated online forum. Self-directed modules and an online course are being developed around concepts and topics in which teachers express the most interest and need for instruction. ICEE resources include attention to effective teaching strategies, such as awareness of student misconceptions, strategies for forestalling controversy and advice from master teachers on implementation and curriculum development. The resources are being developed in partnership with GLOBE, and the National Science Digital Library (NSDL) and are informed by the work of the Climate Literacy and Energy Awareness Network (CLEAN) project. ICEE will help to meet the professional development needs of teachers, including those participating in the GLOBE Student Climate Research Campaign.

Promoting Students' Interest and Motivation Towards Science Learning: the Role of Personal Needs and Motivation Orientations

Science.gov (United States)

Loukomies, Anni; Pnevmatikos, Dimitris; Lavonen, Jari; Spyrtou, Anna; Byman, Reijo; Kariotoglou, Petros; Juuti, Kalle

2013-12-01

This study aimed to design a teaching sequence for science education that enabled lower secondary school students to enhance their motivation towards science. Further, it looked to examine the way the designed teaching sequence affected students with different motivational profiles. Industry site visits, with embodied theory-based motivational features were included as part of the designed teaching sequence. The sequence was implemented in Finland and Greece with 54 participants, 27 from each country. Quantitative data was collected using the Evaluation of Science Inquiry Activities Questionnaire, based on the Intrinsic Motivation Inventory but did not map the expected outcomes. Interviews, however, showed that students with different motivational profiles found aspects within the module that met their psychological needs as explained by Self-Determination Theory. The results offer a perspective to adolescents' psychological needs along with some insights into how students mediate the way they value an activity in the context of science education.

Student science enrichment training program

Energy Technology Data Exchange (ETDEWEB)

Sandhu, S.S.

1994-08-01

This is a report on the Student Science Enrichment Training Program, with special emphasis on chemical and computer science fields. The residential summer session was held at the campus of Claflin College, Orangeburg, SC, for six weeks during 1993 summer, to run concomitantly with the college`s summer school. Fifty participants selected for this program, included high school sophomores, juniors and seniors. The students came from rural South Carolina and adjoining states which, presently, have limited science and computer science facilities. The program focused on high ability minority students, with high potential for science engineering and mathematical careers. The major objective was to increase the pool of well qualified college entering minority students who would elect to go into science, engineering and mathematical careers. The Division of Natural Sciences and Mathematics and engineering at Claflin College received major benefits from this program as it helped them to expand the Departments of Chemistry, Engineering, Mathematics and Computer Science as a result of additional enrollment. It also established an expanded pool of well qualified minority science and mathematics graduates, which were recruited by the federal agencies and private corporations, visiting Claflin College Campus. Department of Energy`s relationship with Claflin College increased the public awareness of energy related job opportunities in the public and private sectors.

Laptop Use, Interactive Science Software, and Science Learning Among At-Risk Students

Science.gov (United States)

Zheng, Binbin; Warschauer, Mark; Hwang, Jin Kyoung; Collins, Penelope

2014-08-01

This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students' state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners' scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students' motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students' science achievement, scaffolding students' scientific understanding, and strengthening students' motivation to pursue STEM-related careers.

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

Science.gov (United States)

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

2016-09-01

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

Changes in Student Science Interest from Elementary to Middle School

Science.gov (United States)

Coutts, Trudi E.

This study is a transcendental phenomenological study that described the experience of students’ interest in science from elementary school through middle school grades and the identification of the factors that increase or decrease interest in science. Numerous researchers have found that interest in science changes among children and the change in interest seems to modulate student motivation, which ultimately leads to fewer children choosing not only science classes in the future but science careers. Research studies have identified numerous factors that affect student interest in science; however, this study incorporated the lived experience of the child and looked at this interest in science through the lens of the child. The study design was a collective cross-case study that was multi-site based. This study utilized a sample of children in fifth grade classes of three different elementary schools, two distinct seventh grade classes of different middle schools, and ninth grade children from one high school in the State of Illinois. The phenomenon was investigated through student interviews. The use of one-on-one semi-structured interviews limited to 45 minutes in length provided the researcher with data of each child’s description of science interest. All interviews were audio- recorded and transcribed verbatim. The data was collected and analyzed in order to identify themes, and finally checked for validity. The most significant findings of this study, and possible factors contributing to science interest in children as they progress from elementary to high school, were those findings relating to hands-on activities, the degree to which a student was challenged, the offering of new versus previously studied topics in the curriculum, the perceived relevance of the curricular materials to personal life, and the empowerment children felt when they were allowed to make choices related to their learning experiences. This study’s possible implications for

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…

Space Experiment Module (SEM)

Science.gov (United States)

Brodell, Charles L.

1999-01-01

The Space Experiment Module (SEM) Program is an education initiative sponsored by the National Aeronautics and Space Administration (NASA) Shuttle Small Payloads Project. The program provides nationwide educational access to space for Kindergarten through University level students. The SEM program focuses on the science of zero-gravity and microgravity. Within the program, NASA provides small containers or "modules" for students to fly experiments on the Space Shuttle. The experiments are created, designed, built, and implemented by students with teacher and/or mentor guidance. Student experiment modules are flown in a "carrier" which resides in the cargo bay of the Space Shuttle. The carrier supplies power to, and the means to control and collect data from each experiment.

Online Video Modules for Improvement in Student Learning

Science.gov (United States)

Lancellotti, Matthew; Thomas, Sunil; Kohli, Chiranjeev

2016-01-01

The objective of this teaching innovation was to incorporate a comprehensive set of short online video modules covering key topics from the undergraduate principles of marketing class, and to evaluate its effectiveness in improving student learning. A quasiexperimental design was used to compare students who had access to video modules with a…

The Impact of Science Fiction Films on Student Interest in Science

Science.gov (United States)

Laprise, Shari; Winrich, Chuck

2010-01-01

Science fiction films were used in required and elective nonmajor science courses as a pedagogical tool to motivate student interest in science and to reinforce critical thinking about scientific concepts. Students watched various films and critiqued them for scientific accuracy in written assignments. Students' perception of this activity was…

The Impact of Science Fiction Film on Student Understanding of Science

Science.gov (United States)

Barnett, Michael; Wagner, Heather; Gatling, Anne; Anderson, Janice; Houle, Meredith; Kafka, Alan

2006-04-01

Researchers who have investigated the public understanding of science have argued that fictional cinema and television has proven to be particularly effective at blurring the distinction between fact and fiction. The rationale for this study lies in the notion that to teach science effectively, educators need to understand how popular culture influences their students' perception and understanding of science. Using naturalistic research methods in a diverse middle school we found that students who watched a popular science fiction film, The Core, had a number of misunderstandings of earth science concepts when compared to students who did not watch the movie. We found that a single viewing of a science fiction film can negatively impact student ideas regarding scientific phenomena. Specifically, we found that the film leveraged the scientific authority of the main character, coupled with scientifically correct explanations of some basic earth science, to create a series of plausible, albeit unscientific, ideas that made sense to students.

Science Careers and Disabled Students.

Science.gov (United States)

Jagoda, Sue; Cremer, Bob

1981-01-01

Summarizes proceedings and student experiences at the 1980 Science Career Workshop for Physically Disabled Students at the Lawrence Hall of Science (University of California). Includes a description of the key-note speaker's topics, and other workshop activities. (DS)

Motivating Students with Authentic Science Experiences: Changes in Motivation for School Science

Science.gov (United States)

Hellgren, Jenny M.; Lindberg, Stina

2017-01-01

Background: Students' motivation for science declines over the early teenage years, and students often find school science difficult and irrelevant to their everyday lives. This paper asks whether creating opportunities to connect school science to authentic science can have positive effects on student motivation. Purpose: To understand how…

UNH Project SMART 2017: Space Science for High School Students

Science.gov (United States)

Smith, C. W.; Broad, L.; Goelzer, S.; Levergood, R.; Lugaz, N.; Moebius, E.

2017-12-01

Every summer for the past 26 years the University of New Hampshire (UNH) has run a month-long, residential outreach program for high school students considering careers in mathematics, science, or engineering. Space science is one of the modules. Students work directly with UNH faculty performing original work with real spacecraft data and hardware and present the results of that effort at the end of the program. This year the student research projects used data from the Messenger, STEREO, and Triana missions. In addition, the students build and fly a high-altitude balloon payload with instruments of their own construction. Students learn circuit design and construction, microcontroller programming, and core atmospheric and space science along with fundamental concepts in space physics and engineering. Our payload design has evolved significantly since the first flight of a simple rectangular box and now involves a stable descent vehicle that does not require a parachute. Our flight hardware includes an on-board flight control computer, in-flight autonomous control and data acquisition of multiple student-built instruments, and real-time camera images sent to ground. This year we developed, built and flew a successful line cutter based on GPS location information that prevents our payload from falling into the ocean while also separating the payload from the balloon remains for a cleaner descent. We will describe that new line cutter design and implementation along with the shielded Geiger counters that we flew as part of our cosmic ray air shower experiment. This is a program that can be used as a model for other schools to follow and that high schools can initiate. More information can be found at .

Engaging students in geodesy: A quantitative InSAR module for undergraduate tectonics and geophysics classes

Science.gov (United States)

Taylor, H.; Charlevoix, D. J.; Pritchard, M. E.; Lohman, R. B.

2013-12-01

In the last several decades, advances in geodetic technology have allowed us to significantly expand our knowledge of processes acting on and beneath the Earth's surface. Many of these advances have come as a result of EarthScope, a community of scientists conducting multidisciplinary Earth science research utilizing freely accessible data from a variety of instruments. The geodetic component of EarthScope includes the acquisition of synthetic aperture radar (SAR) images, which are archived at the UNAVCO facility. Interferometric SAR complements the spatial and temporal coverage of GPS and allows monitoring of ground deformation in remote areas worldwide. However, because of the complex software required for processing, InSAR data are not readily accessible to most students. Even with these challenges, exposure at the undergraduate level is important for showing how geodesy can be applied in various areas of the geosciences and for promoting geodesy as a future career path. Here we present a module focused on exploring the tectonics of the western United States using InSAR data for use in undergraduate tectonics and geophysics classes. The module has two major objectives: address topics concerning tectonics in the western U.S. including Basin and Range extension, Yellowstone hotspot activity, and creep in southern California, and familiarize students with how imperfect real-world data can be manipulated and interpreted. Module questions promote critical thinking skills and data literacy by prompting students to use the information given to confront and question assumptions (e.g. 'Is there a consistency between seismic rates and permanent earthquake deformation? What other factors might need to be considered besides seismicity?'). The module consists of an introduction to the basics of InSAR and three student exercises, each focused on one of the topics listed above. Students analyze pre-processed InSAR data using MATLAB, or an Excel equivalent, and draw on GPS and

The NOMA track module on nutrition human rights and governance: Part 1 Perceptions held by Master's students

Directory of Open Access Journals (Sweden)

M Marais

2016-11-01

Full Text Available Background. A module on nutrition, human rights and governance was developed and presented jointly by academic institutions in Norway, South Africa and Uganda, under the NOrway MAsters (NOMA programme, for their respective Master’s degree programmes in nutrition. Consisting of three study units, it was presented consecutively in the three countries, with each study unit building on the previous one.Objectives. To document the perceptions of participating students on various aspects of the module, informing future curriculum endeavours.Methods. A mixed methods approach was followed. A module evaluation form completed by students for each study unit was analysed. In-depth telephonic interviews were voice recorded and transcribed. Through an inductive process, emerging themes were used to compile a code list and content analysis of the unstructured data.Results. An overall positive module evaluation by 20 participants (91% response rate can be ascribed to the module content, enlightening study visits, expertise of lecturers and an interactive teaching style. Logistical issues regarding time management and administrative differences among the academic institutions caused some concerns. Students experienced some resistance against qualitative research in natural science faculties. Students benefited from being exposed to different teaching styles and education systems at universities in differentcountries. Constructive alignment of teaching and learning activities could be optimised through involvement and empowerment of all relevant lecturers.Conclusion. Successful implementation of the module not only provides nutrition Master’s students with knowledge to operationalise a human rights-based approach during future interactions in their professional practice, but also serves as an example of the benefits and challenges of interdisciplinary and transnational collaboration in module development.

Students' Psychosocial Perception of Science Laboratory ...

African Journals Online (AJOL)

Data was obtained with the Science Laboratory Environment Questionnaire, administered on 338 third year science students. Four factors were found to influence students' perception of their science laboratory environment. Two distinct material environments emerged, which have not been reported in the literature.

Understanding adolescent student perceptions of science education

Science.gov (United States)

Ebert, Ellen Kress

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

Moral Perceptions of College Science Students

Science.gov (United States)

Nolan, Eric

This thesis argues that college-level science education is in need of explicit moral focuses centered on society's use of scientific knowledge. Many benefits come with scientific advancements but unfortunately the misuse of scientific knowledge has led to planetary crises that should be a concern for all who inhabit the Earth (e.g., climate change). The teaching of the misuses of science is often left out of college science classrooms and the purpose of this thesis is to see what effect college science students' education has had on their moral perception of these pressing issues. To evaluate how college science students morally perceive these global issues within their educational experiences, two focus group interviews were conducted and analyzed. Students converged on three themes when thinking of society's misuse of science: 1) there is something wrong with the way science is communicated between science and non-science groups; 2) misusing science for private benefit is not right, and 3) it is important for people to comprehend sustainability along different scales of understanding and action. This thesis concludes that although to some extent students were familiar with moral features that stem from society's misuse of science, they did not attribute their learning of those features from any of their required coursework within their programs of study.

Reproductive Science for High School Students: A Shared Curriculum Model to Enhance Student Success.

Science.gov (United States)

Castle, Megan; Cleveland, Charlotte; Gordon, Diana; Jones, Lynda; Zelinski, Mary; Winter, Patricia; Chang, Jeffrey; Senegar-Mitchell, Ericka; Coutifaris, Christos; Shuda, Jamie; Mainigi, Monica; Bartolomei, Marisa; Woodruff, Teresa K

2016-07-01

The lack of a national reproductive biology curriculum leads to critical knowledge gaps in today's high school students' comprehensive understanding of human biology. The Oncofertility Consortium developed curricula that address the basic and clinical aspects of reproductive biology. Launching this academy and creating easy-to-disseminate learning modules allowed other universities to implement similar programs across the country. The expansion of this informal, extracurricular academy on reproductive health from Northwestern University to the University of California, San Diego, Oregon Health & Science University, and the University of Pennsylvania magnifies the scope of scientific learning to students who might not otherwise be exposed to this important information. To assess the experience gained from this curriculum, we polled alumni from the four centers. Data were collected anonymously from de-identified users who elected to self-report on their experiences in their respective reproductive science academy. The alumni survey asked participants to report on their current academic standing, past experiences in the academy, and future academic and career goals. The results of this national survey suggest the national oncofertility academies had a lasting impact on participants and may have contributed to student persistence in scientific learning. © 2016 by the Society for the Study of Reproduction, Inc.

Midwest Science Festival: Exploring Students' and Parents' Participation in and Attitudes Toward Science.

Science.gov (United States)

Dippel, Elizabeth A; Mechels, Keegan B; Griese, Emily R; Laufmann, Rachel N; Weimer, Jill M

2016-08-01

Compared to national numbers, South Dakota has a higher proportion of students interested in science, technology, engineering, and mathematics (STEM) fields. Interest in science can be influenced by exposure to science through formal and informal learning. Informal science activities (including exposures and participation) have been found to elicit higher levels of interest in science, likely impacting one's attitude towards science overall. The current study goal is to better understand the levels and relationships of attitude, exposure, and participation in science that were present among students and parents attending a free science festival. The project collected survey data from 65 students and 79 parents attending a science festival ranging from age 6 to 65. Informal science participation is significantly related to science attitudes in students and informal science exposure is not. No relationship was found for parents between science attitudes and participation. Students who indicated high levels of informal science participation (i.e., reading science-themed books) were positively related to their attitudes regarding science. However, informal science exposures, such as attending the zoo or independently visiting a science lab, was not significantly associated with positive attitudes towards science.

Taiwanese Students' Science Learning Self-Efficacy and Teacher and Student Science Hardiness: A Multilevel Model Approach

Science.gov (United States)

Wang, Ya-Ling; Tsai, Chin-Chung

2016-01-01

This study aimed to investigate the factors accounting for science learning self-efficacy (the specific beliefs that people have in their ability to complete tasks in science learning) from both the teacher and the student levels. We thus propose a multilevel model to delineate its relationships with teacher and student science hardiness (i.e.,…

Popular Science Writing Bringing New Perspectives into Science Students' Theses

Science.gov (United States)

Pelger, Susanne

2018-01-01

This study analyses which perspectives occur in science students' texts at different points in time during the process of writing a popular science article. The intention is, thus, to explore how popular science writing can help students discover and discuss different perspectives on science matter. For this purpose, texts written by 12 bachelor…

A Project-Based Biologically-Inspired Robotics Module

Science.gov (United States)

Crowder, R. M.; Zauner, K.-P.

2013-01-01

The design of any robotic system requires input from engineers from a variety of technical fields. This paper describes a project-based module, "Biologically-Inspired Robotics," that is offered to Electronics and Computer Science students at the University of Southampton, U.K. The overall objective of the module is for student groups to…

Crossing the Gap between Indigenous Worldview and Western Science: Millet Festival as a Bridge in the Teaching Module

Science.gov (United States)

Chiang, Chia-Ling; Lee, Huei

2015-01-01

The worldview within indigenous people's traditional knowledge and western science can be a world of difference. In order to help indigenous students cross the gap and develop a sense of cultural identification. Taking Bunun, one of the Taiwanese indigenous tribes, as our subject, this study aims to develop a teaching module through Bunun's Millet…

Middle School Students' Attitudes toward Science, Scientists, Science Teachers and Classes

Science.gov (United States)

Kapici, Hasan Özgür; Akçay, Hakan

2016-01-01

It is an indispensable fact that having a positive attitude towards science is one of the important factors that promotes students for studying in science. The study is a kind of national study that aims to investigate middle school students', from different regions of Turkey, attitudes toward science, scientists and science classes. The study was…

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

Science.gov (United States)

Ng, Wan; Fergusson, Jennifer

2017-07-01

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

Radiologic science students' perceptions of parental involvement.

Science.gov (United States)

DuBose, Cheryl; Barymon, Deanna; Vanderford, Virginia; Hensley, Chad; Shaver, Gary

2014-01-01

A new generation of students is in the classroom, and they are not always alone. Helicopter parents, those who hover around the student and attempt to ease life's challenges, are accompanying the students to radiologic science programs across the nation. To determine radiologic science students' perception regarding their parents' level of involvement in their lives. A survey focused on student perceptions of parental involvement inside and outside of the academic setting was completed by 121 radiologic science students at 4 institutional settings. The analysis demonstrates statistically significant relationships between student sex, age, marital status, and perceived level of parental involvement. In addition, as financial support increases, students' perception of the level of parental involvement also increases. Radiologic science students want their parents to be involved in their higher education decisions. Research indicates that students with involved parents are more successful, and faculty should be prepared for increased parental involvement in the future. Radiologic science students perceive their parents to be involved in their academic careers. Ninety-five percent of respondents believe that the financial support of their parent or parents contributes to their academic success. Sixty-five percent of participants are content with their parents' current level of involvement, while 11% wish their parents were more involved in their academic careers.

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…

Students' Awareness of Science Teachers' Leadership, Attitudes toward Science, and Positive Thinking

Science.gov (United States)

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

2016-01-01

There appears to be a complex network of cognitive and affective factors that influence students' decisions to study science and motivate their choices to engage in science-oriented careers. This study explored 330 Taiwanese senior high school students' awareness of their science teacher's learning leadership and how it relates to the students'…

Preparing Graduate Students as Science Communicators

Science.gov (United States)

Knudson, K.; Gutstein, J.

2012-12-01

Our presentation introduces our interdisciplinary curriculum that teaches graduate students at our R-1 university to translate their research to general audiences. We also discuss the challenges we have faced and strategies we have employed to broaden graduate education at our campus to include preparation in science communication. Our "Translating Research beyond Academia" curriculum consists of three separate thematically based courses taught over the academic year: Education and Community Outreach, Science Communication and Writing, Communicating with Policy- and Decision-makers. Course goals are to provide professional development training so that graduate students become more capable professionals prepared for careers inside and outside academia while increasing the public understanding of science and technology. Open to graduate students of any discipline, each course meets weekly for two hours; students receive academic credit through a co-sponsoring graduate program. Students learn effective strategies for communicating research and academic knowledge with the media, the general public, youth, stakeholders, and decision- and policy-makers. Courses combine presentations from university and regional experts with hands-on work sessions aimed towards creating effective communications, outreach and policy plans, broader impacts statements, press releases, blogs, and policy briefs. A final presentation and reflections are required. Students may opt for further training through seminars tailored to student need. Initial results of our analyses of student evaluations and work indicate that students appreciate the interdisciplinary, problem-based approach and the low-risk opportunities for learning professional development skills and for exploring non-academic employment. Several students have initiated engaged work in their disciplines, and several have secured employment in campus science communication positions. Two have changed career plans as a direct result of

A Module-Based Environmental Science Course for Teaching Ecology to Non-Majors

Science.gov (United States)

Smith, Geoffrey R.

2010-01-01

Using module-based courses has been suggested to improve undergraduate science courses. A course based around a series of modules focused on major environmental issues might be an effective way to teach non-science majors about ecology and ecology's role in helping to solve environmental problems. I have used such a module-based environmental…

Seeding science success: Relations of secondary students' science self-concepts and motivation with aspirations and achievement

Science.gov (United States)

Chandrasena, Wanasinghe Durayalage

This research comprises three inter-related synergistic studies. Study 1 aims to develop a psychometrically sound tool to measure secondary students' science self-concepts, motivation, and aspirations in biology, chemistry, earth and environmental methodology to explicate students' and teachers' views, practices, and personal experiences, to identify the barriers to undertaking science for secondary students and to provide rich insights into the relations of secondary students' science self-concepts and motivation with their aspirations and achievement. Study 3 will detect additional issues that may not necessarily be identifiable from the quantitative findings of Study 2. The psychometric properties of the newly developed instrument demonstrated that students' science self-concepts were domain specific, while science motivation and science aspirations were not. Students' self-concepts in general science, chemistry, and physics were stronger for males than females. Students' self-concepts in general science and biology became stronger for students in higher years of secondary schooling. Students' science motivation did not vary across gender and year levels. Though students' science aspirations did not vary across gender, they became stronger with age. In general, students' science self-concepts and science motivation were positively related to science aspirations and science achievement. Specifically, students' year level, biology self-concept, and physics self concept predicted their science and career aspirations. Biology self-concept predicted teacher ratings of students' achievement, and students' general science self-concepts predicted their achievement according to students' ratings. Students' year level and intrinsic motivation in science were predictors of their science aspirations, and intrinsic motivation was a greater significant predictor of students' achievement, according to student ratings. Based upon students' and teachers' perceptions, the

Instructor's Guide for Human Development Student Modules.

Science.gov (United States)

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This instructor's guide is designed for use with an accompanying set of 61 student learning modules on human development. Included among the topics covered in the individual modules are the following: consumer and homemaking education (health and nutrition, personal appearance and grooming, puberty, menstruation, the human reproductive system,…

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

Science.gov (United States)

Tong, Vincent C. H.

2010-05-01

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

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

Science.gov (United States)

Eliyawati, Sunarya, Yayan; Mudzakir, Ahmad

2017-05-01

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

Student Attitudes, Student Anxieties, and How to Address Them; A handbook for science teachers

Science.gov (United States)

Kastrup, Helge

2016-02-01

This book is based on a commitment to teaching science to everybody. What may work for training professional scientists does not work for general science education. Students bring to the classrooms preconceived attitudes, as well as the emotional baggage called 'science anxiety'. Students may regard science as cold, unfriendly, and even inherently hostile and biased against women. This book has been designed to deal with each of these issues and results from research in both Denmark and the USA. The first chapter discusses student attitudes towards science and the second discusses science anxiety. The connection between the two is discussed before the introduction of constructivism as a pedagogy that can aid science learning if it also addresses attitudes and anxieties. Much of the book elucidates what the authors have learned as science teachers and science education researchers. They studied various groups including university students majoring in the sciences, mathematics, humanities, social sciences, business, nursing, and education; high-school students; teachers' seminary students; science teachers at all levels from middle school through college; and science administrators. The insights of these groups constitute the most important feature of the book, and by sharing them, the authors hope to help their fellow science teachers to understand student attitudes about science, to recognize the connections between these and science anxiety, and to see how a pedagogy that takes these into account can improve science learning.

