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

Science.gov (United States)

Roberts, Megan Rae

This study focuses on an analysis of a professional development program known as lesson study via data obtained during an in-service professional development program for secondary school science teachers. The purpose of this study was to examine the self-efficacy beliefs of one group of science teachers related to their experiences in a lesson study. Another purpose for this research, aligned with the first, included a theoretical analysis of the lesson study construct to see if its design promoted positive self-efficacy beliefs of its participants. The research is framed within the context of social constructivism and self-efficacy and is qualitative in nature and utilized descriptive analysis as a means of research. Case studies were conducted detailing two of the six participants. Data sources included researcher field notes and transcriptions of all planning and debriefing sessions; individual interviews with each participant and the schools' principal; a participant questionnaire, and the Science Teaching Efficacy Belief Instrument. Themes that emerged included the positive perceptions of lesson study as a collaborative and teacher-centered experience; the understanding that lesson study can instill a sense of professionalism to those who participate in the process; the sense that discussing student learning using objective observations from classroom is a powerful way to assess learning and uncover personal teacher beliefs; and the insight that the time commitment that lesson study requires can inhibit teachers and schools from sustaining it as a form of on-going professional development. Although these themes are consistent with the research on lesson study in Japan and elsewhere in the United States, they also extend the research on self-efficacy and science teacher professional development. In the end, this study supported some of the conclusions of the self-efficacy research as it relates to professional development while also adding that interpersonal

Late lessons from early warnings: science, precaution, innovation

DEFF Research Database (Denmark)

Hansen, Steffen Foss

2013-01-01

of chemical and technological innovations, and highlight a number of systemic problems. The 'Late Lessons Project' illustrates how damaging and costly the misuse or neglect of the precautionary principle can be, using case studies and a synthesis of the lessons to be learned and applied to maximising...... rather than present specific estimates for these costs. Making the best use of environmental science and modelling helps to make environmental protection and precaution a priority. Producing cost estimates should not be left to economists alone, but should rather be seen as a starting point for a broader...... discussion, featuring also the relevant expertise in health, ecology, demography, modelling and science. Well researched estimates, based on interdisciplinary collaboration, can strengthen some of those scattered and diffuse interests, which during the ordinary processes of policy-making have difficulty...

Designing an Earthquake-Proof Art Museum: An Arts- and Engineering-Integrated Science Lesson

Science.gov (United States)

Carignan, Anastasia; Hussain, Mahjabeen

2016-01-01

In this practical arts-integrated science and engineering lesson, an inquiry-based approach was adopted to teach a class of fourth graders in a Midwest elementary school about the scientific concepts of plate tectonics and earthquakes. Lessons were prepared following the 5 E instructional model. Next Generation Science Standards (4-ESS3-2) and the…

To Customize or Not to Customize? Exploring Science Teacher Customization in an Online Lesson Portal

Science.gov (United States)

Littenberg-Tobias, Joshua; Beheshti, Elham; Staudt, Carolyn

2016-01-01

New technologies are increasingly giving science teachers the ability to access and customize science lessons. However, there is substantial debate in the literature about whether and under what conditions teacher customization benefit student learning. In this study, we examined teacher customization of inquiry-based science lessons from an…

Thinking Science Australia: A Short History of How Thirty Science Lessons Transform Learning and Teaching

Science.gov (United States)

Smith, Tim

2016-01-01

Originally called Cognitive Acceleration through Science Education, Thinking Science is a program of 30 lessons, usually delivered in Years 7 and 8, that has been shown to improve learner outcomes in science, maths and English. Over recent years, it has grown in popularity in Australia and was the subject of an ARC-funded research project at the…

Teachers' Perceptions of Infusion of Values in Science Lessons: a Qualitative Study

Science.gov (United States)

Kumarassamy, Jayanthy; Koh, Caroline

2017-06-01

Much has been written and debated on the importance of including moral, character or values education in school curricula. In line with this, teachers' views with regard to values education have often been sought. However, a search into the literature on values in science education has revealed little on this domain. In an attempt to close this gap, this study explored the views of teachers with regard to values infusion in the teaching of science. The aim was to investigate teachers' perceptions on two broad areas: (i) how values were infused or addressed in lower secondary science and (ii) how values-infused science lessons influenced their students' dispositions and actions. The participants who took part in the interviews were lower secondary science teachers teaching Grade 8 in selected Singapore and New Delhi schools. The findings showed that values inherent in the discipline of science, such as validity, fairness, honesty, rigour, predominated in the lessons conducted by the teachers in both contexts. Furthermore, in Singapore, equal numbers of teachers made references to values upheld and practised by scientists and values arising from the interplay between people and scientific processes and products. In New Delhi however, the emphasis was higher on the latter category of values than on the former. Generally, in both contexts, values infusion in science lessons was not planned but occurred spontaneously as values issues surfaced in class. Teachers in both Singapore and New Delhi used strategies such as questioning, discussion, activities and direct instructions to carry out values infusion, although they experienced challenges that included content and time constraints, lack of student readiness and of teacher competency. Nevertheless, the teachers interviewed perceived that values in science lessons brought about changes in students' personal attributes, affect and behaviour, such as greater interest and prosocial engagement.