The Perceptions of Elementary School Teachers Regarding Their Efforts to Help Students Utilize Student-to-Student Discourse in Science

Science.gov (United States)

Craddock, Jennifer Lovejoy

The purpose of this phenomenological study was to examine the perceptions of elementary teachers who teach science as opposed to science teacher specialists regarding their efforts to help students use student-to-student discourse for improving science learning. A growing body of research confirms the importance of a) student-to-student discourse for making meaning of science ideas and b) moving students' conceptual development towards a more scientific understanding of the natural world. Based on those foundations, the three research questions that guided this study examined the value elementary teachers place on student-to-student discourse, the various approaches teachers employ to promote the use of student-to-student discourse for learning science, and the factors and conditions that promote and inhibit the use of student-to-student discourse as an effective pedagogical strategy in elementary science. Data were gathered from 23 elementary teachers in a single district using an on-line survey and follow-up interviews with 8 teachers. All data were analyzed and evolving themes led to the following findings: (1) elementary teachers value student-to-student discourse in science, (2) teachers desire to increase time using student-to-student discourse, (3) teachers use a limited number of student-to-student discourse strategies to increase student learning in science, (4) teachers use student-to-student discourse as formative assessment to determine student learning in science, (5) professional development focusing on approaches to student-to-student discourse develops teachers' capacity for effective implementation, (6) teachers perceive school administrators' knowledge of and support for student-to-student discourse as beneficial, (7) time and scheduling constraints limit the use of student-to-student discourse in science. Implications of this study included the necessity of school districts to focus on student-to-student discourse in science, provide teacher and

A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules.

Science.gov (United States)

Prunuske, Amy J; Henn, Lisa; Brearley, Ann M; Prunuske, Jacob

Medical education increasingly involves online learning experiences to facilitate the standardization of curriculum across time and space. In class, delivering material by lecture is less effective at promoting student learning than engaging students in active learning experience and it is unclear whether this difference also exists online. We sought to evaluate medical student preferences for online lecture or online active learning formats and the impact of format on short- and long-term learning gains. Students participated online in either lecture or constructivist learning activities in a first year neurologic sciences course at a US medical school. In 2012, students selected which format to complete and in 2013, students were randomly assigned in a crossover fashion to the modules. In the first iteration, students strongly preferred the lecture modules and valued being told "what they need to know" rather than figuring it out independently. In the crossover iteration, learning gains and knowledge retention were found to be equivalent regardless of format, and students uniformly demonstrated a strong preference for the lecture format, which also on average took less time to complete. When given a choice for online modules, students prefer passive lecture rather than completing constructivist activities, and in the time-limited environment of medical school, this choice results in similar performance on multiple-choice examinations with less time invested. Instructors need to look more carefully at whether assessments and learning strategies are helping students to obtain self-directed learning skills and to consider strategies to help students learn to value active learning in an online environment.

Dynamic e-learning modules for student lecture preparation

Directory of Open Access Journals (Sweden)

Timothy McIntyre

2018-03-01

Full Text Available We have developed and demonstrated the effectiveness of a set of online interactive learning modules to accompany physics courses at first- and second-year university levels. Students access the modules prior to attending lectures to familiarize themselves with content which is then discussed and reaffirmed in class. Student surveys and access data show that students were much more likely to use material presented in this form, rather than a textbook, when preparing for lectures given in an active learning format. The students found that interactive simulations, videos of problem-solving approaches prepared by course staff, and quick-check immediate feedback questions were all useful tools for lecture preparation–none of which are available when using a traditional textbook for lecture preparation.

Independent learning modules enhance student performance and understanding of anatomy.

Science.gov (United States)

Serrat, Maria A; Dom, Aaron M; Buchanan, James T; Williams, Alison R; Efaw, Morgan L; Richardson, Laura L

2014-01-01

Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self-study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three-dimensional constructs to help students understand complex anatomical regions. Resources are self-contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self-study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre- and post-examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module-related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum. © 2014 American Association of Anatomists.

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

Science.gov (United States)

Wiggins, Felita

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

Students' science attitudes, beliefs, and context: associations with science and chemistry aspirations

Science.gov (United States)

Mujtaba, Tamjid; Sheldrake, Richard; Reiss, Michael J.; Simon, Shirley

2018-04-01

There is a widespread concern that relatively few students, especially those from disadvantaged backgrounds, continue to study chemistry and other science subjects after compulsory education. Yet it remains unclear how different aspects of students' background and home context, their own attitudes and beliefs, and their experiences of particular teaching approaches in school might limit or facilitate their studying aspirations; concurrently, less research has specifically focused on and surveyed disadvantaged students. In order to gain more insight, 4780 students were surveyed, covering those in Year 7 (age 11-12 years) and in Year 8 (age 12-13) from schools in England with high proportions of those from disadvantaged backgrounds. Predictive modelling highlighted that the students' aspirations to study non-compulsory science in the future, and to study the particular subject of chemistry, were strongly associated with their extrinsic motivation towards science (their perceived utility of science, considered as a means to gain particular careers or skills), their intrinsic interest in science, and their engagement in extra-curricular activities. Additionally, their self-concept beliefs (their confidence in their own abilities in science), some teaching approaches, and encouragement from teachers and family alongside family science capital had smaller but still relevant associations.

Nursing students' attitudes toward science in the nursing curricula

Science.gov (United States)

Maroo, Jill Deanne

The nursing profession combines the art of caregiving with scientific concepts. Nursing students need to learn science in order to start in a nursing program. However, previous research showed that students left the nursing program, stating it included too much science (Andrew et al., 2008). Research has shown a correlation between students' attitudes and their performance in a subject (Osborne, Simon, & Collins, 2003). However, little research exists on the overall attitude of nursing students toward science. At the time of my study there existed no large scale quantitative study on my topic. The purpose of my study was to identify potential obstacles nursing students face, specifically, attitude and motivation toward learning science. According to research the nation will soon face a nursing shortage and students cite the science content as a reason for not completing the nursing program. My study explored nursing students' attitudes toward science and reasons these students are motivated to learn science. I ran a nationwide mixed methods approach with 1,402 participants for the quantitative portion and 4 participants for the qualitative portion. I validated a questionnaire in order to explore nursing students' attitudes toward science, discovered five different attitude scales in that questionnaire and determined what demographic factors provided a statistically significant prediction of a student's score. In addition, I discovered no statistical difference in attitude exists between students who have the option of taking nursing specific courses and those who do not have that option. I discovered in the qualitative interviews that students feel science is necessary in nursing but do not feel nurses are scientists. My study gives a baseline of the current attitude of nursing students toward science and why these students feel the need to learn the science.

Completion of an Online Library Module Improves Engineering Student Performance on Information Literacy Skills Tests

Directory of Open Access Journals (Sweden)

Rachel E. Scott

2016-12-01

Full Text Available A Review of: Zhang, Q., Goodman, M., & Xie, S. (2015. Integrating library instruction into the Course Management System for a first-year engineering class: An evidence-based study measuring the effectiveness of blended learning on students’ information literacy levels. College & Research Libraries, 76(7, 934-958. http://dx.doi.org/10.5860/crl.76.7.934 Objective – To assess the efficacy of an online library module and of blended learning methods on students’ information literacy skills. Design – Multi-modal, pre- and posttests, survey questionnaire, and focus groups. Setting – Public research university in London, Ontario, Canada. Subjects – First-year engineering students. Methods – Of 413 students enrolled in Engineering Science (ES 1050, 252 volunteered to participate in the study. Participants were asked to complete the online module, a pretest, a posttest, an online follow-up survey, and to take part in a focus group. Researchers generated a pretest and a posttest, each comprised of 15 questions:; multiple choice, true or false, and matching questions which tested students’ general and engineering-specific information literacy skills. The pretest and posttest had different, but similarly challenging, questions to ensure that students involved in the study would not have an advantage over those who had opted out. While all components of the study were voluntary, the posttest was a graded course assignment. In-person tutorials were offered on 4 occasions, with only 15 students participating. Both tutorial and module content were designed to cover all questions and competencies tested in the pretest and the posttest, including Boolean operators, peer review, identifying plagiarism, engineering standards, engineering handbooks, search strategies, patents, article citations, identifying reliable sources, and how to read journal articles. The posttest survey was delivered in the CMS immediately after the posttest was completed. It

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

Science.gov (United States)

del Carmen Gomez, María

2018-03-01

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

Indiana secondary students' evolution learning experiences and demarcations of science from non-science

Science.gov (United States)

Donnelly, Lisa A.

2007-12-01

Previous research has documented students' conceptual difficulties learning evolution and how student learning may be related to students' views of evolution and science. This mixed methods study addressed how 74 high school biology students from six Indiana high schools viewed their evolution learning experiences, the demarcations of science from non-science, and evolution understanding and acceptance. Data collection entailed qualitative and quantitative methods including interviews, classroom observations, surveys, and assessments to address students' views of science and non-science, evolution learning experiences, and understanding and acceptance of evolution. Qualitative coding generated several demarcation and evolution learning experience codes that were subsequently used in quantitative comparisons of evolution understanding and acceptance. The majority of students viewed science as empirical, tentative but ultimately leading to certain truth, compatible with religion, the product of experimental work, and the product of human creativity. None of the students offered the consensus NOS view that scientific theories are substantiated explanations of phenomena while scientific laws state relationships or patterns between phenomena. About half the students indicated that scientific knowledge was subjectively and socio-culturally influenced. The majority of students also indicated that they had positive evolution learning experiences and thought evolution should be taught in secondary school. The quantitative comparisons revealed how students who viewed scientific knowledge as subjectively and socio-culturally influenced had higher understanding than their peers. Furthermore, students who maintained that science and religion were compatible did not differ with respect to understanding but had higher acceptance than their peers who viewed science and religion as conflicting. Furthermore, students who maintained that science must be consistent with their

Interdisciplinary Integration of the CVS Module and Its Effect on Faculty and Student Satisfaction as Well as Student Performance

Directory of Open Access Journals (Sweden)

Ayuob Nasra N

2012-07-01

Full Text Available Abstract Background Beyond the adoption of the principles of horizontal and vertical integration, significant planning and implementation of curriculum reform is needed. This study aimed to assess the effect of the interdisciplinary integrated Cardiovascular System (CVS module on both student satisfaction and performance and comparing them to those of the temporally coordinated CVS module that was implemented in the previous year at the faculty of Medicine of the King Abdulaziz University, Saudi Arabia. Methods This interventional study used mixed method research design to assess student and faculty satisfaction with the level of integration within the CVS module. A team from the medical education department was assembled in 2010/2011 to design a plan to improve the CVS module integration level. After delivering the developed module, both student and faculty satisfaction as well as students performance were assessed and compared to those of the previous year to provide an idea about module effectiveness. Results Many challenges faced the medical education team during design and implementation of the developed CVS module e.g. resistance of faculty members to change, increasing the percentage of students directed learning hours from the total contact hour allotted to the module and shifting to integrated item writing in students assessment, spite of that the module achieved a significant increase in both teaching faculty and student satisfaction as well as in the module scores. Conclusion The fully integrated CVS has yielded encouraging results that individual teachers or other medical schools who attempt to reformulate their curriculum may find valuable.

Training teachers to promote Talent Development in Science Students In Science Education

NARCIS (Netherlands)

van der Valk, Ton

2014-01-01

In recent years, the interest of governments and schools in challenging gifted and talented (G+T) science students has grown (Taber, 2007). In the Netherlands, the government promotes developing science programmes for talented secondary science students. This causes a need for training teachers, but

Original science-based music and student learning

Science.gov (United States)

Smolinski, Keith

American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework of brain-based learning, the purpose of this study was to examine the impact of original, science-based music on student content learning and student perceptions of the music and its impact on learning. Students in the treatment group at a public middle school learned songs with lyrics related to the content of a 4-week cells unit in science; whereas an equally sized control group was taught the same material using existing methods. The content retention and learning experiences of the students in this study were examined using a concurrent triangulation, mixed-methods study. Independent sample t test and ANOVA analyses were employed to determine that the science posttest scores of students in the treatment group (N = 93) were significantly higher than the posttest scores of students in the control group (N = 93), and that the relative gains of the boys in the treatment group exceeded those of the girls. The qualitative analysis of 10 individual interviews and 3 focus group interviews followed Patton's method of a priori coding, cross checking, and thematic analysis to examine the perceptions of the treatment group. These results confirmed that the majority of the students thought the music served as an effective learning tool and enhanced recall. This study promoted social change because students and teachers gained insight into how music can be used in science classrooms to aid in the learning of science content. Researchers could also utilize the findings for continued investigation of the interdisciplinary use of music in educational settings.

Grade six students' understanding of the nature of science

Science.gov (United States)

Cochrane, Donald Brian

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

Physics-Based Scientific Learning Module to Improve Students Motivation and Results

Directory of Open Access Journals (Sweden)

Soni Nugroho Yuliono

2018-02-01

Full Text Available Teaching materials that available in the school to learn physics especially scientific-based is limited and become one of the obstacles to achieving the learning objectives on electromagnetic waves maerial. The research aims is to gain scientific Physics-based learning modules for high school grade XII students who have met the eligibility criteria, determine the effectiveness of using scientific-based learning modules Physics to improve motivation and learning outcomes from students of grade XII High School. The development of this research on Physics module using 4D development procedure which consist of the steps of define, design, development, and dissemination. Definition phase consists of the teacher and student’s needs analysis process, material analysis, as well as the formulation of the learning module. The design phase of physics learning modules according to the stage of scientific learning are integrated into the module. The development phase consists of the development process of the modules from the design results, validating the feasibility, module revision, limited testing, and the use of scientifically-based learning modules Physics in grade XII IPA 1 Batik 2 Surakarta senior high school. The deployment phase is the deployment process module to another Senior High School in Surakarta. Data Analysis for the study is quantitative descriptive analysis based on the score criteria and analysis of increasing student motivation through N-gain. Conclusion obtained are ; 1 Physics-based scientific learning modules that developed meet the eligibility criteria on aspects of content and presentation, language, the chart, and aspects of learning. The module is declared worthy of the ideals validation results with the percentage of 85.16%, 83.66% by students and teachers in the response phase of the deployment of 85.93%, which is included in the category of "very good"; 2 Physics-based scietific learning modules with material scientific

The importance of teacher-student interpersonal relationships for Turkish students' attitudes towards science

Science.gov (United States)

Telli, Sibel; den Brok, Perry; Cakiroglu, Jale

2010-11-01

The purpose of this study was to examine associations between Turkish high school students' perceptions of their science teachers' interpersonal behaviour and their attitudes towards science. Students' perceptions of the teacher-student interpersonal relationship were mapped with the Questionnaire on Teacher Interaction (QTI), which uses two relational dimensions: influence and proximity. Data on Students' subject-related attitudes were collected with the Test of Science Related Attitudes (TOSRA). A total of 7484 students (Grades 9 to 11) from 278 science classes (55 public schools) in 13 major Turkish cities participated in the study. Multilevel analyses of variance indicated that influence was related with student enjoyment, while proximity was associated with attitudes towards inquiry and with enjoyment.

Ninth Grade Student Responses to Authentic Science Instruction

Science.gov (United States)

Ellison, Michael Steven

This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher's ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher's pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of the meaning-making processes of science and engineering, and has some value to students beyond demonstrating success in school (Wehlage et al., 1996). Instruments adapted for this study produced a rich description of the authenticity of the teacher's instruction and student performance. The pedagogical practices of the classroom teacher were measured as moderately authentic on average. However, the authenticity model revealed the teacher's strategy of interspersing relatively low authenticity instructional units focused on building science knowledge with much higher authenticity tasks requiring students to apply these concepts and skills. The authenticity of the construction of knowledge and science meaning-making processes components of authentic pedagogy were found to be greater, than the authenticity of affordances for students to find value in classroom activities beyond demonstrating success in school. Instruction frequently included one aspect of value beyond school, connections to the world outside the classroom, but students were infrequently afforded the opportunity to present their classwork to audiences beyond the teacher. When the science instruction in the case was measured to afford a greater level of authentic intellectual work, a higher level of authentic student performance on

Standard Chinese: A Modular Approach. Student Workbook. Module 3: Money; Module 4: Directions.

Science.gov (United States)

Defense Language Inst., Monterey, CA.

Texts in spoken Standard Chinese were developed to improve and update Chinese materials and to reflect current usage in Beijing and Taipei. The focus is on communicating in Chinese in practical situations. The overall course is organized into 10 situational modules, student workbooks, and resource modules. This workbook covers the money and…

Standard Chinese: A Modular Approach. Student Text. Module 3: Money; Module 4: Directions.

Science.gov (United States)

Defense Language Inst., Monterey, CA.

Texts in spoken Standard Chinese were developed to improve and update Chinese materials to reflect current usage in Beijing and Taipei. The focus is on communicating in practical situations, and the texts summarize and supplement tapes. The overall course is organized into 10 situational modules, student workbooks, and resource modules. This text…

Examining Teacher Framing, Student Reasoning, and Student Agency in School-Based Citizen Science

Science.gov (United States)

Harris, Emily Mae

This dissertation presents three interrelated studies examining opportunities for student learning through contributory citizen science (CS), where students collect and contribute data to help generate new scientific knowledge. I draw on sociocultural perspectives of learning to analyze three cases where teachers integrated CS into school science, one third grade, one fourth grade, and one high school Marine Biology classroom. Chapter 2 is a conceptual investigation of the opportunities for students to engage in scientific reasoning practices during CS data collection activities. Drawing on science education literature and vignettes from case studies, I argue that the teacher plays an important role in mediating opportunities for students to engage in investigative, explanatory, and argumentative practices of science through CS. Chapter 3 focuses on teacher framing of CS, how teachers perceive what is going on (Goffman, 1974) and how they communicate that to students as they launch CS tasks. Through analysis of videos and interviews of two upper elementary school teachers, I found that teachers frame CS for different purposes. These framings were influenced by teachers' goals, orientations towards science and CS, planning for instruction, and prior knowledge and experience. Chapter 4 examines how students demonstrate agency with environmental science as they explore their personal interests across their third grade classroom, school garden, and science lab contexts, through the lens of social practice theory (Holland, Lachicotte, Skinner, & Cain, 1998). Through analysis of classroom observations, student interviews, teacher interviews and important moments for three focal students, I found that student agency was enabled and constrained by the different cultures of the classroom, garden, and science lab. Despite affordances of the garden and science lab, the teachers' epistemic authority in the classroom permeated all three contexts, constraining student agency. In

How online learning modules can improve the representational fluency and conceptual understanding of university physics students

Science.gov (United States)

Hill, M.; Sharma, M. D.; Johnston, H.

2015-07-01

The use of online learning resources as core components of university science courses is increasing. Learning resources range from summaries, videos, and simulations, to question banks. Our study set out to develop, implement, and evaluate research-based online learning resources in the form of pre-lecture online learning modules (OLMs). The aim of this paper is to share our experiences with those using, or considering implementing, online learning resources. Our first task was to identify student learning issues in physics to base the learning resources on. One issue with substantial research is conceptual understanding, the other with comparatively less research is scientific representations (graphs, words, equations, and diagrams). We developed learning resources on both these issues and measured their impact. We created weekly OLMs which were delivered to first year physics students at The University of Sydney prior to their first lecture of the week. Students were randomly allocated to either a concepts stream or a representations stream of online modules. The programme was first implemented in 2013 to trial module content, gain experience and process logistical matters and repeated in 2014 with approximately 400 students. Two validated surveys, the Force and Motion Concept Evaluation (FMCE) and the Representational Fluency Survey (RFS) were used as pre-tests and post-tests to measure learning gains while surveys and interviews provided further insights. While both streams of OLMs produced similar positive learning gains on the FMCE, the representations-focussed OLMs produced higher gains on the RFS. Conclusions were triangulated with student responses which indicated that they have recognized the benefit of the OLMs for their learning of physics. Our study shows that carefully designed online resources used as pre-instruction can make a difference in students’ conceptual understanding and representational fluency in physics, as well as make them more aware

Performing the Future. On the Use of Drama in Philosophy Courses for Science Students

Science.gov (United States)

Toonders, Winnie; Verhoeff, Roald P.; Zwart, Hub

2016-10-01

Drama is a relatively unexplored tool in academic science education. This paper addresses in what way the use of drama may allow science students to deepen their understanding of recent developments in the emerging and controversial field of neuro-enhancement, by means of a case study approach. First, we emphasise the congruency between drama and science, notably the dramatic dimension of experimental research. Subsequently, we draw on educational literature to elaborate the potential of using drama as a teaching modality, specifically focusing on the ethical and moral dimensions of future techno-scientific innovations. Our case study consisted of a drama experiment as a module in a philosophy course on human enhancement. Twenty-two students from various science disciplines performed multiple roles, as authors, actors, audience and reviewers. Qualitative data were collected on the educational process and student performance during the course, i.e. observations and video recordings of class discussions, group work and plays, interviews and questionnaires. Our drama experiment proved to be effective in enabling students to explore and relate to a future life world affected by enhancement technologies. It allowed them to deepen their awareness of social and ethical implications of neuro-technologies and of the different viewpoints people may have on this issue in academic, professional or everyday settings. Moreover, drama allowed them to develop a reflexive position of their own in the neuro-enhancement debate by enacting a moral dilemma in front of an audience. Our results confirm the potential of drama as a tool for exploring techno-scientific futures in science education.

Using History of Science to Teach Nature of Science to Elementary Students

Science.gov (United States)

Fouad, Khadija E.; Masters, Heidi; Akerson, Valarie L.

2015-01-01

Science lessons using inquiry only or history of science with inquiry were used for explicit reflective nature of science (NOS) instruction for second-, third-, and fourth-grade students randomly assigned to receive one of the treatments. Students in both groups improved in their understanding of creative NOS, tentative NOS, empirical NOS, and…

Enhancing Teacher and Student Engagement and Understanding of Marine Science Through Classroom Citizen Science Projects

Science.gov (United States)

Goodale, T. A.

2016-02-01

Overview This paper presentation shares findings from a granted funded project that sought to expand teacher content knowledge and pedagogy within the fields of marine science and coastal resource management through the implementation of classroom citizen science projects. A secondary goal was to increase middle and high school student interest and participation in marine science and natural resources research. Background A local science & engineering fair has seen a rapid decline in secondary student participants in the past four years. Research has demonstrated that when students are a part of a system of knowledge production (citizen science) they become much more aware, involved and conscious of scientific concepts compared to traditional school laboratory and nature of science activities. This project's primary objectives were to: (a) enhance teacher content expertise in marine science, (b) enrich teacher professional learning, (c) support citizen science classroom projects and inspire student activism and marine science engagement. Methods Project goals were addressed through classroom and meaningful outdoor educational experiences that put content knowledge into field based practices. Teachers learned to apply thier expanded content knowlege through classroom citizen science projects that focus on marine resource conservation issues such as fisheries management, water quality, turtle nesting and biodiversity of coastal ecosystems. These projects would eventually become potential topics of citizen science research topics for their students to pursue. Upon completion of their professional development, participants were urged to establish student Marine Science clubs with the goal of mentoring student submissions into the local science fair. Supplemental awards were possible for the students of project participants. Findings Based on project measures participants significantly increased their knowledge and awareness of presented material marine science and

Attitudes and achievement of Bruneian science students

Science.gov (United States)

Dhindsa, Harkirat S.; Chung, Gilbert

2003-08-01

The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended.

Teachers' tendencies to promote student-led science projects: Associations with their views about science

Science.gov (United States)

Bencze, J. Lawrence; Bowen, G. Michael; Alsop, Steve

2006-05-01

School science students can benefit greatly from participation in student-directed, open-ended scientific inquiry projects. For various possible reasons, however, students tend not to be engaged in such inquiries. Among factors that may limit their opportunities to engage in open-ended inquiries of their design are teachers' conceptions about science. To explore possible relationships between teachers' conceptions about science and the types of inquiry activities in which they engage students, instrumental case studies of five secondary science teachers were developed, using field notes, repertory grids, samples of lesson plans and student activities, and semistructured interviews. Based on constructivist grounded theory analysis, participating teachers' tendencies to promote student-directed, open-ended scientific inquiry projects seemed to correspond with positions about the nature of science to which they indicated adherence. A tendency to encourage and enable students to carry out student-directed, open-ended scientific inquiry projects appeared to be associated with adherence to social constructivist views about science. Teachers who opposed social constructivist views tended to prefer tight control of student knowledge building procedures and conclusions. We suggest that these results can be explained with reference to human psychological factors, including those associated with teachers' self-esteem and their relationships with knowledge-building processes in the discipline of their teaching.

Outcomes from the GLEON fellowship program. Training graduate students in data driven network science.

Science.gov (United States)

Dugan, H.; Hanson, P. C.; Weathers, K. C.

2016-12-01

In the water sciences there is a massive need for graduate students who possess the analytical and technical skills to deal with large datasets and function in the new paradigm of open, collaborative -science. The Global Lake Ecological Observatory Network (GLEON) graduate fellowship program (GFP) was developed as an interdisciplinary training program to supplement the intensive disciplinary training of traditional graduate education. The primary goal of the GFP was to train a diverse cohort of graduate students in network science, open-web technologies, collaboration, and data analytics, and importantly to provide the opportunity to use these skills to conduct collaborative research resulting in publishable scientific products. The GFP is run as a series of three week-long workshops over two years that brings together a cohort of twelve students. In addition, fellows are expected to attend and contribute to at least one international GLEON all-hands' meeting. Here, we provide examples of training modules in the GFP (model building, data QA/QC, information management, bayesian modeling, open coding/version control, national data programs), as well as scientific outputs (manuscripts, software products, and new global datasets) produced by the fellows, as well as the process by which this team science was catalyzed. Data driven education that lets students apply learned skills to real research projects reinforces concepts, provides motivation, and can benefit their publication record. This program design is extendable to other institutions and networks.

Thinking about television science: How students understand the nature of science from different program genres

Science.gov (United States)

Dhingra, Koshi

2003-02-01

Student views on the nature of science are shaped by a variety of out-of-school forces and television-mediated science is a significant force. To attempt to achieve a science for all, we need to recognize and understand the diverse messages about science that students access and think about on a regular basis. In this work I examine how high school students think about science that is mediated by four different program genres on television: documentary, magazine-format programming, network news, and dramatic or fictional programming. The following categories of findings are discussed: the ethics and validity of science, final form science, science as portrayed by its practitioners, and school science and television science. Student perceptions of the nature of science depicted on the program sample used in this study ranged from seeing science as comprising tentative knowledge claims to seeing science as a fixed body of facts.

A Self-Instructional Course in Student Financial Aid Administration. Module 6: General Student Eligibility. Second Edition.

Science.gov (United States)

Washington Consulting Group, Inc., Washington, DC.

Module 6 of a 17-module self-instructional course on student financial aid administration (for novice aid administrators and other personnel) presents a systematic introduction to the management of federal financial aid programs authorized by Title IV of the Higher Education Act with an emphasis on general student eligibility. Identifying the…

Science Literacy and Prior Knowledge of Astronomy MOOC Students

Science.gov (United States)

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

2018-01-01

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

University of New Hampshire's Project SMART 2017: Marine and Environmental Science for High School Students

Science.gov (United States)

Goelzer, J.; Varner, R. K.; Levergood, R.; Sullivan, F.; Palace, M. W.; Haney, J. F.; Rock, B. N.; Smith, C. W.

2017-12-01

The month long residential Marine and Environmental Science research program for high school students at the University of New Hampshire connects students with university researchers. This educational program provides upper level high school students who are considering majors in the earth and environmental sciences with the opportunity to perform field work and conduct authentic research. This year's program introduced students to four modules exploring topics ranging from forest ecology to island ecosystems. The unifying theme between modules was the use of spectroscopy and remote sensing as a method of assessing the characteristics of ecosystems. Students constructed their own photometers utilizing eight specific Light Emitting Diodes (LEDs) spanning a wavelength range from 400 to 1200 nm. An Ultra Violet (UV) LED, four visible LEDs, and three different infrared LEDs were selected to detect light reflected by plant pigments and tissues. Students collected data using their photometers and compared results to an actual Analytical Spectral Device (ASD) reflectance data, mounted eight photometers on an unmanned aerial system (UAS) to collect forest canopy data and collected data from island rock pools. The students compared their photometer readings to data collected using a fluorometer to identify the presence of phycocyanin produced by cyanobacteria and chlorophyll produced by algae in the rock pools. Students found that the photometer data were comparable to the ASD data for several wavelengths, but recommended several changes. It was determined that to be useful for forest health assessment, two of the three infrared LEDs had the incorrect gain settings, and that for rock pool studies, the infrared LEDs were not necessary. Based on the student findings, we will refine the photometers for next year's program. The photometers constructed this summer will be utilized in high schools classes during the 2017-2018 school year. This low cost project will bring what is

Secondary School Students' Predictors of Science Attitudes

Science.gov (United States)

Tosun, Cemal; Genç, Murat

2016-01-01

The purpose of this study is to identify the factors that affect the secondary school students' attitudes in science. This study was conducted using survey method. The sample of the study was 503 students from four different secondary schools in Bartin and Düzce. Data were obtained using the Survey of Factors Affecting Students' Science Attitudes…

Understanding science teaching effectiveness: examining how science-specific and generic instructional practices relate to student achievement in secondary science classrooms

Science.gov (United States)

Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie

2017-12-01

In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students' science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers' value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers' instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.

Reaching Nonscience Students through Science Fiction

Science.gov (United States)

Smith, Donald A.

2009-01-01

In 2006 I had the chance to design a physics course for students not majoring in scientific fields. I chose to shape the course around science fiction, not as a source for quantitative problems but as a means for conveying important physics concepts. I hoped that, by encountering these concepts in narratives, students with little or no science or…

Physics, Dyslexia and Learning: A Collaboration for Disabled Students

Science.gov (United States)

Moskal, Barbara M.; Wright, Lyndsey; Taylor, P. C.

2014-03-01

Researchers have found that children with dyslexia reason differently with respect to language from those who do not have dyslexia. Dyslexic students' brains work differently than do students without dyslexia. Some researchers speculate that these differences provide dyslexic students with an advantage in science. The presentation will describe an outreach activity which developed and delivered instructional modules in physics to students in grades kindergarten through sixth. These modules were tested on thirty students who attended a summer camp designed for students who have been diagnosed with dyslexia. Eighty percent of students who have learning disabilities have dyslexia. Many of the students who attended this camp have experienced repeated failure in the traditional school system, which emphasizes literacy with little attention to science. A number of science and engineering professors collaborated with this camp to build instructional modules that were delivered one hour per day, during two weeks of this five week summer camp (ten hours of hands-on physics instruction). Both quantitative and qualitative data were collected with respect to the impact that this camp had on students' understanding and interests in science. The results of these efforts will be presented.

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

Science.gov (United States)

Crotty, Ann

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

Performance and palliative care: a drama module for medical students.

Science.gov (United States)

Jeffrey, Ewan James; Goddard, Jen; Jeffrey, David

2012-12-01

This paper describes an innovative 2 weeks module for medical students facilitated by drama educators and a palliative medicine doctor. The module incorporates drama, end-of-life care, teamwork and reflective practice. The module contents, practical aspects of drama teaching and learning outcomes are discussed. Various themes emerged from a study of Harold Pinter's play, The Caretaker, which were relevant to clinical practice: silence, power, communication, uncertainty and unanswered questions. Drama teaching may be one way of enhancing students' confidence, increasing self- awareness, developing ethical thinking and fostering teamworking.

An Integrative Cultural Model to better situate marginalized science students in postsecondary science education

Science.gov (United States)

Labouta, Hagar Ibrahim; Adams, Jennifer Dawn; Cramb, David Thomas

2018-03-01

In this paper we reflect on the article "I am smart enough to study postsecondary science: a critical discourse analysis of latecomers' identity construction in an online forum", by Phoebe Jackson and Gale Seiler (Cult Stud Sci Educ. https://doi.org/10.1007/s11422-017-9818-0). In their article, the authors did a significant amount of qualitative analysis of a discussion on an online forum by four latecomer students with past negative experiences in science education. The students used this online forum as an out-of-class resource to develop a cultural model based on their ability to ask questions together with solidarity as a new optimistic way to position themselves in science. In this forum, we continue by discussing the identity of marginalized science students in relation to resources available in postsecondary science classes. Recent findings on a successful case of a persistent marginalized science student in spite of prior struggles and failures are introduced. Building on their model and our results, we proposed a new cultural model, emphasizing interaction between inside and outside classroom resources which can further our understanding of the identity of marginalized science students. Exploring this cultural model could better explain drop-outs or engagement of marginalized science students to their study. We, then, used this model to reflect on both current traditional and effective teaching and learning practices truncating or re-enforcing relationships of marginalized students with the learning environment. In this way, we aim to further the discussion initiated by Jackson and Seiler and offer possible frameworks for future research on the interactions between marginalized students with past low achievements and other high and mid achieving students, as well as other interactions between resources inside and outside science postsecondary classrooms.

Standard Chinese: A Modular Approach. Student Workbook. Module 1: Orientation; Module 2: Biographic Information.

Science.gov (United States)

Defense Language Inst., Monterey, CA.

Texts in spoken Standard Chinese were developed to improve and update Chinese materials to reflect current usage in Beijing and Taipei. The focus is on communicating in Chinese in practical situations. The overall course is organized into 10 modules, student workbooks, and resource modules. This workbook covers the orientation and biographic…

Learning style preferences of Australian health science students.

Science.gov (United States)

Zoghi, Maryam; Brown, Ted; Williams, Brett; Roller, Louis; Jaberzadeh, Shapour; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann

2010-01-01

It has been identified that health science student groups may have distinctive learning needs. By university educators' and professional fieldwork supervisors' being aware of the unique learning style preferences of health science students, they have the capacity to adjust their teaching approaches to best fit with their students' learning preferences. The purpose of this study was to investigate the learning style preferences of a group of Australian health science students enrolled in 10 different disciplines. The Kolb Learning Style Inventory was distributed to 2,885 students enrolled in dietetics and nutrition, midwifery, nursing, occupational therapy, paramedics, pharmacy, physiotherapy, radiation therapy, radiography, and social work at one Australian university. A total of 752 usable survey forms were returned (response rate 26%). The results indicated the converger learning style to be most frequently preferred by health science students and that the diverger and accommodator learning styles were the least preferred. It is recommended that educators take learning style preferences of health science students into consideration when planning, implementing, and evaluating teaching activities, such as including more problem-solving activities that fit within the converger learning style.

Practical science communication strategies for graduate students.

Science.gov (United States)

Kuehne, Lauren M; Twardochleb, Laura A; Fritschie, Keith J; Mims, Meryl C; Lawrence, David J; Gibson, Polly P; Stewart-Koster, Ben; Olden, Julian D

2014-10-01

Development of skills in science communication is a well-acknowledged gap in graduate training, but the constraints that accompany research (limited time, resources, and knowledge of opportunities) make it challenging to acquire these proficiencies. Furthermore, advisors and institutions may find it difficult to support graduate students adequately in these efforts. The result is fewer career and societal benefits because students have not learned to communicate research effectively beyond their scientific peers. To help overcome these hurdles, we developed a practical approach to incorporating broad science communication into any graduate-school time line. The approach consists of a portfolio approach that organizes outreach activities along a time line of planned graduate studies. To help design the portfolio, we mapped available science communication tools according to 5 core skills essential to most scientific careers: writing, public speaking, leadership, project management, and teaching. This helps graduate students consider the diversity of communication tools based on their desired skills, time constraints, barriers to entry, target audiences, and personal and societal communication goals. By designing a portfolio with an advisor's input, guidance, and approval, graduate students can gauge how much outreach is appropriate given their other commitments to teaching, research, and classes. The student benefits from the advisors' experience and mentorship, promotes the group's research, and establishes a track record of engagement. When graduate student participation in science communication is discussed, it is often recommended that institutions offer or require more training in communication, project management, and leadership. We suggest that graduate students can also adopt a do-it-yourself approach that includes determining students' own outreach objectives and time constraints and communicating these with their advisor. By doing so we hope students will

The science experience: The relationship between an inquiry-based science program and student outcomes

Science.gov (United States)

Poderoso, Charie

Science education reforms in U.S. schools emphasize the importance of students' construction of knowledge through inquiry. Organizations such as the National Science Foundation (NSF), the National Research Council (NRC), and the American Association for the Advancement of Science (AAAS) have demonstrated a commitment to searching for solutions and renewed efforts to improve science education. One suggestion for science education reform in U.S. schools was a transition from traditional didactic, textbook-based to inquiry-based instructional programs. While inquiry has shown evidence for improved student learning in science, what is needed is empirical evidence of those inquiry-based practices that affect student outcomes in a local context. This study explores the relationship between instructional programs and curricular changes affecting student outcomes in the Santa Ana Unified District (SAUSD): It provides evidence related to achievement and attitudes. SAUSD employs two approaches to teaching in the middle school science classrooms: traditional and inquiry-based approaches. The Leadership and Assistance for Science Education Reform (LASER) program is an inquiry-based science program that utilizes resources for implementation of the University of California Berkeley's Lawrence Hall of Science Education for Public Understanding Program (SEPUP) to support inquiry-based teaching and learning. Findings in this study provide empirical support related to outcomes of seventh-grade students, N = 328, in the LASER and traditional science programs in SAUSD.

The effect of classroom instruction, attitudes towards science and motivation on students' views of uncertainty in science

Science.gov (United States)

Schroeder, Meadow

This study examined developmental and gender differences in Grade 5 and 9 students' views of uncertainty in science and the effect of classroom instruction on attitudes towards science, and motivation. Study 1 examined views of uncertainty in science when students were taught science using constructivist pedagogy. A total of 33 Grade 5 (n = 17, 12 boys, 5 girls) and Grade 9 (n = 16, 8 boys, 8 girls) students were interviewed about the ideas they had about uncertainty in their own experiments (i.e., practical science) and in professional science activities (i.e., formal science). Analysis found an interaction between grade and gender in the number of categories of uncertainty identified for both practical and formal science. Additionally, in formal science, there was a developmental shift from dualism (i.e., science is a collection of basic facts that are the result of straightforward procedures) to multiplism (i.e., there is more than one answer or perspective on scientific knowledge) from Grade 5 to Grade 9. Finally, there was a positive correlation between the understanding uncertainty in practical and formal science. Study 2 compared the attitudes and motivation towards science and motivation of students in constructivist and traditional classrooms. Scores on the measures were also compared to students' views of uncertainty for constructivist-taught students. A total of 28 students in Grade 5 (n = 13, 11 boys, 2 girls) and Grade 9 (n = 15, 6 boys, 9 girls), from traditional science classrooms and the 33 constructivist students from Study 1 participated. Regardless of classroom instruction, fifth graders reported more positive attitudes towards science than ninth graders. Students from the constructivist classrooms reported more intrinsic motivation than students from the traditional classrooms. Constructivist students' views of uncertainty in formal and practical science did not correlate with their attitudes towards science and motivation.

Student leadership in small group science inquiry

Science.gov (United States)

Oliveira, Alandeom W.; Boz, Umit; Broadwell, George A.; Sadler, Troy D.

2014-09-01

Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity. Purpose: This study addresses this issue of oversimplification of group dynamics by examining the social leadership structures that emerge in small student groups during science inquiry. Sample: Two small student groups investigating the burning of a candle under a jar participated in this study. Design and method: We used a mixed-method research approach that combined computational discourse analysis (computational quantification of social aspects of small group discussions) with microethnography (qualitative, in-depth examination of group discussions). Results: While in one group social leadership was decentralized (i.e., students shared control over topics and tasks), the second group was dominated by a male student (centralized social leadership). Further, decentralized social leadership was found to be paralleled by higher levels of student cognitive engagement. Conclusions: It is argued that computational discourse analysis can provide science educators with a powerful means of developing pedagogical models of collaborative science learning that take into account the emergent nature of group structures and highly fluid nature of student collaboration.

Standard Chinese: A Modular Approach. Student Text. Module 1: Orientation; Module 2: Biographic Information.

Science.gov (United States)

Defense Language Inst., Monterey, CA.

Texts in spoken Standard Chinese were developed to improve and update Chinese materials to reflect current usage in Beijing and Taipei. The focus is on communicating in Chinese in practical situations, and the texts summarize and supplement tapes. The overall course is organized into 10 situational modules, student workbooks, and resource modules.…

Structure of Black Male Students Academic Achievement in Science

Science.gov (United States)

Rascoe, Barbara

Educational policies and practices have been largely unsuccessful in closing the achievement gap between Black and White students "Schwartz, 2001". This achievement gap is especially problematic for Black students in science "Maton, Hrabrowski, - Schmitt, 2000. Given the fact that the Black-White achievement gap is still an enigma, the purpose of this article is to address the Black female-Black male academic achievement gap in science majors. Addressing barriers that Black male students may experience as college science and engineering majors, this article presents marketing strategies relative to politics, emotional intelligence, and issues with respect to how science teaching, and Black male students' responses to it, are different. Many Black male students may need to experience a paradigm shift, which structures and enhances their science achievement. Paradigm shifts are necessary because exceptional academic ability and motivation are not enough to get Black males from their first year in a science, technology, education, and mathematics "STEM" major to a bachelor's degree in science and engineering. The conclusions focus on the balance of truth-slippery slopes concerning the confluence of science teachers' further ado and Black male students' theories, methods, and values that position their academic achievement in science and engineering majors.

Science Education and ESL Students

Science.gov (United States)

Allen, Heather; Park, Soonhye

2011-01-01

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

Science Students and the Social Sciences: Strange Bedfellows?

Science.gov (United States)

Yeong, Foong May

2014-01-01

With various internet resources available to students, the main aim of a good university education today should not merely be to provide students with content knowledge, but rather to equip them with essential skills necessary to develop into lifelong learners. Among science educators, repeated calls have been made to promote a more holistic…

Elementary student teachers' science content representations

Science.gov (United States)

Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

2002-08-01

This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject-specific considerations for teaching and learning.

Project BioEYES: Accessible Student-Driven Science for K-12 Students and Teachers.

Science.gov (United States)

Shuda, Jamie R; Butler, Valerie G; Vary, Robert; Farber, Steven A

2016-11-01

BioEYES, a nonprofit outreach program using zebrafish to excite and educate K-12 students about science and how to think and act like scientists, has been integrated into hundreds of under-resourced schools since 2002. During the week-long experiments, students raise zebrafish embryos to learn principles of development and genetics. We have analyzed 19,463 participating students' pre- and post-tests within the program to examine their learning growth and attitude changes towards science. We found that at all grade levels, BioEYES effectively increased students' content knowledge and produced favorable shifts in students' attitudes about science. These outcomes were especially pronounced in younger students. Having served over 100,000 students, we find that our method for providing student-centered experiences and developing long-term partnerships with teachers is essential for the growth and sustainability of outreach and school collaborations.

An Investigation of Students' Personality Traits and Attitudes toward Science

Science.gov (United States)

Hong, Zuway-R.; Lin, Huann-shyang

2011-05-01

The purposes of this study were to validate an instrument of attitudes toward science and to investigate grade level, type of school, and gender differences in Taiwan's students' personality traits and attitudes toward science as well as predictors of attitudes toward science. Nine hundred and twenty-two elementary students and 1,954 secondary students completed the School Student Questionnaire in 2008. Factor analyses, correlation analyses, ANOVAs, and regressions were used to compare the similarities and differences among male and female students in different grade levels. The findings were as follows: female students had higher interest in science and made more contributions in teams than their male counterparts across all grade levels. As students advanced through school, student scores on the personality trait scales of Conscientiousness and Openness sharply declined; students' scores on Neuroticism dramatically increased. Elementary school and academic high school students had significantly higher total scores on interest in science than those of vocational high and junior high school students. Scores on the scales measuring the traits of Agreeableness, Extraversion, and Conscientiousness were the most significant predictors of students' attitudes toward science. Implications of these findings for classroom instruction are discussed.

Infusion of Climate Change and Geospatial Science Concepts into Environmental and Biological Science Curriculum

Science.gov (United States)

Balaji Bhaskar, M. S.; Rosenzweig, J.; Shishodia, S.

2017-12-01

The objective of our activity is to improve the students understanding and interpretation of geospatial science and climate change concepts and its applications in the field of Environmental and Biological Sciences in the College of Science Engineering and Technology (COEST) at Texas Southern University (TSU) in Houston, TX. The courses of GIS for Environment, Ecology and Microbiology were selected for the curriculum infusion. A total of ten GIS hands-on lab modules, along with two NCAR (National Center for Atmospheric Research) lab modules on climate change were implemented in the "GIS for Environment" course. GIS and Google Earth Labs along with climate change lectures were infused into Microbiology and Ecology courses. Critical thinking and empirical skills of the students were assessed in all the courses. The student learning outcomes of these courses includes the ability of students to interpret the geospatial maps and the student demonstration of knowledge of the basic principles and concepts of GIS (Geographic Information Systems) and climate change. At the end of the courses, students developed a comprehensive understanding of the geospatial data, its applications in understanding climate change and its interpretation at the local and regional scales during multiple years.

Student-generated illustrations and written narratives of biological science concepts: The effect on community college life science students' achievement in and attitudes toward science

Science.gov (United States)

Harvey, Robert Christopher

The purpose of this study was to determine the effects of two conceptually based instructional strategies on science achievement and attitudes of community college biological science students. The sample consisted of 277 students enrolled in General Biology 1, Microbiology, and Human Anatomy and Physiology 1. Control students were comprised of intact classes from the 2005 Spring semester; treatment students from the 2005 Fall semester were randomly assigned to one of two groups within each course: written narrative (WN) and illustration (IL). WN students prepared in-class written narratives related to cell theory and metabolism, which were taught in all three courses. IL students prepared in-class illustrations of the same concepts. Control students received traditional lecture/lab during the entire class period and neither wrote in-class descriptions nor prepared in-class illustrations of the targeted concepts. All groups were equivalent on age, gender, ethnicity, GPA, and number of college credits earned and were blinded to the study. All interventions occurred in class and no group received more attention or time to complete assignments. A multivariate analysis of covariance (MANCOVA) via multiple regression was the primary statistical strategy used to test the study's hypotheses. The model was valid and statistically significant. Independent follow-up univariate analyses relative to each dependent measure found that no research factor had a significant effect on attitude, but that course-teacher, group membership, and student academic characteristics had a significant effect (p < .05) on achievement: (1) Biology students scored significantly lower in achievement than A&P students; (2) Microbiology students scored significantly higher in achievement than Biology students; (3) Written Narrative students scored significantly higher in achievement than Control students; and (4) GPA had a significant effect on achievement. In addition, given p < .08: (1

Research Experiences for Science Teachers: The Impact On Their Students

Science.gov (United States)

Dubner, J.

2005-12-01

Deficiencies in science preparedness of United States high school students were recognized more than two decades ago, as were some of their underlying causes. Among the primary causes are the remoteness of the language, tools, and concepts of science from the daily experiences of teachers and students, and the long-standing national shortage of appropriately prepared science teachers. Secondary school science teachers are challenged each school year by constantly changing content, new technologies, and increasing demands for standards-based instruction. A major deficiency in the education of science teachers was their lack of experience with the practice of science, and with practicing scientists. Providing teachers with opportunities to gain hands-on experience with the tools and materials of science under the guidance and mentorship of leading scientists in an environment attuned to professional development, would have many beneficial effects. They would improve teachers' understanding of science and their ability to develop and lead inquiry- and standards-based science classes and laboratories. They would enable them to communicate the vitality and dynamism of science to their students and to other teachers. They would enhance their ability to motivate and guide students. From its inception, Columbia University's Summer Research Program for Science Teacher's goal has been to enhance interest and improve performance in science of students in New York City area schools. The program seeks to achieve this goal by increasing the professional competence of teachers. Our ongoing program evaluation shows that following completion of the program, the teachers implement more inquiry-based classroom and laboratory exercises, increase utilization of Internet resources, motivate students to participate in after school science clubs and Intel-type science projects; and create opportunities for students to investigate an area of science in greater depth and for longer periods

High school students presenting science: An interactional sociolinguistic analysis

Science.gov (United States)

Bleicher, Robert

Presenting science is an authentic activity of practicing scientists. Thus, effective communication of science is an important skill to nurture in high school students who are learning science. This study examines strategies employed by high school students as they make science presentations; it assesses students' conceptual understandings of particular science topics through their presentations and investigates gender differences. Data are derived from science presentation given by eight high school students, three females and five males who attended a summer science program. Data sources included videotaped presentations, ethnographic fieldnotes, interviews with presenters and members of the audience, and presenter notes and overheads. Presentations were transcribed and submitted to discourse analysis from an interactional sociolinguistic perspective. This article focuses on the methodology employed and how it helps inform the above research questions. The author argues that use of this methodology leads to findings that inform important social-communicative issues in the learning of science. Practical advice for teaching students to present science, implications for use of presentations to assess conceptual learning, and indications of some possible gender differences are discussed.Received: 14 April 1993; Revised: 15 February 1994;

Next Generation Science Standards: All Standards, All Students

Science.gov (United States)

Lee, Okhee; Miller, Emily C.; Januszyk, Rita

2014-01-01

The Next Generation Science Standards (NGSS) offer a vision of science teaching and learning that presents both learning opportunities and demands for all students, particularly student groups that have traditionally been underserved in science classrooms. The NGSS have addressed issues of diversity and equity from their inception, and the NGSS…

An analysis of high-performing science students' preparation for collegiate science courses

Science.gov (United States)

Walter, Karen

This mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students from an honors college campus and surveyed the students and their professors. The students reported that they felt better prepared for academic success at the collegiate level by taking these courses in high school (pstudent GPA with honors science courses (n=55 and Pearson's r=-0.336), while AP courses (n=47 and Pearson's r=0.0016) and IB courses (n=17 and Pearson's r=-0.2716) demonstrated no correlation between perception of preparation and GPA. Students reported various themes that helped or hindered their perception of academic success once at the collegiate level. Those themes that reportedly helped students were preparedness, different types of learning, and teacher qualities. Students reported in a post-hoc experience that more lab time, rigorous coursework, better teachers, and better study techniques helped prepare them for academic success at the collegiate level. Students further reported on qualities of teachers and teaching that helped foster their academic abilities at the collegiate level, including teacher knowledge, caring, teaching style, and expectations. Some reasons for taking high-level science courses in high school include boosting GPA, college credit, challenge, and getting into better colleges.