Material science lesson from the biological photosystem.

Science.gov (United States)

Kim, Younghye; Lee, Jun Ho; Ha, Heonjin; Im, Sang Won; Nam, Ki Tae

2016-01-01

Inspired by photosynthesis, artificial systems for a sustainable energy supply are being designed. Each sequential energy conversion process from light to biomass in natural photosynthesis is a valuable model for an energy collection, transport and conversion system. Notwithstanding the numerous lessons of nature that provide inspiration for new developments, the features of natural photosynthesis need to be reengineered to meet man's demands. This review describes recent strategies toward adapting key lessons from natural photosynthesis to artificial systems. We focus on the underlying material science in photosynthesis that combines photosystems as pivotal functional materials and a range of materials into an integrated system. Finally, a perspective on the future development of photosynthesis mimetic energy systems is proposed.

Lessons Learned from Developing and Operating the Kepler Science Pipeline and Building the TESS Science Pipeline

Science.gov (United States)

Jenkins, Jon M.

2017-01-01

The experience acquired through development, implementation and operation of the KeplerK2 science pipelines can provide lessons learned for the development of science pipelines for other missions such as NASA's Transiting Exoplanet Survey Satellite, and ESA's PLATO mission.

Analyzing students' attitudes towards science during inquiry-based lessons

Science.gov (United States)

Kostenbader, Tracy C.

Due to the logistics of guided-inquiry lesson, students learn to problem solve and develop critical thinking skills. This mixed-methods study analyzed the students' attitudes towards science during inquiry lessons. My quantitative results from a repeated measures survey showed no significant difference between student attitudes when taught with either structured-inquiry or guided-inquiry lessons. The qualitative results analyzed through a constant-comparative method did show that students generate positive interest, critical thinking and low level stress during guided-inquiry lessons. The qualitative research also gave insight into a teacher's transition to guided-inquiry. This study showed that with my students, their attitudes did not change during this transition according to the qualitative data however, the qualitative data did how high levels of excitement. The results imply that students like guided-inquiry laboratories, even though they require more work, just as much as they like traditional laboratories with less work and less opportunity for creativity.

Regional climate science: lessons and opportunities

Science.gov (United States)

Mote, P. W.; Miles, E. L.; Whitely Binder, L.

2008-12-01

Since its founding in 1995, the Climate Impacts Group (CIG) at the University of Washington (UW) has achieved remarkable success at translating global- and regional-scale science into forms and products that are useful to, and used by, decision-makers. From GCM scenarios to research on the connection between global climate patterns and locally important factors like floods and wildfires, CIG's strong physical science foundation is matched by a vigorous and successful outreach program. As a result, CIG and its partner the Office of Washington State Climatologist at UW have made substantial progress at bridging the gap between climate science and decision-making, and are deeply involved in advising all levels of government and many business interests on adapting to climate variability and change. This talk will showcase some of the specific activities and tools, describe lessons learned, and illustrate how such efforts fit into a "National Climate Service."

Some Lessons From a Symposium on Cultural Psychological Science.

Science.gov (United States)

Sternberg, Robert J

2017-09-01

In this concluding essay, I summarize some of the main points of each of the contributors and attempt to highlight their importance for psychological science and for everyday life. I bring in some examples of research from my own research group over the years that reinforce many of the conclusions reached by the contributors. The purpose of this symposium on cultural psychological science is, we hope, to teach some lessons that could not easily be learned except through cultural research. My goal in this final essay is to consider what I believe to be a primary lesson of each contribution. I attempt to illustrate the considerable relevance of each of these contributions to contemporary society. The views expressed here are solely my own, and of course readers may find much to disagree with; hopefully, they will find some things to agree with as well!

Lessons Learned from Real-Time, Event-Based Internet Science Communications

Science.gov (United States)

Phillips, T.; Myszka, E.; Gallagher, D. L.; Adams, M. L.; Koczor, R. J.; Whitaker, Ann F. (Technical Monitor)

2001-01-01

For the last several years the Science Directorate at Marshall Space Flight Center has carried out a diverse program of Internet-based science communication. The Directorate's Science Roundtable includes active researchers, NASA public relations, educators, and administrators. The Science@NASA award-winning family of Web sites features science, mathematics, and space news. The program includes extended stories about NASA science, a curriculum resource for teachers tied to national education standards, on-line activities for students, and webcasts of real-time events. The focus of sharing science activities in real-time has been to involve and excite students and the public about science. Events have involved meteor showers, solar eclipses, natural very low frequency radio emissions, and amateur balloon flights. In some cases, broadcasts accommodate active feedback and questions from Internet participants. Through these projects a pattern has emerged in the level of interest or popularity with the public. The pattern differentiates projects that include science from those that do not, All real-time, event-based Internet activities have captured public interest at a level not achieved through science stories or educator resource material exclusively. The worst event-based activity attracted more interest than the best written science story. One truly rewarding lesson learned through these projects is that the public recognizes the importance and excitement of being part of scientific discovery. Flying a camera to 100,000 feet altitude isn't as interesting to the public as searching for viable life-forms at these oxygen-poor altitudes. The details of these real-time, event-based projects and lessons learned will be discussed.