Individual Difference Predictors of Creativity in Art and Science Students

Science.gov (United States)

Furnham, Adrian; Batey, Mark; Booth, Tom W.; Patel, Vikita; Lozinskaya, Dariya

2011-01-01

Two studies are reported that used multiple measures of creativity to investigate creativity differences and correlates in arts and science students. The first study examined Divergent Thinking fluency, Self-Rated Creativity and Creative Achievement in matched groups of Art and Science students. Arts students scored higher than Science students on…

Qualities of effective secondary science teachers: Perspectives of university biology students

Science.gov (United States)

McCall, Madelon J.

This research was an attempt to hear the student voice concerning secondary science teacher effectiveness and to share that voice with those who impact the educational process. It was a snapshot of university freshmen biology students' opinions of the qualities of effective secondary science teachers based on their high school science experiences. The purpose of this study was to compile a list of effective secondary science teacher qualities as determined through a purposeful sampling of university second semester biology students and determine the role of the secondary science teacher in promoting interest and achievement in science, as well as the teacher's influence on a students' choice of a science career. The research was a mixed methods design using both quantitative and qualitative data obtained through the use of a 24 question electronic survey. There were 125 participants who provided information concerning their high school science teachers. Respondents provided information concerning the qualities of effective secondary science teachers and influences on the students' present career choice. The quantitative data was used to construct a hierarchy of qualities of effective secondary science teachers, divided into personal, professional, and classroom management qualities. The qualitative data was used to examine individual student responses to questions concerning secondary science teacher effectiveness and student career choice. The results of the research indicated that students highly value teachers who are both passionate about the subject taught and passionate about their students. High school science students prefer teachers who teach science in a way that is both interesting and relevant to the student. It was determined that the greatest influence on a secondary student's career choice came from family members and not from teachers. The secondary teacher's role was to recognize the student's interest in the career and provide encouragement

Predictors of student success in entry-level science courses

Science.gov (United States)

Singh, Mamta K.

Although the educational evaluation process is useful and valuable and is supported by the Higher Education Act, a strong research base for program evaluation of college entry-level science courses is still lacking. Studies in science disciplines such as, biology, chemistry, and physics have addressed various affective and demographic factors and their relationships to student achievement. However, the literature contains little information that specifically addresses student biology content knowledge skills (basics and higher order thinking skills) and identifies factors that affect students' success in entry-level college science courses. These gate-keeping courses require detailed evaluation if the goal of an institution is to increase students' performance and success in these courses. These factors are, in fact, a stepping stone for increasing the number of graduates in Science, Technology, Engineering, and Mathematics (STEM) majors. The present study measured students' biology content knowledge and investigated students' performance and success in college biology, chemistry, and physics entry-level courses. Seven variables---gender, ethnicity, high school Grade Point Average (GPA), high school science, college major, school financial aid support, and work hours were used as independent variables and course final performance as a dichotomous dependent variable. The sample comprised voluntary student participants in entry-level science courses. The study attempted to explore eight research questions. Content knowledge assessments, demographic information analysis, multiple regression analysis, and binary logistic regression analysis were used to address research questions. The results suggested that high school GPA was a consistently good predictor of students' performance and success in entry-level science courses. Additionally, high school chemistry was a significant predictor variable for student success in entry-level biology and chemistry courses

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

Science.gov (United States)

Logan, Marianne R.; Skamp, Keith R.

2013-01-01

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

Analogy-Integrated e-Learning Module: Facilitating Students' Conceptual Understanding

Science.gov (United States)

Florida, Jennifer

2012-01-01

The study deals with the development of an analogy-integrated e-learning module on Cellular Respiration, which is intended to facilitate conceptual understanding of students with different brain hemisphere dominance and learning styles. The module includes eight analogies originally conceptualized following the specific steps used to prepare…

A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy.

Science.gov (United States)

Stockwell, Stephanie B

2016-03-01

Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science-course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student engagement in such contexts while supporting three learning outcomes: I) present an argument based on evidence, II) analyze science and scientists within a social context, and III) experience, reflect upon, and communicate the nature of scientific discovery. Phase I entails guided reading and reflection of citizen science-themed texts. In Phase II, students write, peer-review, and edit position and counterpoint papers inspired by the following prompt, "Nonscientists should do scientific research." Phase III involves two creative assignments intended to communicate the true nature of science. Students work collaboratively to develop public service announcement-like poster campaigns to debunk a common misconception about the nature of science or scientists. Individually, they create a work of art to communicate a specific message about the raw experience of performing scientific research. Suggestions for implementation and modifications are provided. Strengths of the module include the development of transferable skills, temporal distribution of grading demands, minimal in-class time needed for implementation, and the inclusion of artistic projects to support affective learning domains. This citizen science-themed learning module is an excellent complement to laboratory coursework, as it serves to surprise, challenge, and inspire students while promoting disciplinary values.

Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

Science.gov (United States)

Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

2005-01-01

Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science

Integration of basic sciences and clinical sciences in oral radiology education for dental students.

Science.gov (United States)

Baghdady, Mariam T; Carnahan, Heather; Lam, Ernest W N; Woods, Nicole N

2013-06-01

Educational research suggests that cognitive processing in diagnostic radiology requires a solid foundation in the basic sciences and knowledge of the radiological changes associated with disease. Although it is generally assumed that dental students must acquire both sets of knowledge, little is known about the most effective way to teach them. Currently, the basic and clinical sciences are taught separately. This study was conducted to compare the diagnostic accuracy of students when taught basic sciences segregated or integrated with clinical features. Predoctoral dental students (n=51) were taught four confusable intrabony abnormalities using basic science descriptions integrated with the radiographic features or taught segregated from the radiographic features. The students were tested with diagnostic images, and memory tests were performed immediately after learning and one week later. On immediate and delayed testing, participants in the integrated basic science group outperformed those from the segregated group. A main effect of learning condition was found to be significant (pbasic sciences integrated with clinical features produces higher diagnostic accuracy in novices than teaching basic sciences segregated from clinical features.

Madness and the movies: an undergraduate module for medical students.

Science.gov (United States)

Datta, Vivek

2009-06-01

Films featuring psychiatrists, psychiatry and the mentally ill abound, for better or for worse. The use of cinema in postgraduate psychiatry training has been gaining increasing acceptability, but its potential for use in undergraduate psychiatry has received little attention in the literature. This paper reports on the rationale behind, and medical students' responses to a special study module for third year medical students at King's College London, which utilized movies to highlight the significance of the social, cultural and historical context in shaping representations of mental illness, psychiatry, and psychiatrists. Medical students were very receptive to the use of film as an educational tool and able to understand both the benefits and limitations. They found the module enjoyable, and subjectively rated their knowledge of psychiatric topics and the history of psychiatry as significantly improved. The results presented are course feedback from medical students (n = 8) who completed the module. Although our findings provide provisional support for the use of film as an educational tool in undergraduate psychiatry, more systematic research is needed to delineate the potential role of cinema in undergraduate psychiatric education.

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

Science.gov (United States)

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

2018-06-01

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

Engaging Students In The Science Of Climate Change

Science.gov (United States)

Rhew, R. C.; Halversen, C.; Weiss, E.; Pedemonte, S.; Weirman, T.

2013-12-01

Climate change is arguably the defining environmental issue of our generation. It is thus increasingly necessary for every member of the global community to understand the basic underlying science of Earth's climate system and how it is changing in order to make informed, evidence-based decisions about how we will respond individually and as a society. Through exploration of the inextricable interconnection between Earth's ocean, atmosphere and climate, we believe students will be better prepared to tackle the complex issues surrounding the causes and effects of climate change and evaluate possible solutions. If students are also given opportunities to gather evidence from real data and use scientific argumentation to make evidence-based explanations about climate change, not only will they gain an increased understanding of the science concepts and science practices, the students will better comprehend the nature of climate change science. Engaging in argument from evidence is a scientific practice not only emphasized in the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), but also emphasized in the Common Core State Standards for English Language Arts & Literacy in History/Social Studies and Science (CCSS). This significant overlap between NGSS and CCSS has implications for science and language arts classrooms, and should influence how we support and build students' expertise with this practice of sciences. The featured exemplary curricula supports middle school educators as they address climate change in their classrooms. The exemplar we will use is the NOAA-funded Ocean Sciences Sequence (OSS) for Grades 6-8: The ocean-atmosphere connection and climate change, which are curriculum units that deliver rich science content correlated to the Next Generation Science Standards (NGSS) Disciplinary Core Ideas and an emphasis on the Practices of Science, as called for in NGSS and the Framework. Designed in accordance with the latest

Science Teaching Methods Preferred by Grade 9 Students in Finland

Science.gov (United States)

Juuti, Kalle; Lavonen, Jari; Uitto, Anna; Byman, Reijo; Meisalo, Veijo

2010-01-01

Students find science relevant to society, but they do not find school science interesting. This survey study analyzes Finnish grade 9 students' actual experiences with science teaching methods and their preferences for how they would like to study science. The survey data were collected from 3,626 grade 9 students (1,772 girls and 1,832 boys)…

Fertilizing ROSES through the STEM: Interdisciplinary Modules as Pre-service Research Experiences for Secondary STEM Educators (IMPRESS-Ed)

Science.gov (United States)

Kavic, Michael; Wiita, P. J.; Benoit, M.; Magee, N.

2013-01-01

IMPRESS-Ed is a program designed to provide authentic summer research experiences in the space, earth, and atmospheric sciences for pre-service K-12 educators at Long Island University (LIU) and The College of New Jersey (TCNJ). In 2011 and 2012, the program involved five students and took place over eight weeks with recruitment occurring during the preceding academic year. The program was divided into two modules: A common core module and an individual mentored research experience. The common module consisted of three units focusing on data-driven pedagogical approaches in astrophysics, tectonophysics, and atmospheric science, respectively. The common module also featured training sessions in observational astronomy, and use of a 3D geowall and state of the art planetarium. Participants in the program are also offered the opportunity to utilize the available TCNJ facilities with their future students. The individual mentored research module matched student interests with potential projects. All five students demonstrated strong gains in earth and space science literacy compared to a baseline measurement. Each student also reported gaining confidence to incorporate data and research-driven instruction in the space and earth sciences into the K-12 STEM classroom setting. All five research projects were also quite successful: several of the students plan to continue research during the academic year and two students are presenting research findings as first authors here at AAS. Other research results are likely to be presented at this year's American Geophysical Union meeting.

Programs for attracting under-represented minority students to graduate school and research careers in computational science. Final report for period October 1, 1995 - September 30, 1997

Energy Technology Data Exchange (ETDEWEB)

Turner, James C. Jr.; Mason, Thomas; Guerrieri, Bruno

1997-10-01

Programs have been established at Florida A & M University to attract minority students to research careers in mathematics and computational science. The primary goal of the program was to increase the number of such students studying computational science via an interactive multimedia learning environment One mechanism used for meeting this goal was the development of educational modules. This academic year program established within the mathematics department at Florida A&M University, introduced students to computational science projects using high-performance computers. Additional activities were conducted during the summer, these included workshops, meetings, and lectures. Through the exposure provided by this program to scientific ideas and research in computational science, it is likely that their successful applications of tools from this interdisciplinary field will be high.

Getting Down to Business: Travel Agency, Module 9. [Student Guide]. Entrepreneurship Training Components.

Science.gov (United States)

Rassen, Rachel L.

This module on owning and operating a travel agency is one of 36 modules in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

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

Best practices for measuring students' attitudes toward learning science.

Science.gov (United States)

Lovelace, Matthew; Brickman, Peggy

2013-01-01

Science educators often characterize the degree to which tests measure different facets of college students' learning, such as knowing, applying, and problem solving. A casual survey of scholarship of teaching and learning research studies reveals that many educators also measure how students' attitudes influence their learning. Students' science attitudes refer to their positive or negative feelings and predispositions to learn science. Science educators use attitude measures, in conjunction with learning measures, to inform the conclusions they draw about the efficacy of their instructional interventions. The measurement of students' attitudes poses similar but distinct challenges as compared with measurement of learning, such as determining validity and reliability of instruments and selecting appropriate methods for conducting statistical analyses. In this review, we will describe techniques commonly used to quantify students' attitudes toward science. We will also discuss best practices for the analysis and interpretation of attitude data.

Status of the JWST Integrated Science Instrument Module

Science.gov (United States)

Greenhouse, Matthew A.; Dunn, Jamie; Kimble, Randy A.; Lambros, Scott; Lundquist, Ray; Rauscher, Bernard J.; Van Campen, Julie

2015-01-01

The James Webb Space Telescope (JWST) Integrated Science Instrument Module (ISIM) is the science instrument payload of the JWST. It is one of three system elements that comprise the JWST space vehicle. It consists of four science sensors, a fine guidance sensor, and nine other subsystems that support them. At 1.4 metric tons, it comprises approximately 20% of the JWST mass. The ISIM is currently at 100% integration and has completed 2 of 3 planned element-level space simulation tests. The ISIM is on schedule to be delivered for integration with the Optical Telescope Element during 2015. In this poster, we present an overview of the ISIM and its status.

The Student/Library Computer Science Collaborative

Science.gov (United States)

Hahn, Jim

2015-01-01

With funding from an Institute of Museum and Library Services demonstration grant, librarians of the Undergraduate Library at the University of Illinois at Urbana-Champaign partnered with students in computer science courses to design and build student-centered mobile apps. The grant work called for demonstration of student collaboration…

Moon 101: Introducing Students to Lunar Science and Exploration

Science.gov (United States)

Shaner, A. J.; Shipp, S. S.; Allen, J. S.; Kring, D. A.

2011-12-01

Moon 101 is designed with the purpose of familiarizing students with lunar geology and exploration. Armed with guiding questions, students read articles covering various lunar science topics and browse images from past and current lunar missions to familiarize themselves with available lunar data sets. Moon 101 was originally created for high school students preparing to conduct open-inquiry, lunar research. Most high school students' knowledge of lunar science is limited to lunar phases and tides, and their knowledge of lunar exploration is close to non-existent. Moon 101 provides a summary of the state of knowledge of the Moon's formation and evolution, and the exploration that has helped inform the lunar science community. Though designed for high school students, Moon 101 is highly appropriate for the undergraduate classroom, especially at the introductory level where resources for teaching lunar science are scarce. Moon 101 is comprised of two sections covering lunar science (formation and geologic evolution of the Moon) and one section covering lunar exploration. Students read information on the formation and geologic evolution of the Moon from sources such as the Planetary Science Research Discoveries (PSRD) website and the USGS professional paper A Geologic History of the Moon by Wilhelms. While these resources are not peer-reviewed journals, the information is presented at a level more advanced than articles from newspapers and popular science magazines. This ensures that the language is accessible to students who do not have a strong lunar/planetary science background, or a strong science background in general. Formation readings include information on older and current formation hypotheses, including the Giant Impact Hypothesis, the Magma Ocean hypothesis, and the age of the lunar crust. Lunar evolution articles describe ideas such as the Late Heavy Bombardment and geologic processes such as volcanism and impact cratering. After reading the articles

Seeding Science Success: Psychometric Properties of Secondary Science Questionnaire on Students' Self-Concept, Motivation, and Aspirations

Science.gov (United States)

Chandrasena, Wanasinghe; Craven, Rhonda G.; Tracey, Danielle; Dillon, Anthony

2014-01-01

Every sphere of life has been revolutionised by science. Thus, science understanding is an increasingly precious resource throughout the world. Despite the widely recognised need for better science education, the percentage of school students studying science is particularly low, and the numbers of students pursuing science continue to decline…

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

Science.gov (United States)

Markowitz, Dina G; DuPré, Michael J

2007-01-01

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

An evaluation of an enquiry based learning strategy for the science of imaging technology

Energy Technology Data Exchange (ETDEWEB)

Naylor, Sarah, E-mail: Sarah.Naylor@shu.ac.uk [Diagnostic Imaging, Sheffield Hallam University, Collegiate Campus, Sheffield (United Kingdom)

2011-11-15

Diagnostic radiography is a science based health course. Due to the variation in science background of the students at entry level the imaging science modules can be problematic. Enquiry based learning (EBL) was introduced as teaching strategy in an imaging science module in order to promote learner autonomy and enhance the student experience. The module was evaluated using a questionnaire containing both open and closed questions. The impact of working as a team was a strong theme emerging from the evaluation of the project, with the majority of students viewing teamwork as beneficial to their learning. It was identified that they gained support from the team, and this assisted their learning. The enhancement of transferable skills and the promotion of learner autonomy were achieved. Areas for further investigation are the utilisation of peer assessment and a science event for the summative assessment.

An evaluation of an enquiry based learning strategy for the science of imaging technology

International Nuclear Information System (INIS)

Naylor, Sarah

2011-01-01

Diagnostic radiography is a science based health course. Due to the variation in science background of the students at entry level the imaging science modules can be problematic. Enquiry based learning (EBL) was introduced as teaching strategy in an imaging science module in order to promote learner autonomy and enhance the student experience. The module was evaluated using a questionnaire containing both open and closed questions. The impact of working as a team was a strong theme emerging from the evaluation of the project, with the majority of students viewing teamwork as beneficial to their learning. It was identified that they gained support from the team, and this assisted their learning. The enhancement of transferable skills and the promotion of learner autonomy were achieved. Areas for further investigation are the utilisation of peer assessment and a science event for the summative assessment.

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

Science.gov (United States)

Caukin, Nancy S.

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

Nuclear science summer school for high scholl students

International Nuclear Information System (INIS)

Foster, D.E.; Stone, C.A.

1997-01-01

We have developed a two-week summer lecture and laboratory course that introduces hihg school students to concepts in nuclear science. The program has operated at the San Jose State University Nuclear Science Facility for two years. Experienced high school science teachers run the summer scholl, assisted by other science teachers. Students consider the program to be effective. Its popularity is shown by numerous requests for reservations and the necessity to offer multiple sections in 1997. (author)

The key factors affecting students' individual interest in school science lessons

Science.gov (United States)

Cheung, Derek

2018-01-01

Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The present study aimed to address this gap, using a mixed methods design. Qualitative interview data were collected from 60 Hong Kong junior secondary school students, who were asked to describe the nature of their interest in science lessons and the factors to which they attribute this. Teacher interviews, parent interviews, and classroom observations were conducted to triangulate student interview data. Five factors affecting students' individual interest in school science lessons were identified: situational influences in science lessons, individual interest in science, science self-concept, grade level, and gender. Quantitative data were then collected from 591 students using a questionnaire. Structural equation modelling was applied to test a hypothesised model, which provided an acceptable fit to the student data. The strongest factor affecting students' individual interest in school science lessons was science self-concept, followed by individual interest in science and situational influences in science lessons. Grade level and gender were found to be nonsignificant factors. These findings suggest that teachers should pay special attention to the association between academic self-concept and interest if they want to motivate students to learn science at school.

Deciding on Science: An Analysis of Higher Education Science Student Major Choice Criteria

Science.gov (United States)

White, Stephen Wilson

The number of college students choosing to major in science, technology, engineering, and math (STEM) in the United States affects the size and quality of the American workforce (Winters, 2009). The number of graduates in these academic fields has been on the decline in the United States since the 1960s, which, according to Lips and McNeil (2009), has resulted in a diminished ability of the United States to compete in science and engineering on the world stage. The purpose of this research was to learn why students chose a STEM major and determine what decision criteria influenced this decision. According to Ajzen's (1991) theory of planned behavior (TPB), the key components of decision-making can be quantified and used as predictors of behavior. In this study the STEM majors' decision criteria were compared between different institution types (two-year, public four-year, and private four-year), and between demographic groups (age and sex). Career, grade, intrinsic, self-efficacy, and self-determination were reported as motivational factors by a majority of science majors participating in this study. Few students reported being influenced by friends and family when deciding to major in science. Science students overwhelmingly attributed the desire to solve meaningful problems as central to their decision to major in science. A majority of students surveyed credited a teacher for influencing their desire to pursue science as a college major. This new information about the motivational construct of the studied group of science majors can be applied to the previously stated problem of not enough STEM majors in the American higher education system to provide workers required to fill the demand of a globally STEM-competitive United States (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2010).

Investigating Undergraduate Science Students' Conceptions and Misconceptions of Ocean Acidification

Science.gov (United States)

Danielson, Kathryn I.; Tanner, Kimberly D.

2015-01-01

Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What…

The Hands-On Optics Project: a demonstration of module 3-magnificent magnifications

Science.gov (United States)

Pompea, Stephen M.; Sparks, Robert T.; Walker, Constance E.

2014-07-01

The Hands-On Optics project offers an example of a set of instructional modules that foster active prolonged engagement. Developed by SPIE, OSA, and NOAO through funding from the U.S. National Science Foundation, the modules were originally designed for afterschool settings and museums. However, because they were based on national standards in mathematics, science, and technology, they were easily adapted for use in classrooms. The philosophy and implementation strategies of the six modules will be described as well as lessons learned in training educators. The modules were implementing with the help of optics industry professionals who served as expert volunteers to assist educators. A key element of the modules was that they were developed around an understanding of optics misconceptions and used culminating activities in each module as a form of authentic assessment. Thus student achievement could be measured by evaluating the actual product created by each student in applying key concepts, tools, and applications together at the end of each module. The program used a progression of disciplinary core concepts to build an integrated sequence and crosscutting ideas and practices to infuse the principles of the modern electro-optical field into the modules. Whenever possible, students were encouraged to experiment and to create, and to pursue inquiry-based approaches. The result was a program that had high appeal to regular as well as gifted students.

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

The relationship between nature of science understandings and science self-efficacy beliefs of sixth grade students

Science.gov (United States)

Parker, Elisabeth Allyn

Bandura (1986) posited that self-efficacy beliefs help determine what individuals do with the knowledge and skills they have and are critical determinants of how well skill and knowledge are acquired. Research has correlated self-efficacy beliefs with academic success and subject interest (Pajares, Britner, & Valiante, 2000). Similar studies report a decreasing interest by students in school science beginning in middle school claiming that they don't enjoy science because the classes are boring and irrelevant to their lives (Basu & Barton, 2007). The hypothesis put forth by researchers is that students need to observe models of how science is done, the nature of science (NOS), so that they connect with the human enterprise of science and thereby raise their self-efficacy (Britner, 2008). This study examined NOS understandings and science self-efficacy of students enrolled in a sixth grade earth science class taught with explicit NOS instruction. The research questions that guided this study were (a) how do students' self-efficacy beliefs change as compared with changes in their nature of science understandings?; and (b) how do changes in students' science self-efficacy beliefs vary with gender and ethnicity segregation? A mixed method design was employed following an embedded experimental model (Creswell & Plano Clark, 2007). As the treatment, five NOS aspects were first taught by the teachers using nonintegrated activities followed by integrated instructional approach (Khishfe, 2008). Students' views of NOS using the Views on Nature of Science (VNOS) (Lederman, Abd-El-Khalick, & Schwartz, 2002) along with their self-efficacy beliefs using three Likert-type science self-efficacy scales (Britner, 2002) were gathered. Changes in NOS understandings were determined by categorizing student responses and then comparing pre- and post-instructional understandings. To determine changes in participants' self-efficacy beliefs as measured by the three subscales, a multivariate

Evaluating Changes in Climate Literacy among Middle and High School Students who Participate in Climate Change Education Modules

Science.gov (United States)

DeWaters, J.; Powers, S.; Dhaniyala, S.; Small, M.

2012-12-01

Middle school (MS) and high school (HS) teachers have developed and taught instructional modules that were created through their participation in Clarkson University's NASA-funded Project-Based Global Climate Change Education project. A quantitative survey was developed to help evaluate the project's impact on students' climate literacy, which includes content knowledge as well as affective and behavioral attributes. Content objectives were guided primarily by the 2009 document, Climate Literacy: The Essential Principles of Climate Sciences. The survey was developed according to established psychometric principles and methodologies in the sociological and educational sciences which involved developing and evaluating a pool of survey items, adapted primarily from existing climate surveys and questionnaires; preparing, administering, and evaluating two rounds of pilot tests; and preparing a final instrument with revisions informed by both pilot assessments. The resulting survey contains three separate subscales: cognitive, affective, and behavioral, with five self-efficacy items embedded within the affective subscale. Cognitive items use a multiple choice format with one correct response; non-cognitive items use a 5-point Likert-type scale with options generally ranging from "strongly agree" to "strongly disagree" (affective), or "almost always" to "hardly ever" (behavioral). Three versions of the survey were developed and administered using an on-line Zoomerang™ platform to college students/adults; HS students; and MS students, respectively. Instrument validity was supported by using items drawn from existing surveys, by reviewing/applying prior research in climate literacy, and through comparative age-group analysis. The internal consistency reliability of each subscale, as measured by Cronbach's alpha, ranges from 0.78-0.86 (cognitive), 0.87-0.89 (affective) and 0.84-0.85 (behavioral), all satisfying generally accepted criteria for internal reliability of

High school students' implicit theories of what facilitates science learning

Science.gov (United States)

Carlton Parsons, Eileen; Miles, Rhea; Petersen, Michael

2011-11-01

Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students' implicit theories of what facilitates their learning of science?; (2) With respect to students' self-classifications as African American or European American and female or male, do differences exist in the students' implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students' implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students' implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think

Sustainable development as a challenge for undergraduate students: the module "Science bears responsibility" in the Leuphana bachelor's programme : commentary on "a case study of teaching social responsibility to doctoral students in the climate sciences".

Science.gov (United States)

Michelsen, Gerd

2013-12-01

The Leuphana Semester at Leuphana University Lüneburg, together with the module "Science bears responsibility" demonstrate how innovative methods of teaching and learning can be combined with the topic of sustainable development and how new forms of university teaching can be introduced. With regard to module content, it has become apparent that, due to the complexity of the field of sustainability, a single discipline alone is unable to provide analyses and solutions. If teaching in higher education is to adequately deal with this complexity, then it is necessary to develop inter- and transdisciplinary approaches that go beyond a purely specialist orientation.

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

Science.gov (United States)

Efe, Rifat

2011-01-01

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

The Gender and Science Digital Library: Affecting Student Achievement in Science.

Science.gov (United States)

Nair, Sarita

2003-01-01

Describes the Gender and Science Digital Library (GSDL), an online collection of high-quality, interactive science resources that are gender-fair, inclusive, and engaging to students. Considers use by teachers and school library media specialists to encourage girls to enter careers in science, technology, engineering, and math (STEM). (LRW)

Eliciting physics students mental models via science fiction stories

International Nuclear Information System (INIS)

Acar, H.

2005-01-01

This paper presents the results of an experiment which investigated the effects of the using science fiction stories in physics lessons. A questionnaire form containing 2 open-ended questions related to Jules Vernes story From the Earth to the Moon was used with 353, 9th and 10th grade students to determine their pre-conceptions about gravity and weightlessness. Mental models explaining students scientific and alternative views were constructed, according to students replies. After these studies, 6 students were interviewed. In this interview, researches were done about whether science fiction stories had an effect on bringing students pre-conceptions related to physics subjects out, on students inquiring their own concepts and on increasing students interest and motivation towards physics subjects. Studies in this research show that science fiction stories have an effect on arousing students interest and curiosity, have a role encouraging students to inquire their own concepts and are effective in making students alternative views come out

Relationships Between the Way Students Are Assessed in Science Classrooms and Science Achievement Across Canada

Science.gov (United States)

Chu, Man-Wai; Fung, Karen

2018-04-01

Canadian students experience many different assessments throughout their schooling (O'Connor 2011). There are many benefits to using a variety of assessment types, item formats, and science-based performance tasks in the classroom to measure the many dimensions of science education. Although using a variety of assessments is beneficial, it is unclear exactly what types, format, and tasks are used in Canadian science classrooms. Additionally, since assessments are often administered to help improve student learning, this study identified assessments that may improve student learning as measured using achievement scores on a standardized test. Secondary analyses of the students' and teachers' responses to the questionnaire items asked in the Pan-Canadian Assessment Program were performed. The results of the hierarchical linear modeling analyses indicated that both students and teachers identified teacher-developed classroom tests or quizzes as the most common types of assessments used. Although this ranking was similar across the country, statistically significant differences in terms of the assessments that are used in science classrooms among the provinces were also identified. The investigation of which assessment best predicted student achievement scores indicated that minds-on science performance-based tasks significantly explained 4.21% of the variance in student scores. However, mixed results were observed between the student and teacher responses towards tasks that required students to choose their own investigation and design their own experience or investigation. Additionally, teachers that indicated that they conducted more demonstrations of an experiment or investigation resulted in students with lower scores.

A WIDER ROLE FOR TECHNICIANS IN SCIENCE PRACTICAL WORK WITH SCHOOL STUDENTS?

Directory of Open Access Journals (Sweden)

Timothy G. Harrison

2011-12-01

Full Text Available This paper reports the results of a study made on the impact of improved deployment of science technicians in the classroom could directly benefit students in practical science investigations. Science technicians are skilled individuals whose understanding of practical work is a valuable resource not being used of in support of students understanding of science. Aspects of practical work and technician support were scrutinised, through information attained from a post-16 student survey to improve understanding about this teaching tool, to establish if it was being used to its full potential within science lessons. Analysis was also made of students’ perceptions of school science. The main outcomes were that the majority of students enjoyed science practical work and felt that science could not be taught without it. Students studying science at pre-university level attained a greater understanding, through participating in relevant practical work, than students who had studied it at earlier, compulsory levels. Students reported that science technicians provide impact on student learning when contact time was the greatest.

Effectiveness of Science-Technology-Society (STS) Instruction on Student Understanding of the Nature of Science and Attitudes toward Science

Science.gov (United States)

Akcay, Behiye; Akcay, Hakan

2015-01-01

The study reports on an investigation about the impact of science-technology-society (STS) instruction on middle school student understanding of the nature of science (NOS) and attitudes toward science compared to students taught by the same teacher using traditional textbook-oriented instruction. Eight lead teachers used STS instruction an…

Factors influencing students' physical science enrolment decision at ...

African Journals Online (AJOL)

The study used a modified 'multiple worlds' model to investigate how the various worlds of the students influenced their science subject choice. ... Students also reported building enough self-confidence to enrol in physical science by the encouragement they received through informal contact with physics lecturers.

Student science publishing: an exploratory study of undergraduate science research journals and popular science magazines in the US and Europe

Directory of Open Access Journals (Sweden)

Mico Tatalovic

2008-09-01

Full Text Available Science magazines have an important role in disseminating scientific knowledge into the public sphere and in discussing the broader scope affected by scientific research such as technology, ethics and politics. Student-run science magazines afford opportunities for future scientists, communicators, politicians and others to practice communicating science. The ability to translate ‘scientese’ into a jargon-free discussion is rarely easy: it requires practice, and student magazines may provide good practice ground for undergraduate and graduate science students wishing to improve their communication skills.

Interactive Online Modules and Videos for Learning Geological Concepts at the University of Toronto Department of Earth Sciences

Science.gov (United States)

Veglio, E.; Graves, L. W.; Bank, C. G.

2014-12-01

We designed various computer-based applications and videos as educational resources for undergraduate courses at the University of Toronto in the Earth Science Department. These resources were developed in effort to enhance students' self-learning of key concepts as identified by educators at the department. The interactive learning modules and videos were created using the programs MATLAB and Adobe Creative Suite 5 (Photoshop and Premiere) and range from optical mineralogy (extinction and Becke line), petrology (equilibrium melting in 2-phase systems), crystallography (crystal systems), geophysics (gravity anomaly), and geologic history (evolution of Canada). These resources will be made available for students on internal course websites as well as through the University of Toronto Earth Science's website (www.es.utoronto.ca) where appropriate; the video platform YouTube.com may be used to reach a wide audience and promote the material. Usage of the material will be monitored and feedback will be collected over the next academic year in order to gage the use of these interactive learning tools and to assess if these computer-based applications and videos foster student engagement and active learning, and thus offer an enriched learning experience.

Teacher in Residence: Bringing Science to Students

CERN Multimedia

Daisy Yuhas

CERN welcomes its first Teacher in Residence, Terrence Baine of the University of Oslo. Baine, who originally hails from Canada, will be concurrently completing his PhD in Physics Education during his time at CERN. Like CERN’s High School Teacher Programme (HST), of which Baine is an alumnus, the Teacher in Residence position is designed to help educators spread the science of CERN in a form that is accessible to students and can encourage them to pursue physics throughout their education.   Terrence Baine, first 'teacher in residence' at CERN Baine explains, “It’s very important to have a teacher present who can be that middle person between the young peoplecoming here, whom we are trying to enlighten, and the physicists who work at CERN. The Teacher in Residence can act as an on-site educational consultant.” As Teacher in Residence, Baine’s primary project will be to develop teaching modules, or a series of lesson plans, that can help high schoo...

Achievement of Serbian eighth grade students in science

Directory of Open Access Journals (Sweden)

Antonijević Radovan

2006-01-01

Full Text Available The paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia in the fields of the science achievement of Serbian eighth grade students and the science curriculum context of their achievement. There were 4264 students in the sample. It was confirmed that Serbian eighth graders had made average scale score of 468 points in the science, and with this achievement they are placed in the zone of the top of low international benchmarking level, very close to the point of intermediate benchmark. The average science achievement of the Serbian eighth graders is somewhat below the general international science achievement. The best results were achieved in the science content domain of "chemistry", and the lower results in the content domain of "environmental science". Across the defined science cognitive domains, it was confirmed that the Serbian students had achieved the best results in cognitive domain of "factual knowledge" and weaker results in "reasoning and analysis". The achieved results raise many questions about contents of the science curriculum in Serbia, its overall quality and basic characteristics of its implementation. These results can be eligibly used to improve the science curricula and teaching in Serbian primary school. .

Assessment of Student Memo Assignments in Management Science

Science.gov (United States)

Williams, Julie Ann Stuart; Stanny, Claudia J.; Reid, Randall C.; Hill, Christopher J.; Rosa, Katie Martin

2015-01-01

Frequently in Management Science courses, instructors focus primarily on teaching students the mathematics of linear programming models. However, the ability to discuss mathematical expressions in business terms is an important professional skill. The authors present an analysis of student abilities to discuss management science concepts through…

Negotiating Discourses: Sixth-Grade Students' Use of Multiple Science Discourses during a Science Fair Presentation

Science.gov (United States)

Gomez, Kimberley

2007-01-01

This study offers important insights into the coexistence of multiple discourses and the link between these discourses and science understanding. It offers concrete examples of students' movement between multiple discourses in sixth-grade science fair presentations, and shows how those multiple discourses in science practices illuminate students'…

Module Cluster: UG - 001.00 (GSC) Urban Geography.

Science.gov (United States)

Currier, Wade R.

This is one of several module clusters developed for the Camden Teacher Corps project. This module cluster is designed to introduce students to urban studies through the application of a geographic approach. Although geography shares with other social sciences many concepts and methods, it has contributed a distinctive set of viewpoints and a…

THE EFFECT OF COOPERATIVE LEARNING ASSISTED WITH MODULE AND STUDENTS LEARNING MOTIVATION TOWARD THE STUDY RESULT ON STUDENTS SENIOR HIGH SCHOOL

Directory of Open Access Journals (Sweden)

Hotman Sitanggang

2014-12-01

Full Text Available The aim of this research is to improve learning quality of high school students in grade ten (X to the study material is about the vector. This research is a quasiexperimental study. Samples selection is random, using the control class from the adjacent class to avoid the large bias. The results of samples selection are the students of class X-H as the control class and the students of class X-I as the experimental class. The motivation variable was distinguished from the observations of student activities at the pre-study and at current research. Highly motivated students are the students who actively ask the questions and give answers to problems. While the low-motivated students are the students whose learning activities are the less. This research was designed using 2x2 factorial ANOVA, namely the effects of cooperative learning between learning without module and module-assisted learning on students’ learning results; and the effects of students’ learning motivation between highly motivated students and low motivated students. After given the treatment, those are: the same pre-test, cooperative learning without modules in control class, module-assisted cooperative learning in experimental class, the same post-test, questionnaires distribution, collection and tabulation of the data. The data were analyzed using qualitative-descriptive technique and percentage. The data analysis results using SPSS 17.0 conclude that: (1 There is a significant difference of study results in cooperative learning without module against module-assisted cooperative learning. (2 There is a significant difference of study results between highly motivated students and low motivated students. (3 There is a significant difference of study results between the group of cooperative learning and the group of student motivation at the significance value of = 0.05.

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

Science.gov (United States)

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

2017-06-01

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

Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

Science.gov (United States)

Thongnoppakun, Warangkana; Yuenyong, Chokchai

2018-01-01

Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related

`Hard science': a career option for socially and societally interested students? Grade 12 students' vocational interest gap explored

Science.gov (United States)

Struyf, Annemie; Boeve-de Pauw, Jelle; Van Petegem, Peter

2017-11-01

A key theme in science education research concerns the decline in young peoples' interest in science and the need for professionals in hard science. Goal Congruity Theory posits that an important aspect of the decision whether to pursue hard science for study or as a career is the perception that hard science careers do not fulfil social (working with people) and societal (serving or helping others) interests. In this qualitative study, we explore grade 12 students' perceptions about the social and societal orientation of hard science careers. Furthermore, we investigate the variation in students' social and societal interests. Six focus groups were conducted with 58 grade 12 students in Flanders. Our results indicate that a number of students hold stereotypical views about hard science careers' social orientation, while others believe cooperation with others is an important aspect of hard science careers nowadays. Furthermore, our results show that students believe hard science careers can be societally oriented in the sense that they often associate them with innovation or societal progress. Finally, our results indicate that students may differentiate direct versus indirect societal orientation. These findings contribute to literature regarding social and societal interests and students' perceptions of hard science careers.

Using ESSEA Modules, Local Event Studies and Personal Learning Experiences in an Earth Systems Science Course for Preservice Middle School Teachers

Science.gov (United States)

Slattery, W.; Brown, D.

2008-12-01

Most science courses, including courses that provide preparation for pre-service K-12 teachers are only taught from a deductive big picture perspective. This method is fine for most abstract learners, but pre- service classroom educators that are being prepared to teach in middle school classrooms will be faced with the challenge of building science content knowledge in students that are concrete learners. For these K-12 students a better pedagogical practice is to use local real-world familiar places, issues and personal experience to connect student learning with more abstract concepts. To make it more likely that teachers have the requisite skills and pedagogical content knowledge to build K- 12 student science concept knowledge and science process skills we have integrated ESSEA modules that connect worldwide issues such as global climate change with local event studies chosen by learners. Some recent examples include how such local events such as landfill fires and suburban sprawl impact the local area's air, land, water and life. Course participants are able to choose a more personal route to understanding how their habits impact the global environment by participating in a three week learning experience called the Lifestyle Project. This experience asks students to incrementally reduce their use of heating or air-conditioning, the amount of waste going to landfills, to conserve electricity, drive less and eat less energy intensively. Pre-post content assessments indicate that students in this course scored significantly higher on post course content assessments and reported that by engaging in personal experience to global scale learning experiences they have a new appreciation for how personal choices impact the global environment and how to use local artifacts and issues to enhance K-12 student learning.

Transforming student's discourse as a method of teaching science inquiry

Science.gov (United States)

Livingston, David

2005-07-01

A qualitative case study on the instructional practice of one secondary science teacher addresses the persistent reluctance of many science teachers to integrate the cultural resources and social practices of professional science communities into the science content they teach. The literature has shown that teachers' hesitation to implement a social and locally situated learning strategy curtails students' ability to draw upon the language of science necessary to co-construct and shape authentic science inquiry and in particular appropriate argument schemes. The study hypothesized that a teacher's dialogic facilitation of a particular social context and instructional practices enhances a students' ability to express verbally the claims and warrants that rise from evidence taken from their inquiries of natural phenomena. The study also tracks students' use of the Key Words and Ideas of this science curriculum for the purpose of assessing the degree of students' assimilation of these terms into their speech and written expressions of inquiry. The theoretical framework is Vygotskian (1978) and the analysis of the qualitative data is founded on Toulmin (1958), Walton (1996), Jimenez-Alexandre et al. (2000) and Shavelson (1996). The dialogic structure of this teacher's facilitation of student's science knowledge is shown to utilize students' presumptive statements to hone their construction of inductive or deductive arguments. This instructional practice may represent teacher-student activity within the zone of proximal development and supports Vygotsky's notion that a knowledgeable other is instrumental in transforming student's spontaneous talk into scientific speech. The tracking of the curriculum's Key Words and Ideas into students' speech and writing indicated that this teachers' ability to facilitate students' presumptuous reasoning into logic statements did not necessarily guarantee that they could post strong written expressions of this verbal know-how in

The effect of science-technology-society issue instruction on the attitudes of female middle school students toward science

Science.gov (United States)

Mullinnix, Debra Lynn

An assessment of the science education programs of the last thirty years reveals traditional science courses are producing student who have negative attitudes toward science, do not compete successfully in international science and mathematics competitions, are not scientifically literate, and are not interested in pursuing higher-level science courses. When the number of intellectually-capable females that fall into this group is considered, the picture is very disturbing. Berryman (1983) and Kahle (1985) have suggested the importance of attitude both, in terms of achievement in science and intention to pursue high-level science courses. Studies of attitudes toward science reveal that the decline in attitudes during grades four through eight was much more dramatic for females than for males. There exists a need, therefore, to explore alternative methods of teaching science, particularly in the middle school, that would increase scientific literacy, improve attitudes toward science, and encourage participation in higher-level science courses of female students. Yager (1996) has suggested that science-technology-society (STS) issue instruction does make significant changes in students' attitudes toward science, stimulates growth in science process skills, and increases concept mastery. The purpose of this study was to examine the effect STS issue instruction had on the attitudes of female middle school students toward science in comparison to female middle school students who experience traditional science instruction. Another purpose was to examine the effect science-technology-society issue instruction had on the attitudes of female middle school students in comparison to male middle school students. The pretests and the posttests were analyzed to examine differences in ten domains: enjoyment of science class; usefulness of information learned in science class; usefulness of science skills; feelings about science class in general; attitudes about what took place

Science and students: Yucca Mountain project's education outreach program

International Nuclear Information System (INIS)

Gil, A.V.; Larkin, E.L.; Reilly, B.; Austin, P.

1992-01-01

The U.S. Department of Energy (DOE) is very concerned about the lack of understanding of basic science. Increasingly, critical decisions regarding the use of energy, technology, and the environment are being made. A well-educated and science-literate public is vital to the success of these decisions. Science education and school instruction are integral parts of the DOE's public outreach program on the Yucca Mountain Site Characterization Project (YMP). Project staff and scientists speak to elementary, junior high, high school, and university students, accepting all speaking invitations. The objectives of this outreach program include the following: (1) educating Nevada students about the concept of a high-level nuclear waste repository; (2) increasing awareness of energy and environmental issues; (3) helping students understand basic concepts of earth science and geology in relation to siting a potential repository; and (4) giving students information about careers in science and engineering

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

Science.gov (United States)

Forbes, Anne; Skamp, Keith

2016-02-01

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

The Science Standards and Students of Color

Science.gov (United States)

Strachan, Samantha L.

2017-01-01

In a 2014 report, the National Center for Education Statistics (NCES) projected that by the year 2022, minority students will outnumber non-Hispanic white students enrolled in public schools. As the diversity of the student population in the United States increases, concerns arise about student performance in science classes, especially among…

Teaching Students about Plagiarism Using a Web-Based Module

Science.gov (United States)

Stetter, Maria Earman

2013-01-01

The following research delivered a web-based module about plagiarism and paraphrasing to avoid plagiarism in both a blended method, with live instruction paired with web presentation for 105 students, and a separate web-only method for 22 other students. Participants were graduates and undergraduates preparing to become teachers, the majority of…

Historical short stories as nature of science instruction in secondary science classrooms: Science teachers' implementation and students' reactions

Science.gov (United States)

Reid-Smith, Jennifer Ann

This study explores the use of historical short stories as nature of science (NOS) instruction in thirteen secondary science classes. The stories focus on the development of science ideas and include statements and questions to draw students' and teachers' attention to key NOS ideas and misconceptions. This study used mixed methods to examine how teachers implement the stories, factors influencing teachers' implementation, the impact on students' NOS understanding, students' interest in the stories and factors correlated with their interest. Teachers' implementation decisions were influenced by their NOS understanding, curricula, time constraints, perceptions of student ability and resistance, and student goals. Teachers implementing stories at a high-level of effectiveness were more likely to make instructional decisions to mitigate constraints from the school environment and students. High-level implementers frequently referred to their learning goals for students as a rationale for implementing the stories even when facing constraints. Teachers implementing at a low-level of effectiveness were more likely to express that constraints inhibited effective implementation. Teachers at all levels of implementation expressed concern regarding the length of the stories and time required to fully implement the stories. Additionally, teachers at all levels of implementation expressed a desire for additional resources regarding effective story implementation and reading strategies. Evidence exists that the stories can be used to improve students' NOS understanding. However, under what conditions the stories are effective is still unclear. Students reported finding the stories more interesting than textbook readings and many students enjoyed learning about scientists and the development of science idea. Students' interest in the stories is correlated with their attitudes towards reading, views of effective science learning, attributions of academic success, and interest in

Comparison of health risk behavior, awareness, and health benefit beliefs of health science and non-health science students: An international study.

Science.gov (United States)

Peltzer, Karl; Pengpid, Supa; Yung, Tony K C; Aounallah-Skhiri, Hajer; Rehman, Rehana

2016-06-01

This study determines the differences in health risk behavior, knowledge, and health benefit beliefs between health science and non-health science university students in 17 low and middle income countries. Anonymous questionnaire data were collected in a cross-sectional survey of 13,042 undergraduate university students (4,981 health science and 8,061 non-health science students) from 17 universities in 17 countries across Asia, Africa, and the Americas. Results indicate that overall, health science students had the same mean number of health risk behaviors as non-health science university students. Regarding addictive risk behavior, fewer health science students used tobacco, were binge drinkers, or gambled once a week or more. Health science students also had a greater awareness of health behavior risks (5.5) than non-health science students (4.6). Linear regression analysis found a strong association with poor or weak health benefit beliefs and the health risk behavior index. There was no association between risk awareness and health risk behavior among health science students and an inverse association among non-health science students. © 2015 Wiley Publishing Asia Pty Ltd.

Understanding Science Teaching Effectiveness: Examining How Science-Specific and Generic Instructional Practices Relate to Student Achievement in Secondary Science Classrooms

Science.gov (United States)

Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie

2017-01-01

In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student…

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

Science.gov (United States)

Vartuli, Cindy A.

2016-01-01

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

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

Science.gov (United States)

Cone, Christina Schull

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

Inquiry and Groups: Student Interactions in Cooperative Inquiry-Based Science

Science.gov (United States)

Woods-McConney, Amanda; Wosnitza, Marold; Sturrock, Keryn L.

2016-01-01

Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic…

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

Science.gov (United States)

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

2014-01-01

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

High School Physics Students' Personal Epistemologies and School Science Practice

Science.gov (United States)

Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen

2017-11-01

This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students' definitions of scientific theories and their epistemological judgments. Analysis revealed that students used several epistemological resources to decide on the accuracy of their data including accuracy via following the right procedure and accuracy via what the others find. Traditional, formulation-based, physics instruction might have led students to activate naive epistemological resources that prevent them to participate in the practice of science in ways that are more meaningful. Implications for future studies are presented.

Science Learning Motivation as Correlate of Students' Academic Performances

Science.gov (United States)

Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P., Jr.; Dupa, Maria Elena D.; Bautista, Romiro G.

2016-01-01

This study was designed to analyze the relationship of students' learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of…

Female distance education students overtaking males in science ...

African Journals Online (AJOL)

This study was initiated to compare the performance of male and female distance education students of the University of Education, Winneba in Integrated Science. This was done by randomly selecting the cumulated grades of male and female students of 2002, 2003 and 2004-year groups in Integrated Science for analysis ...

Evaluation of Students' Energy Conception in Environmental Science

Science.gov (United States)

Park, Mihwa; Johnson, Joseph A.

2016-01-01

While significant research has been conducted on students' conceptions of energy, alternative conceptions of energy have not been actively explored in the area of environmental science. The purpose of this study is to examine students' alternative conceptions in the environmental science discipline through the analysis of responses of first year…

How do we interest students in science?

Science.gov (United States)

Murray, L.

2016-02-01

In today's world science literacy is now, more than ever, critical to society. However, today's technically savvy student tends to be bored by "cook-book" laboratory exercises and dated lecture style, which typifies the way that most science courses are taught. To enhance student interest in and understanding of the sciences, we developed two unique programs, in which teachers were provided with the tools and hands-on experience that enabled them to implement research- and inquiry-based projects with their students. The approach was based a framework that is student driven and enables active participation and innovation in the study of the environment. The framework involved selection of a theme and an activity that captured the interest of the participants, participant development of research or investigative questions based on the theme, experimentation to address the research questions, formulation of conclusions, and communication of these results. The projects consisted of two parts: a professional development institute for teachers and the classroom implementation of student research projects, both of which incorporated the framework process. The institutes focused on modeling the framework process, with teachers actively developing questions, researching the question, formulating results and conclusions. This method empowered teachers to be confident in the implementation of the process with their students. With support from project staff, teachers followed up by incorporating the method of teaching with their students. Evaluation results from the programs concluded that projects such as these can increase student interest in and understanding of the scientific process.