Students' Views About Secondary School Science Lessons: The Role of Practical Work

Science.gov (United States)

Toplis, Rob

2012-06-01

This paper reports an interpretive study that sought students' views about the role that practical work plays in their school science lessons. Twenty-nine students aged between 13 and 16 years were selected from three secondary schools in England. Data were collected from initial lesson observations and in-depth interviews in order to explore students' views about practical work. The findings suggest that students have three main reasons why practical work is important in their school science lessons: for interest and activity, including social and personal features such as participation and autonomy; as an alternative to other forms of science teaching involving a pedagogy of transmission, and as a way of learning, including memorizing and recall. The findings are discussed in the context of a critical view of previous work on the role of practical work, work on attitudes to science and on the student voice. The paper concludes that practical work is seen to provide opportunities for students to engage with and influence their own learning but that learning with practical work remains a complex issue that needs further research and evaluation about its use, effectiveness and of the role of scientific inquiry as a component of practical activity.

Shoring Up Math and Science in the Elementary Grades: Schools Enlist Specialists to Teach Science Lessons

Science.gov (United States)

Jacobson, Linda

2004-01-01

As science gets squeezed in the elementary curriculum, at least two Florida districts are trying a new approach to keeping hands-on lessons a part of pupils' experiences. This article reports how Broward and Palm Beach county districts have increased the number of science specialists working in their elementary schools--teachers who, like physical…

Designing Innovative Lessons Plans to Support the Next Generation Science Standards (NGSS)

Science.gov (United States)

Passow, M. J.

2013-12-01

The Next Generation Science Standards (NGSS) issued earlier in 2013 provide the opportunity to enhance pre-college curricula through a new focus on the ';Big Ideas' in Science, more attention to reading and writing skills needed for college and career readiness, and incorporation of engineering and technology. We introduce a set of lesson plans about scientific ocean drilling which can serve as a exemplars for developing curricula to meet NGSS approaches. Designed for middle and high school students, these can also be utilized in undergraduate courses. Development of these lessons was supported through a grant from the Deep Earth Academy of the Consortium for Ocean Leadership. They will be disseminated through websites of the Deep Earth Academy (http://www.oceanleadership.org/education/deep-earth-academy/) and Earth2Class Workshops for Teachers (http://www.earth2class.org), as well as through workshops at science education conferences sponsored by the National Earth Science Teachers Association (www.nestanet.org) and other organizations. Topics include 'Downhole Logging,' 'Age of the Ocean Floors,' 'Tales of the Resolution,' and 'Continental Shelf Sediments and Climate Change Patterns.' 'Downhole Logging' focuses on the engineering and technology utilized to obtain more information about sediments and rocks cored by the JOIDES Resolution scientific drilling vessel. 'Age of the Ocean Floor' incorporates the GeoMap App visualization tools (http://www.geomapapp.org/) to compare sea bottom materials in various parts of the world. 'Tales of the Resolution' is a series of ';graphic novels' created to describe the scientific discoveries, refitting of the JOIDES Resolution, and variety of careers available in the marine sciences (http://www.ldeo.columbia.edu/BRG/outreach/media/tales/). The fourth lesson focuses on discoveries made during Integrated Ocean Drilling Program Expedition 313, which investigated patterns in the sediments beneath the continental shelf off New

Climate change in the classroom: Reaching out to middle school students through science and math suitcase lessons

Science.gov (United States)

Jacobo, A. C.; Collay, R.; Harris, R. N.; de Silva, L.

2011-12-01

We have formed a link between the Increasing Diversity in Earth Sciences (IDES) program with the Science and Math Investigative Learning Experiences (SMILE) program, both at Oregon State University. The IDES mission is to strengthen the understanding of Earth Sciences and their relevance to society among broad and diverse segments of the population and the SMILE mission is to provide science and math enrichment for underrepresented and other educationally underserved students in grades 4-12. Traditionally, underserved schools do not have enough time or resources to spend on science and mathematics. Furthermore, numerous budget cuts in many Oregon school districts have negatively impacted math and science cirriculum. To combat this trend we have designed suitcase lessons in climate change that can be carried to a number of classrooms. These lesson plans are scientifically rich and economically attractive. These lessons are designed to engage students in math and science through climate change presentations, group discussions, and hands-on activities. Over the past year we have familiarized ourselves with the academic ability of sixth and seventh graders through in-class observation in Salem Oregon. One of the suit case lessons we developed focuses on climate change by exploring the plight of polar bears in the face of diminishing sea ice. Our presentation will report the results of this activity.