Student achievement in science: A longitudinal look at individual and school differences

Science.gov (United States)

Martinez, Alina

The importance of science in today's technological society necessitates continued attention to students' experiences in science and specifically their achievement in science. There is a need to look at gender and race/ethnicity simultaneously when studying students' experiences in science and to explore factors related to higher achievement among students. Using data from the Longitudinal Study of American Youth, this study contributes to existing literature on student achievement in science by simultaneously exploring the effects of race/ethnicity and gender. Capitalizing on the availability of yearly science achievement scores, I present trajectories of student achievement from 7th to 12th grade. This study also includes an exploration of school effects. Overall, student achievement in science increases from 7th to 12th grade, although some leveling is seen in later grades. Growth in achievement differs by both gender and race/ethnicity, but racial/ethnic differences are larger than gender differences. Hispanic, Black, Asian, and White males score higher, on average, throughout the secondary grades than their female counterparts. Achievement scores of Asian students are consistently higher than White students, who in turn score higher than Hispanic and finally Black students. Both background and science-related factors help explain variation in achievement status and growth in achievement. Parental education is positively associated with achievement status among all groups except Black students for whom there is no effect of parental education. Science related resources in the home are positively associated with student achievement and the effect of these resources increases in later grades. Student achievement in science is also positively related to student course taking and attitude toward science. Furthermore, both the negative effect of viewing science as a male domain, which exists for males and females, and the positive effect of parental support for

Girls in Engineering, Mathematics and Science, GEMS: A Science Outreach Program for Middle-School Female Students

Science.gov (United States)

Dubetz, Terry A.; Wilson, Jo Ann

2013-01-01

Girls in Engineering, Mathematics and Science (GEMS) is a science and math outreach program for middle-school female students. The program was developed to encourage interest in math and science in female students at an early age. Increased scientific familiarity may encourage girls to consider careers in science and mathematics and will also help…

Bringing Science to Life for Students, Teachers and the Community

Science.gov (United States)

Pratt, K.

2012-04-01

Bringing Science to Life for Students, Teachers and the Community Prior to 2008, 5th grade students at two schools of the New Haven Unified School District consistently scored in the bottom 20% of the California State Standards Test for science. Teachers in the upper grades reported not spending enough time teaching science, which is attributed to lack of time, resources or knowledge of science. A proposal was written to the National Oceanic and Atmospheric Administration's Bay Watershed Education Grant program and funding was received for Bringing Science to Life for Students, Teachers and the Community to address these concerns and instill a sense of stewardship in our students. This program engages and energizes students in learning science and the protection of the SF Bay Watershed, provides staff development for teachers, and educates the community about conservation of our local watershed. The project includes a preparation phase, outdoor phase, an analysis and reporting phase, and teacher training and consists of two complete units: 1) The San Francisco Bay Watershed Unit and 2) the Marine Environment Unit. At the end of year 5, our teachers were teaching more science, the community was engaged in conservation of the San Francisco Bay Watershed and most importantly, student scores increased on the California Science Test at one site by over 121% and another site by 152%.

The efficacy of student-centered instruction in supporting science learning.

Science.gov (United States)

Granger, E M; Bevis, T H; Saka, Y; Southerland, S A; Sampson, V; Tate, R L

2012-10-05

Transforming science learning through student-centered instruction that engages students in a variety of scientific practices is central to national science-teaching reform efforts. Our study employed a large-scale, randomized-cluster experimental design to compare the effects of student-centered and teacher-centered approaches on elementary school students' understanding of space-science concepts. Data included measures of student characteristics and learning and teacher characteristics and fidelity to the instructional approach. Results reveal that learning outcomes were higher for students enrolled in classrooms engaging in scientific practices through a student-centered approach; two moderators were identified. A statistical search for potential causal mechanisms for the observed outcomes uncovered two potential mediators: students' understanding of models and evidence and the self-efficacy of teachers.

Students build glovebox at Space Science Center

Science.gov (United States)

2001-01-01

Students in the Young Astronaut Program at the Coca-Cola Space Science Center in Columbus, GA, constructed gloveboxes using the new NASA Student Glovebox Education Guide. The young astronauts used cardboard copier paper boxes as the heart of the glovebox. The paper boxes transformed into gloveboxes when the students pasted poster-pictures of an actual NASA microgravity science glovebox inside and outside of the paper boxes. The young astronauts then added holes for gloves and removable transparent top covers, which completed the construction of the gloveboxes. This image is from a digital still camera; higher resolution is not available.

ethiopian students' achievement challenges in science education

African Journals Online (AJOL)

IICBA01

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

Teachers' participation in research programs improves their students' achievement in science.

Science.gov (United States)

Silverstein, Samuel C; Dubner, Jay; Miller, Jon; Glied, Sherry; Loike, John D

2009-10-16

Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers' skills in communicating science to students. We measured the impact of New York City public high-school science teachers' participation in Columbia University's Summer Research Program on their students' academic performance in science. In the year before program entry, students of participating and nonparticipating teachers passed a New York State Regents science examination at the same rate. In years three and four after program entry, participating teachers' students passed Regents science exams at a rate that was 10.1% higher (P = 0.049) than that of nonparticipating teachers' students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings of U.S. $1.14 per $1 invested in the program.

Research Microcultures as Socialization Contexts for Underrepresented Science Students.

Science.gov (United States)

Thoman, Dustin B; Muragishi, Gregg A; Smith, Jessi L

2017-06-01

How much does scientific research potentially help people? We tested whether prosocial-affordance beliefs (PABs) about science spread among group members and contribute to individual students' motivation for science. We tested this question within the context of research experience for undergraduates working in faculty-led laboratories, focusing on students who belong to underrepresented minority (URM) groups. Longitudinal survey data were collected from 522 research assistants in 41 labs at six institutions. We used multilevel modeling, and results supported a socialization effect for URM students: The aggregate PABs of their lab mates predicted the students' own initial PABs, as well as their subsequent experiences of interest and their motivation to pursue a career in science, even after controlling for individual-level PABs. Results demonstrate that research labs serve as microcultures of information about the science norms and values that influence motivation. URM students are particularly sensitive to this information. Efforts to broaden participation should be informed by an understanding of the group processes that convey such prosocial values.

Scientific Literacy and Student Attitudes: Perspectives from PISA 2006 science

Science.gov (United States)

Bybee, Rodger; McCrae, Barry

2011-01-01

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

Instructional strategies to improve women's attitudes toward science

Science.gov (United States)

Newbill, Phyllis Leary

Although negative attitudes toward science are common among women and men in undergraduate introductory science classes, women's attitudes toward science tend to be more negative than men's. The reasons for women's negative attitudes toward science include lack of self-confidence, fear of association with social outcasts, lack of women role models in science, and the fundamental differences between traditional scientific and feminist values. Attitudes are psychological constructs theorized to be composed of emotional, cognitive, and behavioral components. Attitudes serve functions, including social expressive, value expressive, utilitarian, and defensive functions, for the people who hold them. To change attitudes, the new attitudes must serve the same function as the old one, and all three components must be treated. Instructional designers can create instructional environments to effect attitude change. In designing instruction to improve women's attitudes toward science, instructional designers should (a) address the emotions that are associated with existing attitudes, (b) involve credible, attractive women role models, and (c) address the functions of the existing attitudes. Two experimental instructional modules were developed based on these recommendations, and two control modules were developed that were not based on these recommendations. The asynchronous, web-based modules were administered to 281 undergraduate geology and chemistry students at two universities. Attitude assessment revealed that attitudes toward scientists improved significantly more in the experimental group, although there was no significant difference in overall attitudes toward science. Women's attitudes improved significantly more than men's in both the experimental and control groups. Students whose attitudes changed wrote significantly more in journaling activities associated with the modules. Qualitative analysis of journals revealed that the guidelines worked exactly as predicted

Students' Regulation of Their Emotions in a Science Classroom

Science.gov (United States)

Tomas, Louisa; Rigano, Donna; Ritchie, Stephen M.

2016-01-01

Research aimed at understanding the role of the affective domain in student learning in classrooms has undergone a recent resurgence due to the need to understand students' affective response to science instruction. In a case study of a year 8 science class in North Queensland, students worked in small groups to write, film, edit, and produce…

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

Science.gov (United States)

Stein, Rachel S.

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

School students' attitudes and aspirations in science - (Symposium SBBq Brazil

Directory of Open Access Journals (Sweden)

J. Dillon

2013-05-01

Full Text Available Low participation rates in science are a matter of  international concern and existing evidence suggests that children’s science  aspirations are largely formed within the critical 10-14 age period. This presentation explores how families can shape young children’s science aspirations, using Bourdieu’s concept of  habitusto map family resources and practices. This paper  draws on two research projects: ASPIRES and Interests andRecruitment in Science (IRIS. Findings from the ASPIRES project draw on qualitative data from 160 semi-structured interviews (92 school children age 10 and 78 parents, collected as part of an ongoing 5-year longitudinal study in theUK. Findings are contextualised with reference to a survey of over 9,000 elementary school children in England (age 10 collected as part of the wider study. A typology of eight key family ‘habituses’ is developed, ranging  from families in which science is strongly embedded, through to ambivalentcontexts and those in which science is weakly or peripherally embedded. It discusses the implications of each for promoting, or deterring, children’s science aspirations. The IRIS project was aimed to develop knowledge andrecommendations informed by evidence on how young people, and womenin particular, may be attracted to, and retained in, STEM higher education. Specifically, the project addresses the following questions: 1. What are the  priorities, values and experiences on which young people base their educational choice? 2. What are the success factors for interventions aimed at  recruiting more young people (women in particular to higher STEM education? and 3. How do STEM students who drop out/opt out before graduation, explain their choice? The main instrument is a questionnaire (IRIS Q that was completed by almost 6,000 first-year STEM students in the five IRIS consortium countries in 2010. A range of smaller-scale, qualitative and quantitative modules

Perceived self-efficacy and student-teacher relationships among diverse Title I students' achievement in science

Science.gov (United States)

Larry, Triaka A.

The need for more diversity in STEM-related careers and college majors is urgent. Self-efficacy and student-teacher relationships are factors that have been linked to influencing students’ pursuit of subject-specific careers and academic achievement. The impact of self-efficacy and student perceptions of teacher interpersonal behaviors on student achievement have been extensively researched in the areas of Mathematics and English, however, most studies using science achievement, as a criterion variable, were conducted using non-diverse, White upper middle class to affluent participants. In order to determine the strength of relationships between perceived science self-efficacy, and student perceptions of teacher interpersonal behaviors as factors that influence science achievement (science GPA), the Science Self-Efficacy Questionnaire (SSEQ) and Questionnaire on Teacher Interactions (QTI) were administered to twelfth grade students enrolled at a highly diverse urban Title I high school, while controlling for demographics, defined as gender, ethnicity, and minority status. Using a hierarchical multiple linear regression analysis, results demonstrated that the predictor variables (i.e., gender, ethnicity, minority status, science self-efficacy, and teacher interpersonal behaviors) accounted for 20.8% of the variance in science GPAs. Science self-efficacy made the strongest unique contribution to explaining science GPA, while minority status and gender were found to be statistically significant contributors to the full model as well. Ethnicity and teacher interpersonal behaviors did not make a statistically significant contribution to the variance in science GPA, and accounted for ≤ 1% of the variance. Implications and recommendations for future research are subsequently given.

Perceptions on the importance of gerontological education by teachers and students of undergraduate health sciences

Directory of Open Access Journals (Sweden)

Correa-Muñoz Elsa

2007-01-01

Full Text Available Abstract Background The main challenge of higher education institutions throughout the world is to develop professionals capable of understanding and responding to the current social priorities of our countries. Given the utmost importance of addressing the complex needs of an increasingly elderly population in Mexico, the National Autonomous University of Mexico has systematically incorporated modules dealing with primary gerontological health care into several of its undergraduate programs in health sciences. The objective of this study was to analyze teacher's and student's perceptions about the current educational practices on gerontology. Methods A cross-sectional study was carried out with a sample of 26 teachers and 122 undergraduate students. Subjects were administered interviews and responded survey instrument. Results A vast proportion of the teachers (42% reported students' attitudes towards their academic training as the most important factor affecting learning in the field of gerontology, whereas students reported that the main problems of education in gerontology were theoretical (32% and methodological (28%. In addition, 41% of students considered education on ageing matters as an essential element for their professional development, as compared to 19% of teachers (p Conclusion Our findings suggest that the teachers' perceptions about the low importance of education on ageing matters for the professional practice of health sciences could be a negative factor for gerontology teaching.

Impact of Texas high school science teacher credentials on student performance in high school science

Science.gov (United States)

George, Anna Ray Bayless

A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.

Water Pollution, Environmental Science Curriculum Guide Supplement.

Science.gov (United States)

McKenna, Harold J.

This curriculum guide is a 40-day unit plan on water pollution developed, in part, from the National Science Foundation Environmental Science Institutes' Ninth Grade Environmental Science Curriculum Guide. This unit contains teacher lesson plans, suggested teacher and student modules, case studies, and activities to be developed by teachers…

Study Skills of Arts and Science College Students

Science.gov (United States)

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

2015-01-01

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

Science concept learning by English as second language junior secondary students

Science.gov (United States)

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

1995-03-01

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

Vocational education training in environmental health sciences: using ionizing radiation detectors, module 11

International Nuclear Information System (INIS)

May, F.C.

1981-07-01

In this instructional module, students learn to operate a geiger counter and read a pocket ion chamber dosimeter in demonstrating how radiation levels are affected by distance, shielding, and time. Training Prerequisites: Before beginning this module, students should be, or have been, enrolled in a course on radiation safety or its equivalent at the 2-year technical-school or college level. Upon completion of this module, students will be able to perform the following functions: (1) Name and tell the function of the major components of a geiger counter and check its operation using a sealed check source of low radioactivity. (2) Read a pocket ion chamber dosimeter and recharge the dosimeter using a dosimeter charger. (3) Demonstrate what effects distance, shielding, and time have on radiation levels

Investigating University Students' Preferences to Science Communication Skills: A Case of Prospective Science Teacher in Indonesia

Science.gov (United States)

Suprapto, Nadi; Ku, Chih-Hsiung

2016-01-01

The purpose of this study was to investigate Indonesian university students' preferences to science communication skills. Data collected from 251 students who were majoring in science education program. The Learning Preferences to Science Communication (LPSC) questionnaire was developed with Indonesian language and validated through an exploratory…

Global patterns in students' views of science and interest in science

NARCIS (Netherlands)

van Griethuijsen, R.A.L.F.; van Eijck, M.W.; Haste, H.; den Brok, P.J.; Skinner, N.C.; Mansour, N.; Gencer, A.S.; BouJaoude, S.B.

2015-01-01

International studies have shown that interest in science and technology among primary and secondary school students in Western European countries is low and seems to be decreasing. In many countries outside Europe, and especially in developing countries, interest in science and technology remains

Attitudes and Views of Medical Students toward Science and Pseudoscience.

Science.gov (United States)

Peña, Adolfo; Paco, Ofelia

2004-12-01

To know opinions, attitudes and interest of medical students toward science and pseudoscience. A questionnaire was administered to 124 medical students of the San Marcos University in Lima, Peru. 173 students were surveyed. The response rate was 72%. Eighty-three percent (100/121) of respondents said that science is the best source of knowledge, 67% (82/123) said they were interested in science and technology news, 76% said they had not read any science magazine or book (other than medical texts and journals) in the last five years. Thirteen percent (16/124) of respondents said that astrology is "very scientific" and 40% (50/124) stated that it is "sort of scientific." 50% of respondents shared the opinion that some people possess psychic powers. Medical students' attitudes toward science are generally not favorable.

Feminist teacher research and students' visions of science: Listening as research and pedagogy

Science.gov (United States)

Howes, Elaine Virginia

In this dissertation, I bring together methodologies deriving from teacher research and feminist research to study students' visions of the content and processes of science. Through listening intently to students' talk and studying their writing, I address the following questions: (1) What can intensive listening to students tell us about students' thinking and beliefs concerning their images of science as a social enterprise? (2) What kinds of classroom situations encourage and support students' expressions of their lives and beliefs in connection to science? (3) How can feminist theories of education and critiques of science inform our efforts for "science for all"? This study is organized by focusing on the connection between national standards for science education and feminist theories of pedagogy and feminist critiques of science. From this starting point, students' ideas are presented and interpreted thematically. The resonances and dissonances between students' ideas, standards' goals, and feminist theory are explicated. Current best practice in science education demands that science teachers attend to what their students are thinking. For this dissertation, I have taken a perspective that is slightly askew from that of listening to students in order to support or challenge their thinking about natural phenomena. During my teaching, I set up situations in which students could speak about their images of science; these situations are integral to this study. My research goal was to listen in order to learn what students were thinking and believing--but not necessarily in order to change that thinking or those beliefs. My work is meant to cultivate common ground between feminist scholarship and science education, while deepening our understanding of students' thinking about the activities and knowledge of science. I hope that this dissertation will open up conversations between science educators and their students around issues concerning students

Pengembangan Modul Pembelajaran IPA Fisika Materi Suhu Dan Pemuaian Berbasis Potensi Lokal “Kerajinan Logam Sayangan” Untuk Siswa SMP Di Kalibaru Banyuwangi

OpenAIRE

Yulicahyani, Tria; Prihandono, Trapsilo; Lesmono, Albertus Djoko

2017-01-01

Development of local potential “Kerajinan Logam Sayangan” based temperature and expansion of physics science learning module is a develop of module to conect between temperature and expansion of material with “Kerajinan Logam Sayangan”. The purposes of this research are to describe the validty local potential “Kerajinan Logam Sayangan” based temperature and expansion of physics science learning module, student' learning achievement, and student' responses. This type of research is the develop...

Revisiting the silence of Asian immigrant students: The negotiation of Korean immigrant students' identities in science classrooms

Science.gov (United States)

Ryu, Minjung

This dissertation is a study about Korean immigrant students' identities, including academic identities related to science learning and identities along various social dimensions. I explore how Korean immigrant students participate in science classrooms and how they enact and negotiate their identities in their classroom discursive participation. My dissertation is motivated by the increasing attention in educational research to the intersectionality between science learning and various dimensions of identities (e.g., gender, race, ethnicity, social networks) and a dearth of such research addressing Asian immigrant students. Asian immigrant students are stereotyped as quiet and successful learners, particularly in science and mathematics classes, and their success is often explained by cultural differences. I confront this static and oversimplified notion of cultural differences and Asians' academic success and examine the intersectionality between science learning and identities of Asian immigrant students, with the specific case of Korean immigrants. Drawing upon cultural historical and sociolinguistic perspectives of identity, I propose a theoretical framework that underscores multiple levels of contexts (macro level, meso level, personal, and micro level contexts) in understanding and analyzing students' identities. Based on a year-long ethnographic study in two high school Advanced Placement Biology classes in a public high school, I present the meso level contexts of the focal school and biology classes, and in-depth analyses of three focal students. The findings illustrate: (1) how meso level contexts play a critical role in these students' identities and science classroom participation, (2) how the meso level contexts are reinterpreted and have different meanings to different students depending on their personal contexts, and (3) how students negotiated their positions to achieve certain identity goals. I discuss the implications of the findings for the

Student Science Teachers' Ideas of the Digestive System

Science.gov (United States)

Cardak, Osman

2015-01-01

The aim of this research is to reveal the levels of understanding of student science teachers regarding the digestive system. In this research, 116 student science teachers were tested by applying the drawing method. Upon the analysis of the drawings they made, it was found that some of them had misconceptions such as "the organs of the…

An exploration of equitable science teaching practices for students with learning disabilities

Science.gov (United States)

Morales, Marlene

In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007--2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The

The Conceptions of Learning Science by Laboratory among University Science-Major Students: Qualitative and Quantitative Analyses

Science.gov (United States)

Chiu, Yu-Li; Lin, Tzung-Jin; Tsai, Chin-Chung

2016-01-01

Background: The sophistication of students' conceptions of science learning has been found to be positively related to their approaches to and outcomes for science learning. Little research has been conducted to particularly investigate students' conceptions of science learning by laboratory. Purpose: The purpose of this research, consisting of…

Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge

Science.gov (United States)

Stephenson, Robert L.

The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky's social constructivist theory and Bandura's concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students' limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society.

Students' conceptions of evidence during a university introductory forensic science course

Science.gov (United States)

Yeshion, Theodore Elliot

Students' Conceptions of Science, Scientific Evidence, and Forensic Evidence during a University Introductory Forensic Science Course This study was designed to examine and understand what conceptions undergraduate students taking an introductory forensic science course had about scientific evidence. Because the relationships between the nature of science, the nature of evidence, and the nature of forensic evidence are not well understood in the science education literature, this study sought to understand how these concepts interact and affect students' understanding of scientific evidence. Four participants were purposefully selected for this study from among 89 students enrolled in two sections of an introductory forensic science course taught during the fall 2005 semester. Of the 89 students, 84 were criminal justice majors with minimal science background and five were chemistry majors with academic backgrounds in the natural and physical sciences. All 89 students completed a biographical data sheet and a pre-instruction Likert scale survey consisting of twenty questions relating to the nature of scientific evidence. An evaluation of these two documents resulted in a purposeful selection of four varied student participants, each of whom was interviewed three times throughout the semester about the nature of science, the nature of evidence, and the nature of forensic evidence. The same survey was administered to the participants again at the end of the semester-long course. This study examined students' assumptions, prior knowledge, their understanding of scientific inference, scientific theory, and methodology. Examination of the data found few differences with regard to how the criminal justice majors and the chemistry majors responded to interview questions about forensic evidence. There were qualitative differences, however, when the same participants answered interview questions relating to traditional scientific evidence. Furthermore, suggestions are

Influences of Learning Environment Characteristics on Student Learning During Authentic Science Inquiry in an Introductory Physical Geology Course

Science.gov (United States)

Miller, H. R.; Sell, K. S.; Herbert, B. E.

2004-12-01

Shifts in learning goals in introductory earth science courses to greater emphasis on critical thinking and the nature of science has led to the adoption of new pedagogical techniques, including inquiry-based learning (IBL). IBL is thought to support understanding of the nature of science and foster development of scientific reasoning and critical thinking skills by modeling authentic science inquiry. Implementation of new pedagogical techniques do not occur without influence, instruction and learning occurs in a complex learning environment, referring to the social, physical, mental, and pedagogical contexts. This study characterized the impact of an IBL module verses a traditionally structured laboratory exercise in an introductory physical geology class at Texas A&M University. Student activities in this study included manipulation of large-scale data sets, use of multiple representations, and exposure to ill-constrained problems common to the Texas Gulf Coast system. Formative assessment data collected included an initial survey of self efficacy, student demographics, content knowledge and a pre-mental model expression. Summative data collected included a post-test, post-mental model expression, final laboratory report, and a post-survey on student attitudes toward the module. Mental model expressions and final reports were scored according to a validated rubric instrument (Cronbrach alpha: 0.84-0.98). Nine lab sections were randomized into experimental and control groups. Experimental groups were taught using IBL pedagogical techniques, while the control groups were taught using traditional laboratory "workbook" techniques. Preliminary assessment based on rubric scores for pre-tests using Student's t-test (N ˜ 140) indicated that the experimental and control groups were not significantly different (ρ > 0.05), therefore, the learning environment likely impacted student's ability to succeed. A non-supportive learning environment, including student attitudes

The development of a valid discovery-based learning module to improve students' mathematical connection

Science.gov (United States)

Kuneni, Erna; Mardiyana, Pramudya, Ikrar

2017-08-01

Geometry is the most important branch in mathematics. The purpose of teaching this material is to develop students' level of thinking for a better understanding. Otherwise, geometry in particular, has contributed students' failure in mathematics examinations. This problem occurs due to special feature in geometry which has complexity of correlation among its concept. This relates to mathematical connection. It is still difficult for students to improve this ability. This is because teachers' lack in facilitating students towards it. Eventhough, facilitating students can be in the form of teaching material. A learning module can be a solution because it consists of series activities that should be taken by students to achieve a certain goal. A series activities in this case is adopted by the phases of discovery-based learning model. Through this module, students are facilitated to discover concept by deep instruction and guidance. It can build the mathematical habits of mind and also strengthen the mathematical connection. Method used in this research was ten stages of research and development proposed by Bord and Gall. The research purpose is to create a valid learning module to improve students' mathematical connection in teaching quadrilateral. The retrieved valid module based on media expert judgment is 2,43 for eligibility chart aspect, 2,60 for eligibility presentation aspect, and 3,00 for eligibility contents aspect. Then the retrieved valid module based on material expert judgment is 3,10 for eligibility content aspect, 2,87 for eligibility presentation aspect, and 2,80 for eligibility language and legibility aspect.

Uncovering Black/African American and Latina/o students' motivation to learn science: Affordances to science identity development

Science.gov (United States)

Mahfood, Denise Marcia

The following dissertation reports on a qualitative exploration that serves two main goals: (1) to qualitatively define and highlight science motivation development of Black/African American and Latina/o students as they learn science in middle school, high school, and in college and (2) to reveal through personal narratives how successful entry and persistence in science by this particular group is linked to the development of their science identities. The targeted population for this study is undergraduate students of color in science fields at a college or university. The theoretical frameworks for this study are constructivist theory, motivation theory, critical theory, and identity theories. The methodological approach is narrative which includes students' science learning experiences throughout the course of their academic lives. I use The Science Motivation Questionnaire II to obtain baseline data to quantitatively assess for motivation to learn science. Data from semi-structured interviews from selected participants were collected, coded, and configured into a story, and emergent themes reveal the important role of science learning in both informal and formal settings, but especially in informal settings that contribute to better understandings of science and the development of science identities for these undergraduate students of color. The findings have implications for science teaching in schools and teacher professional development in science learning.

Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement

Science.gov (United States)

Hanners, Grace D.

Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement ( r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.

Life satisfaction, health, self-evaluation and sexuality in current university students of sport sciences, education and natural sciences

Directory of Open Access Journals (Sweden)

Martin Sigmund

2014-12-01

Full Text Available Background: Lifestyle and health of an individual are influenced by many factors; a significant factor is life satisfaction. Life satisfaction is understood as a multidimensional construct closely related to the area of personal wellbeing and quality of life. Life satisfaction in university students represents one of the determinants of good health, high motivation for studying, work productivity, satisfactory interpersonal relationships and overall healthy lifestyle. Objective: The main objective of the present study is to identify and compare the level of overall life satisfaction and selected components of health, self-evaluation and sexuality in current university students with respect to their study specialization. Methods: The study included a total of 522 students from Palacký University. These were students from the Faculty of Physical Culture (n = 118, Faculty of Education (n = 218 and Faculty of Science (n = 186. In terms of age, the study focused on young adults aged 19 to 26. To assess the current level of life satisfaction, the research study used a standardized psychodiagnostic tool - Life Satisfaction Questionnaire (LSQ. The used diagnostic methods are fully standardized and contain domestic normative values. Statistical result processing was conducted using the Statistica programme v10.0. Results: The highest level of overall life satisfaction was revealed in university students of sport sciences. In comparison with the students of education and students of natural sciences the difference is significant. Satisfaction with health among the students of sport sciences is significantly higher than in the students of education (p ≤ .001; d = 0.53 and the students of natural sciences (p ≤ .05; d = 0.38. Similar results were found in the area of satisfaction with own person and self-evaluation, where the values of the students of sport sciences were significantly higher compared with the students of education (p �

The Need for Visually Impaired Students Participation in Science ...

African Journals Online (AJOL)

This paper examines the counselling implication of the need for the visually impaired students' participation in science education. Descriptive research design was adopted for the study while a validated structured questionnaire tagged visually impaired students perception of science education (VISPSE) was administered ...

Impact of SCALE-UP on science teaching self-efficacy of students in general education science courses

Science.gov (United States)

Cassani, Mary Kay Kuhr

The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the

Science student teacher's perceptions of good teaching | Setlalentoa ...

African Journals Online (AJOL)

Science student teacher's perceptions of good teaching. ... of 50 senior students enrolled in the Bachelor of Education (Further Education and Training ... and teaching strategies employed are perceived to influence what students perceived as ...

High School Students' Implicit Theories of What Facilitates Science Learning

Science.gov (United States)

Parsons, Eileen Carlton; Miles, Rhea; Petersen, Michael

2011-01-01

Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high…

Science knowledge and cognitive strategy use among culturally and linguistically diverse students

Science.gov (United States)

Lee, Okhee; Fradd, Sandra H.; Sutman, Frank X.

Science performance is determined, to a large extent, by what students already know about science (i.e., science knowledge) and what techniques or methods students use in performing science tasks (i.e., cognitive strategies). This study describes and compares science knowledge, science vocabulary, and cognitive strategy use among four diverse groups of elementary students: (a) monolingual English Caucasian, (b) African-American, (c) bilingual Spanish, and (d) bilingual Haitian Creole. To facilitate science performance in culturally and linguistically congruent settings, the study included student dyads and teachers of the same language, culture, and gender. Science performance was observed using three science tasks: weather phenomena, simple machines, and buoyancy. Data analysis involved a range of qualitative methods focusing on major themes and patterns, and quantitative methods using coding systems to summarize frequencies and total scores. The findings reveal distinct patterns of science knowledge, science vocabulary, and cognitive strategy use among the four language and culture groups. The findings also indicate relationships among science knowledge, science vocabulary, and cognitive strategy use. These findings raise important issues about science instruction for culturally and linguistically diverse groups of students.Received: 3 January 1995;

General Atomics Sciences Education Foundation Outreach Programs

Science.gov (United States)

Winter, Patricia S.

1997-11-01

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

Trapped between the two cultures: Urban college students' attitudes toward science

Science.gov (United States)

Dawson, Roy Edward

Most Americans agree that science plays an important part in maintaining our leadership role in economics, health, and security. Yet when it comes to science and math we appear to be baffled. Only 25% of Americans understand the process of science well enough to make informed judgment about scientific research reported in the media (National Science Foundation, 1998). What is it that turns Americans away from science? Is it our culture, schools, families, or friends? This study investigates urban college students' attitudes toward science to determine what changes might promote increased participation in the questions, ethical implications and culture of science. Volunteers completed a science questionnaire which included multiple-choice and open-answer questions. The questions were divided into the categories of individual characteristics, home/family, peers, and school/teachers. The multiple-choice questions were analyzed with quantitative statistical techniques. The open-answer questions were used to rate each student's attitude toward science and then analyzed with qualitative methods. Thirteen factors were significant in predicting science attitude but none of them, by itself, explained a large amount of variation. A multiple regression model indicated that the significant factors (in order of importance) were watching science television with your family, having a father not employed in science, having friends who like science, and imagining yourself to be a successful student. A hierarchical multiple regression analysis indicated that the categories of individual characteristics, family, and peers were all significant contributors to the model's prediction of science attitude. School environment/teachers did not add significant predictive power to the model. The qualitative results indicated that the factors of (1) a student's previous experience in science classes and (2) the curriculum philosophy which his or her science teachers employed appeared to be the

Mars mission program for primary students: Building student and teacher skills in science, technology, engineering and mathematics

Science.gov (United States)

Mathers, Naomi; Pakakis, Michael; Christie, Ian

2011-09-01

The Victorian Space Science Education Centre (VSSEC) scenario-based programs, including the Mission to Mars and Mission to the Orbiting Space Laboratory, utilize methodologies such as hands-on applications, immersive learning, integrated technologies, critical thinking and mentoring. The use of a scenario provides a real-life context and purpose to what students might otherwise consider disjointed information. These programs engage students in the areas of maths and science, and highlight potential career paths in science and engineering. The introduction of a scenario-based program for primary students engages students in maths and science at a younger age, addressing the issues of basic numeracy and science literacy, thus laying the foundation for stronger senior science initiatives. Primary students absorb more information within the context of the scenario, and presenting information they can see, hear, touch and smell creates a memorable learning and sensory experience. The mission also supports development of teacher skills in the delivery of hands-on science and helps build their confidence to teach science. The Primary Mission to the Mars Base gives primary school students access to an environment and equipment not available in schools. Students wear flight suits for the duration of the program to immerse them in the experience of being an astronaut. Astronauts work in the VSSEC Space Laboratory, which is transformed into a Mars base for the primary program, to conduct experiments in areas such as robotics, human physiology, microbiology, nanotechnology and environmental science. Specialist mission control software has been developed by La Trobe University Centre for Games Technology to provide age appropriate Information and Communication Technology (ICT) based problem solving and support the concept of a mission. Students in Mission Control observe the astronauts working in the space laboratory and talk to them via the AV system. This interactive

The Use of Online Citizen-Science Projects to Provide Experiential Learning Opportunities for Nonmajor Science Students

Directory of Open Access Journals (Sweden)

Donna M. Kridelbaugh

2015-11-01

Full Text Available Citizen science is becoming even more accessible to the general public through technological advances in the development of mobile applications, facilitating information dissemination and data collection. With the advent of “big data,” many citizen-science projects designed to help researchers sift through piles of research data now exist entirely online, either in the form of playing a game or via other digital avenues. Recent trends in citizen science have also focused on “crowdsourcing” solutions from the general public to help solve societal issues, often requiring nothing more than brainstorming and a computer to submit ideas. Online citizen science thus provides an excellent platform to expand the accessibility of experiential learning opportunities for a broad range of nonmajor science students at institutions with limited resources (e.g., community colleges. I created an activity for a general microbiology lecture to engage students in hands-on experiences via participation in online citizen-science projects. The objectives of the assignment were for students to: 1 understand that everyone can be a scientist; 2 learn to be creative and innovative in designing solutions to health and science challenges; and 3 further practice science communication skills with a written report. This activity is designed for introductory science courses with nonmajor science students who have limited opportunities to participate in undergraduate research experiences.

Original Science-Based Music and Student Learning

Science.gov (United States)

Smolinski, Keith

2010-01-01

American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework…

University Students' Perceptions of Their Science Classrooms

Science.gov (United States)

Kaya, Osman Nafiz; Kilic, Ziya; Akdeniz, Ali Riza

2004-01-01

The purpose of this study was to investigate the dimensions of the university students' perceptions of their science classes and whether or not the students' perceptions differ significantly as regards to the gender and grade level in six main categories namely; (1) pedagogical strategies, (2) faculty interest in teaching, (3) students interest…

NASA/First Materials Science Research Rack (MSRR-1) Module Inserts Development for the International Space Station

Science.gov (United States)

Crouch, Myscha; Carswell, Bill; Farmer, Jeff; Rose, Fred; Tidwell, Paul

1999-01-01

The Material Science Research Rack 1 (MSRR-1) of the Material Science Research Facility (MSRF) contains an Experiment Module (EM) being developed collaboratively by NASA and the European Space Agency (ESA). This NASA/ESA EM will accommodate several different removable and replaceable Module Inserts (MIs) which are installed on orbit. Two of the NASA MIs being developed for specific material science investigations are described herein.

Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students

Science.gov (United States)

Tsai, Liang-Ting; Yang, Chih-Chien

2015-05-01

This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS 2011 study, in which they were required to complete questionnaires. A 3-level multilevel analysis was used to assess the influence of factors at 3 levels on the science performance of 8th-grade Taiwanese students. The results showed that the provision of education resources at home, teachers' level of education, and school climate were the strongest predictor of science performance at the student, classroom, and school level, respectively. It was concluded that the science performance of 8th-grade Taiwanese students is driven largely by individual factors. Classroom-level factors accounted for a smaller proportion of the total variance in science performance than did school-level factors.

How the nature of science is presented to elementary students in science read-alouds

Science.gov (United States)

Rivera, Seema

Students as early as elementary school age are capable of learning the aspects of the nature of science (NOS), and the National Benchmarks incorporate the NOS as part of the learning objectives for K--2 students. Learning more about elementary science instruction can aid in understanding how the NOS can be taught or potentially integrated into current teaching methods. Although many teaching methods exist, this study will focus on read-alouds because they are recommended for and are very common in elementary schools. The read-aloud practice is particularly helpful to young students because most of these students have a higher listening comprehension than reading comprehension. One of the main components of the read-aloud practice is the discourse that takes place about the trade book. Both explicit and implicit messages are communicated to students by teachers' language and discussion that takes place in the classroom. Therefore, six multisite naturalistic case studies were conducted to understand elementary teachers' understanding of the NOS, students' understandings of the NOS, trade book representations of the NOS, and read-aloud practices and understandings in upstate New York. The findings of the study revealed that teachers and students held mostly naive and mixed understandings of the NOS. The trade books that had explicit connections to the NOS helped teachers discuss NOS related issues, even when the teachers did not hold strong NOS views. Teachers who held more informed NOS views were able to ask students NOS related questions. All teachers showed they need guidance on how to translate their NOS views into discussion and see the significance of the NOS in their classroom. Explicit NOS instruction can improve student understanding of the NOS, however the focus should be not only on teachers and their NOS understanding but also on the books used. These results show that quality trade books with explicit connections to the NOS are a useful instructional tool

Enhancing ASTRO101 Student Engagement Using Student-Created ScienceSKETCHES

Science.gov (United States)

Slater, Timothy F.; Slater, Stephanie

2016-01-01

As astronomy teaching faculty are changing their teaching strategies from those less desirable approaches that allow students to passively listen to professor-centered, information-lectures to more desirable, active-student engagement classrooms characterized by active learning, ASTRO 101 professors are looking for more ways to help students learn to participate in authentic scientific practices. This is consistent with notion advocated by the NRC that students should practice scientific thinking, scientific discourse, and scientific practices while learning science. Noticing that much informal scientific discussion is mediated by sketches—such as those occasionally lively discussions held after hours during scientific conferences—scholars at the CAPER Center for Astronomy & Physics Education Research have been piloting a series of active learning tasks where students are challenged to create scientific drawings to illustrate their understanding of astronomical phenomena or structures. Known informally as ScienceSKETCHES, examples of these tasks challenge students to illustrate: the spectral curve differences between high and low mass stars; the differences among galaxy shapes; the distribution of stars for the Andromeda Galaxy in terms of luminosity versus temperature; old and young planetary surfaces; or the relationships between distances and speeds of orbiting objects. Although our initial testing has focused on predominately on paper and pencil tasks, with the occasional cell phone picture of a ScienceSKETCH being texted to the professor, the electronic-based teaching world is nearly ready to support these sorts of drawing tasks. Already, the ability to complete and submit scientific sketches is becoming commonplace across electronic learning platforms, including shared white-boarding in many desktop videoconferencing systems, and handheld device learning systems for interactive classrooms, like those from Learning Catalytics, among many others. Our

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

Science.gov (United States)

Hariharan, Joya Reena

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

Understanding the Language Demands on Science Students from an Integrated Science and Language Perspective

Science.gov (United States)

Seah, Lay Hoon; Clarke, David John; Hart, Christina Eugene

2014-01-01

This case study of a science lesson, on the topic thermal expansion, examines the language demands on students from an integrated science and language perspective. The data were generated during a sequence of 9 lessons on the topic of "States of Matter" in a Grade 7 classroom (12-13 years old students). We identify the language demands…

The effects of student-level and classroom-level factors on elementary students' science achievement in five countries

Science.gov (United States)

Kaya, Sibel

The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects (Lamb & Fullarton, 2002) as well as understanding how these factors operate across countries (Baker, Fabrega, Galindo, & Mishook, 2004). The current study examined the individual student factors and classroom factors on fourth grade science achievement within and across five countries. Guided by the previous school learning models, the elements of students' science learning were categorized as student-level and classroom-level factors. The student-level factors included gender, self-confidence in science, and home resources. The classroom-level factors included teacher characteristics, instructional variables and classroom composition. Results for the United States and four other countries, Singapore, Japan, Australia, and Scotland were reported. Multilevel effects of student and classroom variables were examined through Hierarchical Linear Modeling (HLM) using the Trends in International Mathematics and Science Study (TIMSS) 2003 fourth grade dataset. The outcome variable was the TIMSS 2003 science score. Overall, the results of this study showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student-level, higher levels of home resources and self-confidence and at the classroom-level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the U.S. and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the U.S. and Australia. Experimental studies that investigate the impacts of teacher and instructional factors on elementary science achievement are

Inquiry Learning in the Singaporean Context: Factors affecting student interest in school science

Science.gov (United States)

Jocz, Jennifer Ann; Zhai, Junqing; Tan, Aik Ling

2014-10-01

Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion.

Education and Outreach on Space Sciences and Technologies in Taiwan

Science.gov (United States)

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

2014-05-01

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

Connecting Students and Policymakers through Science and Service-Learning

Science.gov (United States)

Szymanski, D. W.

2017-12-01

Successful collaborations in community science require the participation of non-scientists as advocates for the use of science in addressing complex problems. This is especially true, but particularly difficult, with respect to the wicked problems of sustainability. The complicated, unsolvable, and inherently political nature of challenges like climate change can provoke cynicism and apathy about the use of science. While science education is a critical part of preparing all students to address wicked problems, it is not sufficient. Non-scientists must also learn how to advocate for the role of science in policy solutions. Fortunately, the transdisciplinary nature of sustainability provides a venue for engaging all undergraduates in community science, regardless of major. I describe a model for involving non-science majors in a form of service-learning, where the pursuit of community science becomes a powerful pedagogical tool for civic engagement. Bentley University is one of the few stand-alone business schools in the United States and provides an ideal venue to test this model, given that 95% of Bentley's 4000 undergraduates major in a business discipline. The technology-focused business program is combined with an integrated arts & sciences curriculum and experiential learning opportunities though the nationally recognized Bentley Service-Learning and Civic Engagement Center. In addition to a required general education core that includes the natural sciences, students may opt to complete a second major in liberal studies with thematic concentrations like Earth, Environment, and Global Sustainability. In the course Science in Environmental Policy, students may apply to complete a service-learning project for an additional course credit. The smaller group of students then act as consultants, conducting research for a non-profit organization in the Washington, D.C. area involved in geoscience policy. At the end of the semester, students travel to D.C. and present

Graduate students teaching elementary earth science through interactive classroom lessons

Science.gov (United States)

Caswell, T. E.; Goudge, T. A.; Jawin, E. R.; Robinson, F.

2014-12-01

Since 2005, graduate students in the Brown University Department of Earth, Environmental, and Planetary Studies have volunteered to teach science to second-grade students at Vartan Gregorian Elementary School in Providence, RI. Initially developed to bring science into classrooms where it was not explicitly included in the curriculum, the graduate student-run program today incorporates the Providence Public Schools Grade 2 science curriculum into weekly, interactive sessions that engage the students in hypothesis-driven science. We will describe the program structure, its integration into the Providence Public Schools curriculum, and 3 example lessons relevant to geology. Lessons are structured to develop the students' ability to share and incorporate others' ideas through written and oral communication. The volunteers explain the basics of the topic and engage the students with introductory questions. The students use this knowledge to develop a hypothesis about the upcoming experiment, recording it in their "Science Notebooks." The students record their observations during the demonstration and discuss the results as a group. The process culminates in the students using their own words to summarize what they learned. Activities of particular interest to educators in geoscience are called "Volcanoes!", "The "Liquid Race," and "Phases of the Moon." The "Volcanoes!" lesson explores explosive vs. effusive volcanism using two simulated volcanoes: one explosive, using Mentos and Diet Coke, and one effusive, using vinegar and baking soda (in model volcanoes that the students construct in teams). In "Liquid Race," which explores viscosity and can be integrated into the "Volcanoes!" lesson, the students connect viscosity to flow speed by racing liquids down a ramp. "Phases of the Moon" teaches the students why the Moon has phases, using ball and stick models, and the terminology of the lunar phases using cream-filled cookies (e.g., Oreos). These lessons, among many others

SENSE IT: Student Enabled Network of Sensors for the Environment using Innovative Technology

Science.gov (United States)

Hotaling, L. A.; Stolkin, R.; Kirkey, W.; Bonner, J. S.; Lowes, S.; Lin, P.; Ojo, T.

2010-12-01

SENSE IT is a project funded by the National Science Foundation (NSF) which strives to enrich science, technology, engineering and mathematics (STEM) education by providing teacher professional development and classroom projects in which high school students build from first principles, program, test and deploy sensors for water quality monitoring. Sensor development is a broad and interdisciplinary area, providing motivating scenarios in which to teach a multitude of STEM subjects, from mathematics and physics to biology and environmental science, while engaging students with hands on problems that reinforce conventional classroom learning by re-presenting theory as practical tools for building real-life working devices. The SENSE IT program is currently developing and implementing a set of high school educational modules which teach environmental science and basic engineering through the lens of fundamental STEM principles, at the same time introducing students to a new set of technologies that are increasingly important in the world of environmental research. Specifically, the project provides students with the opportunity to learn the engineering design process through the design, construction, programming and testing of a student-implemented water monitoring network in the Hudson and St. Lawrence Rivers in New York. These educational modules are aligned to state and national technology and science content standards and are designed to be compatible with standard classroom curricula to support a variety of core science, technology and mathematics classroom material. For example, while designing, programming and calibrating the sensors, the students are led through a series of tasks in which they must use core mathematics and physics theory to solve the real problems of making their sensors work. In later modules, students can explore environmental science and environmental engineering curricula while deploying and monitoring their sensors in local rivers. This

Ciencias 2 (Science 2). [Student's Workbook].

Science.gov (United States)

Raposo, Lucilia

Ciencias 2 is the second in a series of elementary science textbooks written for Portuguese-speaking students. The text develops the basic skills that students need to study their surroundings and observe natural facts and phenomena by following scientific methods. The book is composed of 10 chapters and includes 57 lessons. Topics included are…

Science achievement of students in the Republic of Yemen and implications for improvement of science instruction

Science.gov (United States)

Ismail, Nageeb Kassem

The purpose of this study was to establish a research base from which strategies could be developed for improving science education in Yemen. The study measured the achievement in general science of Yemeni students attending primary, preparatory, and secondary schools, and their counterparts attending three- or five-year education programs in primary teacher training institutions. A sample of 1,984 students from six major cities in Yemen was given the Second International Science Study test in May 1988. Achievement scores of these selected groups were compared. The mean achievement in general science was 11.93 for science track students, 9.21 for three-year teacher training institution students, and 8.49 for five-year teacher training institution students. These mean scores were based on a total of 35 items. This low level of achievement was further verified by making comparisons of the achievement of selected groups from Yemeni high schools in six cities with each other. The following factors were measured in this study: location, grade level, gender and type of science program studied. Selected groups from Yemeni high schools were also compared to their peers in other nations. The researcher compared students of the science track and teacher training institutions to their counterparts in 13 nations and students of the literature track to their counterparts in eight nations. Fifth and ninth grade students' scores were compared with the scores of their counterparts in 15 and 17 nations respectively. In every comparison, every Yemeni group ranked at the bottom of the achievement list. (Jacobson W., & Doran, R. 1988) The outcomes of this research indicate the profound need for improving science programs in all grade levels in Yemen. The research recommendations for improvement in science education in Yemen fall into four areas: a change in attitudes toward education, a change in teacher education, a change in classroom conditions, and a change in educational

Students' self-regulation and teachers' influences in science: interplay between ethnicity and gender

Science.gov (United States)

Elstad, Eyvind; Turmo, Are

2010-11-01

The purpose of this study is to explore students' self-regulation and teachers' influence in science and to examine interplay between ethnicity and gender. Analysis of data from seven Oslo schools (1112 sampled students in the first year of high school) shows that the ethnic minority students reported using learning strategies in science more intensively than ethnic majority students and they had a stronger motivation to learn science. Ethnic majority students are defined here as students who were born in Norway and have at least one parent born in Norway. The study also shows that minority students generally evaluate their science teacher's influence on their learning more positively than the majority. The strongest interplay effects between gender and ethnicity are found in students' perceptions of the relevance of science, as well as their degree of negative responses to the pressure to learn science.

191 Students' Self-Concept and Their Achievement in Basic Science ...

African Journals Online (AJOL)

User

2011-07-21

Jul 21, 2011 ... Achievement Test in Basic showed Science (SATBS) were employed as .... Higher Studies; Teacher-Students opinion and found out that students .... Factors and Pupils Leaning Outcome in Bended Primary Science Project,.

First-Year University Science and Engineering Students' Understanding of Plagiarism

Science.gov (United States)

Yeo, Shelley

2007-01-01

This paper is a case study of first-year science and engineering students' understandings of plagiarism. Students were surveyed for their views on scenarios illustrating instances of plagiarism in the context of the academic work and assessment of science and engineering students. The aim was to explore their understandings of plagiarism and their…

Teaching Experiences for Graduate Student Researchers: A Study of the Design and Implementation of Science Courses for Secondary Students

Science.gov (United States)

Collins, Anne Wrigley

Modern science education reform recommends that teachers provide K-12 science students a more complete picture of the scientific enterprise, one that lies beyond content knowledge and centers more on the processes and culture of scientists. In the case of Research Experience for Teachers (RET) programs, the "teacher" becomes "researcher" and it is expected that he/she will draw from the short-term science research experience in his/her classroom, offering students more opportunities to practice science as scientists do. In contrast, this study takes place in a program that allows graduate students, engaged in research full-time, to design and implement a short-duration course for high school students on Saturdays; the "researcher" becomes "teacher" in an informal science program. In this study, I investigated eleven graduate students who taught in the Saturday Science (SS) program. Analyses revealed participants' sophisticated views of the nature of science. Furthermore, participants' ideas about science clearly resonated with the tenets of NOS recommended for K-12 education (McComas et al., 1998). This study also highlighted key factors graduate students considered when designing lessons. Instructors took great care to move away from models of traditional, "lecture"-based, university science teaching. Nonetheless, instruction lacked opportunities for students to engage in scientific inquiry. In instances when instructors included discussions of NOS in SS courses, opportunities for high school students to learn NOS were not explicit enough to align with current science reform recommendations (e.g., AAAS, 2009). Graduate students did, however, offer high school students access to their own science or engineering research communities. These findings have significant implications for K-12 classroom reform. Universities continue to be a valuable resource for K-12 given access to scientists, materials or equipment, and funding. Nonetheless, and as was the case with

STEM Integration in Middle School Life Science: Student Learning and Attitudes

Science.gov (United States)

Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael; Moreno, Mario

2016-08-01

In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.