The attitudinal and cognitive effects of interdisciplinary collaboration on elementary pre-service teachers development of biological science related lesson plans

Science.gov (United States)

Mills, Jada Jamerson

There is a need for STEM (science, technology, engineering, and mathematics) education to be taught effectively in elementary schools. In order to achieve this, teacher preparation programs should graduate confident, content strong teachers to convey knowledge to elementary students. This study used interdisciplinary collaboration between the School of Education and the College of Liberal Arts through a Learning-by-Teaching method (LdL): Lernen durch Lernen in German. Pre-service teacher (PST) achievement levels of understanding science concepts based on pretest and posttest data, quality of lesson plans developed, and enjoyment of the class based on the collaboration with science students. The PSTs enrolled in two treatment sections of EDEL 404: Science in the Elementary Classroom collaborated with science students enrolled in BISC 327: Introductory Neuroscience to enhance their science skills and create case-based lesson plans on neurothology topics: echolocation, electrosensory reception, steroid hormones, and vocal learning. The PSTs enrolled in the single control section of EDEL 404 collaborated with fellow elementary education majors to develop lesson plans also based on the same selected topics. Qualitative interviews of education faculty, science faculty, and PSTs provided depth to the quantitative findings. Upon lesson plan completion, in-service teachers also graded the two best and two worst plans for the treatment and control sections and a science reviewer graded the plans for scientific accuracy. Statistical analyses were conducted for hypotheses, and one significant hypothesis found that PSTs who collaborated with science students had more positive science lesson plan writing attitudes than those who did not. Despite overall insignificant statistical analyses, all PSTs responded as more confident after collaboration. Additionally, interviews provided meaning and understanding to the insignificant statistical results as well as scientific accuracy of

The Role of Content in Inquiry-Based Elementary Science Lessons: An Analysis of Teacher Beliefs and Enactment

Science.gov (United States)

Furtak, Erin Marie; Alonzo, Alicia C.

2010-05-01

The Trends in International Mathematics and Science Study (TIMSS) Video Study explored instructional practices in the United States (US) in comparison with other countries that ranked higher on the 1999 TIMSS assessment, and revealed that 8th grade science teachers in the US emphasize activities over content during lessons (Roth et al. 2006). This study applies the content framework from the TIMSS Video Study to a sample of 28 3rd grade teachers enacting an inquiry-based unit on floating and sinking, and seeks a deeper understanding of teachers’ practices through analysis of interviews with those teachers. Transcripts of observed lessons were coded according to the TIMSS framework for types of content, and transcripts of teacher interviews were coded to capture the ways in which teachers described their role in and purposes for teaching science, particularly with respect to the floating and sinking unit. Results indicate that teachers focused more on canonical, procedural and experimental knowledge during lessons than on real-world connections and the nature of science; however, none of the types of content received major emphasis in a majority of the classrooms in the sample. During interviews, teachers described their practice in ways that prioritized helping students to like science over specific content outcomes. The study suggests that elementary school teachers’ emphasis on doing and feeling during inquiry-based lessons may interfere with teaching of content.

Science and Sandy: Lessons Learned

Science.gov (United States)

Werner, K.

2013-12-01

Following Hurricane Sandy's impact on the mid-Atlantic region, President Obama established a Task Force to '...ensure that the Federal Government continues to provide appropriate resources to support affected State, local, and tribal communities to improve the region's resilience, health, and prosperity by building for the future.' The author was detailed from NOAA to the Task Force between January and June 2013. As the Task Force and others began to take stock of the region's needs and develop plans to address them, many diverse approaches emerged from different areas of expertise including: infrastructure, management and construction, housing, public health, and others. Decision making in this environment was complex with many interests and variables to consider and balance. Although often relevant, science and technical expertise was not always at the forefront of this process. This talk describes the author's experience with the Sandy Task Force focusing on organizing scientific expertise to support the work of the Task Force. This includes a description of federal activity supporting Sandy recovery efforts, the role of the Task Force, and lessons learned from developing a science support function within the Task Force.

Microteaching Lesson Study: An Approach to Prepare Teacher Candidates to Teach Science through Inquiry

Science.gov (United States)

Zhou, George; Xu, Judy

2017-01-01

Inquiry-based teaching has become the most recommended approach in science education for a few decades; however, it is not a common practice yet in k-12 school classrooms. In order to prepare future teachers to teach science through inquiry, a Microteaching Lesson Study (MLS) approach was employed in our science methods courses. Instead of asking…

Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers' Pedagogical Content Knowledge for Teaching Nature of Science

Science.gov (United States)

Akerson, Valarie L.; Pongsanon, Khemmawadee; Park Rogers, Meredith A.; Carter, Ingrid; Galindo, Enrique

2017-01-01

This study explored a modified version of Japanese Lesson Study to determine whether and how it influenced preservice elementary teachers in their abilities to deliver science lessons that included nature of science (NOS) to their own students. We used a case study approach that focused on one subset of a cohort of preservice elementary teachers…

Reflections on Asia: Borrowing Lessons from the Humanities in Social Science Coursework

Directory of Open Access Journals (Sweden)

Howard Sanborn

2017-07-01

Full Text Available What lessons can political science classes borrow from the humanities? This paper presents the results of a multi-year study on teaching about Asia as part of a general education program. Given the challenges of meeting common learning outcomes while also teaching discipline-specific lessons, political science courses often underperformed in assessments when compared to benchmark expectations. While our initial conclusion—that a greater focus on multimodal assignments would promote deeper learning and reflection—proved unfounded, explicitly emphasizing students’ reflection on their own process of democratic engagement, in comparison to that of their counterparts in Asia, did seem to address the shortcomings of the previous approaches by giving students context and guidance in their understanding of how democracy works at home and abroad. Data from reflective essays, collected over two years, provide evidence for this finding.

Curriculum Package: Junior High - Middle School Science Lessons. [A Visit to the Louisville, Kentucky Airports: Standiford and Bowman Fields.

Science.gov (United States)

Squires, Frances H.

This science curriculum was written for teachers of children in junior high or middle school. It contains science activities for the following lessons: (1) Anemometers and Wind Speed; (2) Up! Up! and Away; (3) Jet Lag--Time Zones; (4) Inventors; (5) Model Rocketry; (6) Geometry and Kites; and (7) Super Savers. In lesson one, students construct an…

Wind, Water, Fire, and Earth. Energy Lessons for the Physical Sciences.

Science.gov (United States)

Watt, Shirley L., Ed.; And Others

The current energy situation in the United States is a web of complicated and related elements. This document attempts to address some of these variables in presenting interdisciplinary energy lessons taken from instructional packets previously developed by the Project for an Energy-Enriched Curriculum (PEEC). The 19 physical science lessons…

Medical faculty members' attitude on lesson planning Semnan University of Medical Sciences

Directory of Open Access Journals (Sweden)

Masomeh Saberian

2003-01-01

Full Text Available Background: Lesson planning has a distinct role in enhancing education quality, as well as maintaining the friendly and dynamic atmosphere of the academic environment and increasing student's initiatives for achieving better educational attainments. Lesson planning is a process for defining the goals, understanding the needs, and specifying available tools and possible limitations. Lesson planning is a written description of this process, which shows the materials, the route, the time, and the place of instructions, as well as a method for evaluating students. Purpose: to identify the attitudes of Semnan University of Medical Sciences (SUMS on lesson planning. Methods: Fifty-three faculty members of the SUMS participated in this study. A questionnaire was used, which contained 8 demographic questions, and 24 r questions for identification the faculty members' attitude. Questionnaires were distributed among the faculty members in sealed envelopes, without denoting their names. The questionnaires were gathered after being completed. Results were analyzed by calculating the mean, standard deviation, absolute and relative frequencies, and using Chi-square and Fischer exact test at the level of 5%. Results: II was shown that 88% of faculty members favoured lesson planning before the beginning of the semester. But they found lesson planning a difficult task, because of their heavy workload. Of the faculty members, 60.4% organized their teaching classes according to a designed lesson plan, and believed that it did affect the quality of their teaching, but 49.1% disagreed with distributing the designed lesson plan among the students. Discussion: Although professor favoured lesson planning and find it necessary to work according to such a plan, workload and lack of knowledge are defined as two main obstacles in doing so. It is believed that by decreasing the professor's workload and provision of lesson planning workshops, these problems could be solved

The Lessons Oscar Taught Us: Data Science and Media & Entertainment.

Science.gov (United States)

Gold, Michael; McClarren, Ryan; Gaughan, Conor

2013-06-01

Farsite Group, a data science firm based in Columbus, Ohio, launched a highly visible campaign in early 2013 to use predictive analytics to forecast the winners of the 85th Annual Academy Awards. The initiative was fun and exciting for the millions of Oscar viewers, but it also illustrated how data science could be further deployed in the media and entertainment industries. This article explores the current and potential use cases for big data and predictive analytics in those industries. It further discusses how the Farsite Forecast was built, as well as how the model was iterated, how the projections performed, and what lessons were learned in the process.

Improving the quality of learning in science through optimization of lesson study for learning community

Science.gov (United States)

Setyaningsih, S.

2018-03-01

Lesson Study for Learning Community is one of lecturer profession building system through collaborative and continuous learning study based on the principles of openness, collegiality, and mutual learning to build learning community in order to form professional learning community. To achieve the above, we need a strategy and learning method with specific subscription technique. This paper provides a description of how the quality of learning in the field of science can be improved by implementing strategies and methods accordingly, namely by applying lesson study for learning community optimally. Initially this research was focused on the study of instructional techniques. Learning method used is learning model Contextual teaching and Learning (CTL) and model of Problem Based Learning (PBL). The results showed that there was a significant increase in competence, attitudes, and psychomotor in the four study programs that were modelled. Therefore, it can be concluded that the implementation of learning strategies in Lesson study for Learning Community is needed to be used to improve the competence, attitude and psychomotor of science students.

An Analysis of Science Textbooks for Grade 6: The Electric Circuit Lesson

Science.gov (United States)

Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

2013-01-01

Textbooks are a major tool in the teaching and learning process. This paper presents the results of an analysis of the Finnish and Thai 6th grade science textbooks: electric circuit lesson. Textual and pictorial information from the textbooks were analyzed under four main categories: 1) introduction of the concepts, 2) type of knowledge, 3)…

Connecting polar research to NGSS STEM classroom lessons

Science.gov (United States)

Brinker, R.; Kast, D.