How choosing science depends on students' individual fit to 'science culture'

NARCIS (Netherlands)

Taconis, R.; Kessels, U.

2009-01-01

In this paper we propose that the unpopularity of science in many industrialised countries is largely due to the gap between the subculture of science, on the one hand, and students' self-image, on the other. We conducted a study based on the self-to-prototype matching theory, testing whether the

Teaching Graduate Students How To Do Informal Science Education

Science.gov (United States)

Ackerman, S. A.; Crone, W.; Dunwoody, S. L.; Zenner, G.

2011-12-01

One of the most important skills a student needs to develop during their graduate days is the skill of communicating their scientific work with a wide array of audiences. That facility will serve them across audiences, from scientific peers to students to neighbors and the general public. Increasingly, graduate students express a need for training in skills needed to manage diverse communicative environments. In response to that need we have created a course for graduate students in STEM-related fields which provides a structured framework and experiential learning about informal science education. This course seeks to familiarize students with concepts and processes important to communicating science successfully to a variety of audiences. A semester-long course, "Informal Science Education for Scientists: A Practicum," has been co-taught by a scientist/engineer and a social scientist/humanist over several years through the Delta Program in Research, Teaching, & Learning at the University of Wisconsin-Madison. The course is project based and understanding audience is stressed throughout the class. Through development and exhibition of the group project, students experience front end, formative and summative evaluation methods. The disciplines of the participating students is broad, but includes students in the geosciences each year. After a brief description of the course and its evolution, we will present assessment and evaluation results from seven different iterations of the course showing significant gains in how informed students felt about evaluation as a tool to determine the effectiveness of their science outreach activities. Significant gains were found in the graduate students' perceptions that they were better qualified to explain a research topic to a lay audience, and in the students' confidence in using and understanding evaluation techniques to determine the effectiveness of communication strategies. There were also increases in the students

Internet Use Among Science Undergraduate Students: A ...

African Journals Online (AJOL)

The objective of this study was to identify and determine the extent of students\\' access to, and use of the Internet using the Science Undergraduate Students of University of Ibadan and University of Lagos as a case study. The study also aimed at comparing the rate of use among this group of students and determine which ...

Characteristics of High School Students' and Science Teachers' Cognitive Frame about Effective Teaching Method for High School Science Subject

Science.gov (United States)

Chung, Duk Ho; Park, Kyeong-Jin; Cho, Kyu Seong

2016-04-01

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students'' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of ''convergence'' as well as ''integration'' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively. Keywords : semantic network analysis, cognitive frame, teaching method, science lesson

Health status, physical activity, and orthorexia nervosa: A comparison between exercise science students and business students.

Science.gov (United States)

Malmborg, Julia; Bremander, Ann; Olsson, M Charlotte; Bergman, Stefan

2017-02-01

Orthorexia nervosa is described as an exaggerated fixation on healthy food. It is unclear whether students in health-oriented academic programs, highly focused on physical exercise, are more prone to develop orthorexia nervosa than students in other educational areas. The aim was to compare health status, physical activity, and frequency of orthorexia nervosa between university students enrolled in an exercise science program (n = 118) or a business program (n = 89). The students completed the Short Form-36 Health Survey (SF-36), the International Physical Activity Questionnaire (IPAQ), and ORTO-15, which defines orthorexia nervosa as a sensitive and obsessive behavior towards healthy nutrition. The SF-36 showed that exercise science students scored worse than business students regarding bodily pain (72.8 vs. 82.5; p = 0.001), but better regarding general health (83.1 vs. 77.1; p = 0.006). Of 188 students, 144 (76.6%) had an ORTO-15 score indicating orthorexia nervosa, with a higher proportion in exercise science students than in business students (84.5% vs. 65.4%; p = 0.002). Orthorexia nervosa in combination with a high level of physical activity was most often seen in men in exercise science studies and less often in women in business studies (45.1% vs. 8.3%; p orthorexia nervosa in exercise science students may cause problems in the future, since they are expected to coach others in healthy living. Our findings may be valuable in the development of health-oriented academic programs and within student healthcare services. Copyright © 2016 Elsevier Ltd. All rights reserved.

Direction discovery: A science enrichment program for high school students.

Science.gov (United States)

Sikes, Suzanne S; Schwartz-Bloom, Rochelle D

2009-03-01

Launch into education about pharmacology (LEAP) is an inquiry-based science enrichment program designed to enhance competence in biology and chemistry and foster interest in science careers especially among under-represented minorities. The study of how drugs work, how they enter cells, alter body chemistry, and exit the body engages students to conceptualize fundamental precepts in biology, chemistry, and math. Students complete an intensive three-week course in the fundamentals of pharmacology during the summer followed by a mentored research component during the school year. Following a 5E learning paradigm, the summer course captures student interest by introducing controversial topics in pharmacology and provides a framework that guides them to explore topics in greater detail. The 5E learning cycle is recapitulated as students extend their knowledge to design and to test an original research question in pharmacology. LEAP students demonstrated significant gains in biology and chemistry knowledge and interests in pursuing science. Several students earned honors for the presentation of their research in regional and state science fairs. Success of the LEAP model in its initial 2 years argues that coupling college-level coursework of interest to teens with an authentic research experience enhances high school student success in and enthusiasm for science. Copyright © 2009 International Union of Biochemistry and Molecular Biology, Inc.

High-School Students' Epistemic Knowledge of Science and Its Relation to Learner Factors in Science Learning

Science.gov (United States)

Yang, Fang-Ying; Liu, Shiang-Yao; Hsu, Chung-Yuan; Chiou, Guo-Li; Wu, Hsin-Kai; Wu, Ying-Tien; Chen, Sufen; Liang, Jyh-Chong; Tsai, Meng-Jung; Lee, Silvia W.-Y.; Lee, Min-Hsien; Lin, Che-Li; Chu, Regina Juchun; Tsai, Chin-Chung

2018-01-01

The purpose of this study was to develop and validate an online contextualized test for assessing students' understanding of epistemic knowledge of science. In addition, how students' understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was…

An educational ethnography of teacher-developed science curriculum implementation: Enacting conceptual change-based science inquiry with Hispanic students

Science.gov (United States)

Brunsell, Eric Steven

An achievement gap exists between White and Hispanic students in the United States. Research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that science should be taught using a science inquiry approach. Extensive research in teaching and learning science also shows that a conceptual change model of teaching is effective in helping students learn science. Finally, research into how Hispanic students learn best has provided a number of suggestions for science instruction. The Inquiry for Conceptual Change model merges these three research strands into a comprehensive yet accessible model for instruction. This study investigates two questions. First, what are teachers' perceptions of science inquiry and its implementation in the classroom? Second, how does the use of the Inquiry for Conceptual Change model affect the learning of students in a predominantly Hispanic, urban neighborhood. Five teachers participated in a professional development project where they developed and implemented a science unit based on the Inquiry for Conceptual Change model. Three units were developed and implemented for this study. This is a qualitative study that included data from interviews, participant reflections and journals, student pre- and post-assessments, and researcher observations. This study provides an in-depth description of the role of professional development in helping teachers understand how science inquiry can be used to improve instructional quality for students in a predominantly Hispanic, urban neighborhood. These teachers demonstrated that it is important for professional development to be collaborative and provide opportunities for teachers to enact and reflect on new teaching paradigms. This study also shows promising results for the ability of the Inquiry for Conceptual Change model to improve student learning.

Facilitating long-term changes in student approaches to learning science.

Science.gov (United States)

Buchwitz, Brian J; Beyer, Catharine H; Peterson, Jon E; Pitre, Emile; Lalic, Nevena; Sampson, Paul D; Wakimoto, Barbara T

2012-01-01

Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students' opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007-2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students' high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to "think like a scientist" and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula.

Improving quantitative skills in introductory geoscience courses at a four-year public institution using online math modules

Science.gov (United States)

Gordon, E. S.

2011-12-01

Fitchburg State University has a diverse student population comprised largely of students traditionally underrepresented in higher education, including first-generation, low-income, and/or students with disabilities. Approximately half of our incoming students require developmental math coursework, but often enroll in science classes prior to completing those courses. Since our introductory geoscience courses (Oceanography, Meteorology, Geology, Earth Systems Science) do not have prerequisites, many students who take them lack basic math skills, but are taking these courses alongside science majors. In order to provide supplemental math instruction without sacrificing time for content, "The Math You Need, When You Need It (TMYN), a set of online math tutorials placed in a geoscience context, will be implemented in three of our introductory courses (Oceanography, Meteorology, and Earth Systems Science) during Fall, 2011. Students will complete 5-6 modules asynchronously, the topics of which include graphing skills, calculating rates, unit conversions, and rearranging equations. Assessment of quantitative skills will be tracked with students' pre- and post-test results, as well as individual module quiz scores. In addition, student assessment results from Oceanography will be compared to student data from Academic Year 2010-11, during which quantitative skills were evaluated with pre- and post-test questions, but students did not receive online supplemental instruction.

Students' Preconceptions and Perceptions of Science-Oriented Studies

NARCIS (Netherlands)

Korpershoek, Hanke; Kuyper, Hans; Bosker, Roel; van der Werf, Greetje

2013-01-01

Do non-science, technology, engineering, and mathematics (STEM) students' views about STEM studies correspond with how STEM students actually perceive these studies? This paper deals with this issue by comparing higher education students' attitudes towards STEM studies between those who actually did

Mathematics education giving meaning to Social Science students

DEFF Research Database (Denmark)

Andersson, Annica; Valero, Paola

Compulsory mathematics for social science students is problematic. We discuss the case of a group of students in Sweden who met a mathematics course inspired on the ideas of critical mathematics education and ethnomathematics. The evidence collected about students' experiences on this course...

The National Ocean Sciences Bowl: An Effective Model for Engaging High School Students in Ocean Science

Science.gov (United States)

Holloway, A. E.

2016-02-01

The National Ocean Sciences Bowl (NOSB) is an informal high school education program that engages students in ocean and environmental science and exposes them to the breadth of ocean-related careers. The NOSB strives to train the next generation of interdisciplinary capable scientists and build a STEM-literate society that harnesses the power of ocean and climate science to address environmental, economic, and societal issues. Through the NOSB, students not only learn scientific principles, but also apply them to compelling real-world problems. The NOSB provides a richer STEM education and exposes students to ocean science topics they may not otherwise study through classroom curriculum. A longitudinal study that began in 2007 has shown that NOSB participants have an enhanced interest in ocean-related hobbies and environmental stewardship and an increasing number of these students have remained in the STEM pipeline and workforce.While the NOSB is primarily an academic competition, it has evolved since its creation in 1998 to include a variety of practical and professional development components. One of the program enhancements, the Scientific Expert Briefing (SEB), gives students the opportunity to apply what they have studied and think critically about current and ongoing ocean science challenges. The SEB helps students connect their knowledge of ocean science with current and proposed policy initiatives. Students gain significant research, writing, and presentation skills, while enhancing their ability for collaboration and consensus building, all vital workforce skills. Ultimately, the SEB teaches students how to communicate complex scientific research into digestible information for decision-makers and the general public.This poster will examine the impact of the NOSB and its role in strengthening the workforce pipeline through a combination of independent learning, competition, and opportunities for communication skills development.

Comparison of Sports Sciences and Education Faculty Students' Aggression Scores

Science.gov (United States)

Atan, Tülin

2016-01-01

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

Student perceptions of the clinical laboratory science profession.

Science.gov (United States)

McClure, Karen

2009-01-01

The purpose of this paper is to describe the attitudes and perceptions among college biology and CLS/CLT students. These students were on selected college campuses at Texas universities in Houston, Dallas and the Austin/San Antonio areas for the Spring 2007 semester. Specifically, students were questioned on factors that influence their choice of field of study, career expectations, legislative measures which might be used to attract individuals to the career, and factors that will be required to keep them in the field of practice. This study was part of a larger qualitative study which included exploratory discovery and inductive logic regarding the attitudes of four focus groups in Texas. Focus groups took place on college campuses or in hotel conference rooms. (1) junior/senior-level college biology students and (2) junior/senior-level students currently enrolled in CLS/CLT programs. Focus group discussions using a standard set of questions; group sessions lasted about 45 minutes. This study was a qualitative study which included exploratory discovery and inductive logic regarding the attitudes of two groups in Texas. College biology and CLS/CLT students find the clinical laboratory science profession to be interesting and exciting as a career prospect, however, many do not see themselves remaining in the profession and perceive it does not have good prospects for career advancement. The majority of students must work to support themselves through their college education and would welcome additional grants, scholarships and loan forgiveness programs as incentives to study the clinical laboratory sciences. Students believe that additional recruitment on high school and college campuses is needed to increase the visibility of the field as career choice. The majority of students who are entering the clinical laboratory science profession do not see the profession as their final career choice, but rather a stepping stone to another career field in healthcare or a

Assess Student Performance: Skills. Second Edition. Module D-4 of Category D--Instructional Evaluation. Professional Teacher Education Module Series.

Science.gov (United States)

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This module, one of a series of 127 performance-based teacher education learning packages focusing upon specific professional competencies of vocational education teachers, deals with assessing student performance of psychomotor skills. Included in the module are learning experiences that address the following topics: important considerations…

Engaging a middle school teacher and students in formal-informal science education: Contexts of science standards-based curriculum and an urban science center

Science.gov (United States)

Grace, Shamarion Gladys

This is a three-article five chapter doctoral dissertation. The overall purpose of this three-pronged study is to engage a middle school science teacher and students in formal-informal science education within the context of a science standards-based curriculum and Urban Science Center. The goals of the study were: (1) to characterize the conversations of formal and informal science educators as they attempted to implement a standards-based curriculum augmented with science center exhibits; (2) to study the classroom discourse between the teacher and students that foster the development of common knowledge in science and student understanding of the concept of energy before observing science center exhibits on energy; (3) to investigate whether or not a standards-driven, project-based Investigating and Questioning our World through Science and Technology (IQWST) curriculum unit on forms and transformation of energy augmented with science center exhibits had a significant effect on urban African-American seventh grade students' achievement and learning. Overall, the study consisted of a mixed-method approach. Article one consists of a case study featuring semi-structured interviews and field notes. Article two consists of documenting and interpreting teacher-students' classroom discourse. Article three consists of qualitative methods (classroom discussion, focus group interviews, student video creation) and quantitative methods (multiple choice and open-ended questions). Oral discourses in all three studies were audio-recorded and transcribed verbatim. In article one, the community of educators' conversations were critically analyzed to discern the challenges educators encountered when they attempted to connect school curriculum to energy exhibits at the Urban Science Center. The five challenges that characterize the emergence of a third space were as follows: (a) science terminology for lesson focus, (b) "dumb-down" of science exhibits, (c) exploration distracts

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

Science.gov (United States)

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

2018-01-01

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

How to change students' images of science and technology

Science.gov (United States)

Scherz, Zahava; Oren, Miri

2006-11-01

This paper examines the images middle school students have of science and technology, the workplaces, and the relevant professions. It also describes the effect on these images caused by an instructional initiative, Investigation into Science and Technology (IST), designed to introduce students to science and technology in the real life. Students' images were delineated via questionnaires, drawing tasks, and interviews before and after their participation in the IST program. The sample consisted of 100 students from six classes (eighth or ninth grade) of three schools. We found that before the IST intervention students' images about the scientific or technological environments were superficial, unreal, and even incorrect. Their impressions of the characteristics of scientists and technologists were superficial, misleading, and sometimes reflected ignorance. The findings demonstrate that the IST program stimulated a positive effect on students' images. Their preconceptions were altered in several dimensions: in the cognitive dimension, from superficial and vague to precise and correct images; in the perceptive dimension, from stereotypic to rational and open-minded images; and in the affective dimension, from negative to positive attitudes.

The influence of extracurricular activities on middle school students' science learning in China

Science.gov (United States)

Zhang, Danhui; Tang, Xing

2017-07-01

Informal science learning has been found to have effects on students' science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science achievement. Structural equation modelling was used to investigate the influence of students' self-chosen and school-organised extracurricular activities on science achievement through mediating interests and the academic self-concept. Chi-square tests were used to determine whether there was an opportunity gap in the student's engagement in extracurricular activities. The students' volunteer and school-organised participation in extracurricular science activities had a positive and indirect influence on their science achievement through the mediating variables of their learning interests and academic self-concept. However, there were opportunity gaps between different groups of students in terms of school location, family background, and especially the mother's education level. Students from urban areas with better-educated mothers or higher socioeconomic status are more likely to access diverse science-related extracurricular activities.

The perspectives and experiences of African American students in an informal science program

Science.gov (United States)

Bulls, Domonique L.

Science, technology, engineering, and mathematics (STEM) fields are the fastest growing sectors of the economy, nationally and globally. In order for the United States (U.S.) to maintain its competitiveness, it is important to address STEM experiences at the precollege level. In early years, science education serves as a foundation and pipeline for students to pursue STEM in college and beyond. Alternative approaches to instruction in formal classrooms have been introduced to engage more students in science. One alternative is informal science education. Informal science education is an avenue used to promote science education literacy. Because it is less regulated than science teaching in formal classroom settings, it allows for the incorporation of culture into science instruction. Culturally relevant science teaching is one way to relate science to African American students, a population that continually underperforms in K-12 science education. This study explores the science perspectives and experiences of African American middle school students participating in an informal science program. The research is framed by the tenets of culturally relevant pedagogy and shaped by the following questions: (1) What specific aspects of the Carver Program make it unique to African American students? (2) How is culturally relevant pedagogy incorporated into the informal science program? (3) How does the incorporation of culturally relevant pedagogy into the informal science program influence African American students' perceptions about science? The findings to the previously stated questions add to the limited research on African American students in informal science learning environments and contribute to the growing research on culturally relevant science. This study is unique in that it explores the cultural components of an informal science program.

Transfer adjustment experiences of underrepresented students of color in the sciences

Science.gov (United States)

Chang, June C.

Two-year colleges have long served as the starting point for many students in higher education and particularly those of underrepresented backgrounds. In recent years, these institutions have been called upon to help address the high attrition rates facing the science and mathematics disciplines by promoting interest development and transfer of underrepresented students in these fields. This study examined the adjustment experiences of underrepresented students of color after transferring from community colleges to a four-year university in the sciences. By employing qualitative interviews with students of African, Latino, Pacific Island, and Southeast Asian descent, students' perceptions of the sciences at the two- and four-year campus, adjustment process, and benefits and detriments of taking the transfer route were the focus of this research. The findings show that transfer students experience a very different science culture at each institutional type in terms of pedagogy and curriculum and interactions with classmates and faculty. While students witnessed a collaborative science culture at the community college, they faced a highly competitive and individualistic environment at the university. The greater the difference encountered, the more difficult were students' adjustment. Adjustment was aided in two primary ways: socialization experiences before transferring and the development of common identity groups with other students who shared similar backgrounds, goals, and struggles. These groups formed organically at the two-year college but were more difficult to forge at the university. When present, however, they served as niches, sites of validation, and counter spaces within the larger university setting. It appears that starting at the community college benefited most participants by providing a nurturing environment that fostered their commitment to science. Some students felt that they would have been dissuaded from pursuing their majors had they only

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

Science.gov (United States)

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

2007-12-01

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

Knowledge of Webloging among Library Science Students: The ...

African Journals Online (AJOL)

The study focused on investigating the knowledge of weblogging among library science students in Federal Polytechnic, Nekede. The study used descriptive survey research design. A purposive sampling technique was used to select 115 students among the final year students. A structured questionnaire was developed ...

Teacher and student reflections on ICT-rich science inquiry

DEFF Research Database (Denmark)

Williams, John; Otrel-Cass, Kathrin

2017-01-01

and different ways for students to engage with, explore and communicate science ideas within inquiry. Sample: This project developed case studies with 6 science teachers of year 9 and 10 students, with an average age of 13 and 14 years in three New Zealand high schools. Teacher participants in the project had...... varying levels of understanding and experience with inquiry learning in science. Teacher knowledge and experience with ICT were equally diverse. Design and Methods: Teachers and researchers developed initially in a joint workshop a shared understanding of inquiry, and how this could be enacted. During......Background: Inquiry learning in science provides authentic and relevant contexts in which students can create knowledge to solve problems, make decisions and find solutions to issues in today’s world. The use of electronic networks can facilitate this interaction, dialogue and sharing, and adds...

Student Science Training Program in Mathematics, Physics and Computer Science. Final Report to the National Science Foundation. Artificial Intelligence Memo No. 393.

Science.gov (United States)

Abelson, Harold; diSessa, Andy

During the summer of 1976, the MIT Artificial Intelligence Laboratory sponsored a Student Science Training Program in Mathematics, Physics, and Computer Science for high ability secondary school students. This report describes, in some detail, the style of the program, the curriculum and the projects the students under-took. It is hoped that this…

How Choosing Science Depends on Students' Individual Fit to "Science Culture"

Science.gov (United States)

Taconis, Ruurd; Kessels, Ursula

2009-01-01

In this paper we propose that the unpopularity of science in many industrialised countries is largely due to the gap between the subculture of science, on the one hand, and students' self-image, on the other. We conducted a study based on the self-to-prototype matching theory, testing whether the perceived mismatch between the typical…

An Investigation of the Effects of Authentic Science Experiences Among Urban High School Students

Science.gov (United States)

Chapman, Angela

Providing equitable learning opportunities for all students has been a persistent issue for some time. This is evident by the science achievement gap that still exists between male and female students as well as between White and many non-White student populations (NCES, 2007, 2009, 2009b) and an underrepresentation of female, African-American, Hispanic, and Native Americans in many science, technology, engineering, and mathematics (STEM) related careers (NCES, 2009b). In addition to gender and ethnicity, socioeconomic status and linguistic differences are also factors that can marginalize students in the science classroom. One factor attributed to the achievement gap and low participation in STEM career is equitable access to resources including textbooks, laboratory equipment, qualified science teachers, and type of instruction. Extensive literature supports authentic science as one way of improving science learning. However, the majority of students do not have access to this type of resource. Additionally, extensive literature posits that culturally relevant pedagogy is one way of improving education. This study examines students' participation in an authentic science experience and argues that this is one way of providing culturally relevant pedagogy in science classrooms. The purpose of this study was to better understand how marginalized students were affected by their participation in an authentic science experience, within the context of an algae biofuel project. Accordingly, an interpretivist approach was taken. Data were collected from pre/post surveys and tests, semi-structured interviews, student journals, and classroom observations. Data analysis used a mixed methods approach. The data from this study were analyzed to better understand whether students perceived the experience to be one of authentic science, as well as how students science identities, perceptions about who can do science, attitudes toward science, and learning of science practices

Investigating Elementary Teachers' Thinking About and Learning to Notice Students' Science Ideas

Science.gov (United States)

Luna, Melissa Jo

Children naturally use observations and everyday thinking to construct explanations as to why phenomena happen in the world. Science instruction can benefit by starting with these ideas to help children build coherent scientific understandings of how the physical world works. To do so, science teaching must involve attending to students' ideas so that those ideas become the basis for learning. Yet while science education reform requires teachers to pay close attention to their students' ideas, we know little about what teachers think this means in practice. To examine this issue, my dissertation research is two-fold. First, I examine teacher thinking by investigating how teachers understand what it means to pay attention to students' science ideas. Specifically, using new digital technology, three participating teachers captured moments of student thinking in the midst of instruction. Analysis of these moments reveals that teachers capture many different kinds of moments containing students' ideas and think about students' science ideas in different ways at different times. In particular, these three teachers most often think about students' ideas as being (a) from authority, (b) from experience, and (c) under construction. Second, I examine teacher learning through the development of an innovative science teaching video club model. The model differs from previous research on video clubs in several key ways in an attempt to focus teachers on student thinking in a sustained way. I investigate the ways in which this model was effective for engaging teachers in noticing and making sense of their students' science ideas during one implementation. Results indicate that teachers talked about student thinking early, often, and in meaningful ways. Science education leaders have recognized the potential of science teaching video clubs as a form of professional development, and the model presented in this work promotes the conditions for successful teacher learning. This