2016-12-01

Next Generation Science Standards (NGSS) are designed to bring consistent, rigorous science teaching across the United States. Topics are categorized as Performance Expectations (PE), Disciplinary Core Ideas (DCI), Cross-Cutting Concepts (CCC), and Science and Engineering Practices (SEP). NGSS includes a focus on environmental science and climate change across grade levels. Earth and planetary sciences are required at the high school level. Integrating polar science lessons into NGSS classrooms brings relevant, rigorous climate change curriculum across grade levels. Polar science provides opportunities for students to use current data during lessons, conduct their own field work, and collaborate with scientists. Polar science provides a framework of learning that is novel to most students. Inquiry and engagement are high with polar science lessons. Phenomenon related to polar science provide an excellent tool for science teachers to use to engage students in a lesson, stimulate inquiry, and promote critical thinking. When taught effectively, students see the connections between their community, polar regions and climate change, regardless of where on the planet students live. This presentation describes examples of how to effectively implement NGSS lessons by incorporating polar science lessons and field research. Examples of introductory phenomenon and aligned PEs, CCCs, DCIs, and SEPs are given. Suggested student activities, assessments, examples of student work, student research, labs, and PolarTREC fieldwork, use of current science data, and connections to scientists in the field are provided. The goals of the presentation are to give teachers a blueprint to follow when implementing NGSS lessons, and give scientists an understanding of the basics of NGSS so they may be better able to relate their work to U.S. science education and be more effective communicators of their science findings.

The Effects of Teaching a Science Topic in the Regents Living Environment Course in a Mini-Lesson Instructional Environment

Science.gov (United States)

Barrows, Calder James

2010-01-01

This study investigated the effects on high school students' understanding of studying a science topic in the Regents Living Environment course using a Mini-Lesson educational protocol. Mini-Lesson instruction is one of guided instruction, which consists primarily of three sections. First, a brief, focused section in which the teachers explicitly…

Unintended Learning in Primary School Practical Science Lessons from Polanyi's Perspective of Intellectual Passion

Science.gov (United States)

Park, Jisun; Song, Jinwoong; Abrahams, Ian

2016-01-01

This study explored, from the perspective of intellectual passion developed by Michael Polanyi, the unintended learning that occurred in primary practical science lessons. We use the term "unintended" learning to distinguish it from "intended" learning that appears in teachers' learning objectives. Data were collected using…

Curriculum Package: Elementary Science Lessons. [A Visit to the Louisville, Kentucky Airports: Standiford and Bowman Fields.

Science.gov (United States)

Squires, Frances H.

This science curriculum was written for teachers of children in the elementary grades. It contains science activities for the following lessons: (1) Whirly Birds and the Concept of Lift; (2) Parachutes; (3) Weather Vanes; (4) Paper Airplanes; (5) Flying an Airplane; (6) Jet Engine; (7) Identifying Flying Objects; (8) It's a Bird! It's a Plane; (9)…

Linking Effectively: Learning Lessons from Successful Collaboration in Science and Technology

National Research Council Canada - National Science Library

Wagner, Caroline S

2002-01-01

.... It is presented in a format that draws lessons from the case studies and then presents key questions that emerged from the cases that can serve as a guide to others seeking to formulate similar collaborative programs. The first section discusses the growing role that international collaboration is playing in science and technology (S&T). Here we also discuss the case study methodology used for this study. The second section presents a framework of.

Support of an Active Science Project by a Large Information System: Lessons for the EOS Era

Science.gov (United States)

Angelici, Gary L.; Skiles, J. W.; Popovici, Lidia Z.

1993-01-01

The ability of large information systems to support the changing data requirements of active science projects is being tested in a NASA collaborative study. This paper briefly profiles both the active science project and the large information system involved in this effort and offers some observations about the effectiveness of the project support. This is followed by lessons that are important for those participating in large information systems that need to support active science projects or that make available the valuable data produced by these projects. We learned in this work that it is difficult for a large information system focused on long term data management to satisfy the requirements of an on-going science project. For example, in order to provide the best service, it is important for all information system staff to keep focused on the needs and constraints of the scientists in the development of appropriate services. If the lessons learned in this and other science support experiences are not applied by those involved with large information systems of the EOS (Earth Observing System) era, then the final data products produced by future science projects may not be robust or of high quality, thereby making the conduct of the project science less efficacious and reducing the value of these unique suites of data for future research.

Design and Evaluation of a Smart Device Science Lesson to Improve Students’ Inquiry Skills

NARCIS (Netherlands)

Siiman, Leo A.; Pedaste, Margus; Mäeots, Mario; Leijen, Äli; Rannikmäe, Miia; Zacharia, Zacharias C.; de Jong, Anthonius J.M.; Xie, Haoran; Popescu, Elvira; Hancke, Gerhard; Fernández Manjón, Baltasar

The prevalence of smart devices among young people is undeniably large, but concerns that they distract learning may be limiting their use in schools. In this study we demonstrate how tablet computers can be used effectively for teaching science. A digital biology lesson was designed in the Go-Lab

What Are the Effects of Science Lesson Planning in Peers?—Analysis of Attitudes and Knowledge Based on an Actor-Partner Interdependence Model

Science.gov (United States)

Smit, Robbert; Rietz, Florian; Kreis, Annelies

2018-06-01

This study focuses on the effects of collaborative lesson planning by science pre-service teachers on their attitudes and knowledge. In our study, 120 pre-service teachers discussed a preparation for a science inquiry lesson in dyads. The teacher with the lesson preparation had the role of the coachee, while the other was the coach. We investigated the following research questions: (1) Does learning occur between the two peers? and (2) Is the competency in lesson planning affected by the attitude and knowledge of coach and coachee? Based on an actor-partner interdependence model (APIM), we could clarify the relations of pedagogical content knowledge (PCK) and attitudes (ATT) between and within the dyads of coach and coachee, as well as their development over time. Furthermore, the APIM allowed the inclusion of a mediator (lesson planning competency). Both PCK and ATT increased slightly but significantly during our project. ATT and PCK seemed to converge between coach and coachee at the end of the project. However, we could not find any cross-lagged effects, meaning there was no effect of coach on coachee or vice versa over time. Further, preceding PCK showed a significant effect on the competency of lesson planning, but planning competency did not influence succeeding PCK or attitude. Finally, these results are discussed with respect to science teacher education.

What Are the Effects of Science Lesson Planning in Peers?—Analysis of Attitudes and Knowledge Based on an Actor-Partner Interdependence Model

Science.gov (United States)

Smit, Robbert; Rietz, Florian; Kreis, Annelies

2017-04-01

This study focuses on the effects of collaborative lesson planning by science pre-service teachers on their attitudes and knowledge. In our study, 120 pre-service teachers discussed a preparation for a science inquiry lesson in dyads. The teacher with the lesson preparation had the role of the coachee, while the other was the coach. We investigated the following research questions: (1) Does learning occur between the two peers? and (2) Is the competency in lesson planning affected by the attitude and knowledge of coach and coachee? Based on an actor-partner interdependence model (APIM), we could clarify the relations of pedagogical content knowledge (PCK) and attitudes (ATT) between and within the dyads of coach and coachee, as well as their development over time. Furthermore, the APIM allowed the inclusion of a mediator (lesson planning competency). Both PCK and ATT increased slightly but significantly during our project. ATT and PCK seemed to converge between coach and coachee at the end of the project. However, we could not find any cross-lagged effects, meaning there was no effect of coach on coachee or vice versa over time. Further, preceding PCK showed a significant effect on the competency of lesson planning, but planning competency did not influence succeeding PCK or attitude. Finally, these results are discussed with respect to science teacher education.

NAPAP: A lesson in science, policy

International Nuclear Information System (INIS)

Russell, M.

1993-01-01

Perplexing environmental questions, such as acid rain and global warming, cry out for policy solutions based upon solid scientific evidence. Scientists and politicians agree on this but have trouble finding an effective way to do it. Milton Russell of the University of Tennessee and Oak Ridge National Laboratory describes a major, but only partially successful, effort that he believes contains valuable lessons for scientists and policy makers in the future. It is the National Acid Precipitation Assessment Program (NAPAP), launched in 1980 to generate the latest scientific evidence to guide national debate on clean-air legislation. The program open-quotes created an unprecedented body of scientific research on an environmental issue of the first order,close quotes Russell says. Yet, he admits, its influence was virtually nil on the legislation that ultimately emerged on the subject. Russell blames this lack of influence on NAPAP's failure to provide adequate assessment of its research findings, its failure to communicate the results on a timely and effective basis, and on open-quotes political forces that sought legislation rather than a full explication of issues.close quotes Out of the experience, Russell finds lessons for the future: open-quotes First, if the scientific finding are to have an impact on policy, assessment must become a priority as important as scientific research. Second, for projects designed to help decision makers, scientific research must be considered a resource, not an end product. Third, timely, lucid communication must be an essential element of the project, not a marginal activity.close quotes NAPAP, Russell concludes, open-quotes proved a long-term scientific success and a short-term policy disappointment.close quotes Then he warns, open-quotes Future science programs ignore the NAPAP experience at their own risk.close quotes

Power dynamics and questioning in elementary science lessons

Science.gov (United States)

Reinsvold, Lori Ann

Discourse interactions between a teacher and students in an inquiry-based fourth-grade science classroom were analyzed to investigate how power dynamics and questioning strategies within elementary science lessons help support students in building their science understanding. Five inquiry-based classroom sessions were observed; verbal interactions were audio- and video-recorded. Research data consisted of observation transcripts, teacher interviews, student work, and instructional materials. Analyses were conducted on the frequencies of utterances, participation roles, power categories, and questioning categories. Results revealed that when students used more frequent power, (a) no significant differences were noted between frequencies of teacher and student talk, (b) the teacher posed more questions than did the students, and (c) students explained what they knew and asked questions to clarify their understanding. When the teacher used more frequent power, she asked questions to provide students opportunities to negotiate investigative processes and explain what they knew and how they knew it. Evidence of student understanding of the science concepts was found in how students used subject matter to discuss what they knew and how they knew it. Pre-service and in-service teachers should be encouraged to consider how their use of power and questioning strategies can engage students to reflect on how they build understanding of science concepts. Teachers can use Professional Learning Communities to reflect on how their practice engages students. Future research should be employed to observe classrooms across an entire school year to determine how power and questioning dynamics flow among students and teachers and change over time. Research can also be used to understand the influence of gender and culture on power and questioning dynamics in classroom settings.

Effects of Outdoor School Ground Lessons on Students' Science Process Skills and Scientific Curiosity

Science.gov (United States)

Ting, Kan Lin; Siew, Nyet Moi

2014-01-01

The purpose of this study was to investigate the effects of outdoor school ground lessons on Year Five students' science process skills and scientific curiosity. A quasi-experimental design was employed in this study. The participants in the study were divided into two groups, one subjected to the experimental treatment, defined as…

Building a Science Software Institute: Synthesizing the Lessons Learned from the ISEES and WSSI Software Institute Conceptualization Efforts

Science.gov (United States)

Idaszak, R.; Lenhardt, W. C.; Jones, M. B.; Ahalt, S.; Schildhauer, M.; Hampton, S. E.

2014-12-01

The NSF, in an effort to support the creation of sustainable science software, funded 16 science software institute conceptualization efforts. The goal of these conceptualization efforts is to explore approaches to creating the institutional, sociological, and physical infrastructures to support sustainable science software. This paper will present the lessons learned from two of these conceptualization efforts, the Institute for Sustainable Earth and Environmental Software (ISEES - http://isees.nceas.ucsb.edu) and the Water Science Software Institute (WSSI - http://waters2i2.org). ISEES is a multi-partner effort led by National Center for Ecological Analysis and Synthesis (NCEAS). WSSI, also a multi-partner effort, is led by the Renaissance Computing Institute (RENCI). The two conceptualization efforts have been collaborating due to the complementarity of their approaches and given the potential synergies of their science focus. ISEES and WSSI have engaged in a number of activities to address the challenges of science software such as workshops, hackathons, and coding efforts. More recently, the two institutes have also collaborated on joint activities including training, proposals, and papers. In addition to presenting lessons learned, this paper will synthesize across the two efforts to project a unified vision for a science software institute.

An Examination of Science High School Students' Motivation towards Learning Biology and Their Attitude towards Biology Lessons

Science.gov (United States)

Kisoglu, Mustafa

2018-01-01

The purpose of this study is to examine motivation of science high school students towards learning biology and their attitude towards biology lessons. The sample of the study consists of 564 high school students (308 females, 256 males) studying at two science high schools in Aksaray, Turkey. In the study, the relational scanning method, which is…

Inductive & Deductive Science Thinking: A Model for Lesson Development

Science.gov (United States)

Bilica, Kim; Flores, Margaret

2009-01-01

Middle school students make great learning gains when they participate in lessons that invite them to practice their developing scientific reasoning skills; however, designing developmentally appropriate, clear, and structured lessons about scientific thinking and reasoning can be difficult. This challenge can be met through lessons that teach…

Unintended Learning in Primary School Practical Science Lessons from Polanyi's Perspective of Intellectual Passion

Science.gov (United States)

Park, Jisun; Song, Jinwoong; Abrahams, Ian

2016-03-01

This study explored, from the perspective of intellectual passion developed by Michael Polanyi, the unintended learning that occurred in primary practical science lessons. We use the term `unintended' learning to distinguish it from `intended' learning that appears in teachers' learning objectives. Data were collected using video and audio recordings of a sample of twenty-four whole class practical science lessons, taught by five teachers, in Korean primary schools with 10- to 12-year-old students. In addition, video and audio recordings were made for each small group of students working together in order to capture their activities and intra-group discourse. Pre-lesson interviews with the teachers were undertaken and audio-recorded to ascertain their intended learning objectives. Selected key vignettes, including unintended learning, were analysed from the perspective of intellectual passion developed by Polanyi. What we found in this study is that unintended learning could occur when students got interested in something in the first place and could maintain their interest. In addition, students could get conceptual knowledge when they tried to connect their experience to their related prior knowledge. It was also found that the processes of intended learning and of unintended learning were different. Intended learning was characterized by having been planned by the teacher who then sought to generate students' interest in it. In contrast, unintended learning originated from students' spontaneous interest and curiosity as a result of unplanned opportunities. Whilst teachers' persuasive passion comes first in the process of intended learning, students' heuristic passion comes first in the process of unintended learning. Based on these findings, we argue that teachers need to be more aware that unintended learning, on the part of individual students, can occur during their lesson and to be able to better use this opportunity so that this unintended learning can be

METHODOLOGY OF ORGANIZATION OF INTEGRATED LESSONS OF NATURAL-SCIENCE CYCLE (ON THE EXAMPLE OF TEACHING SPE STUDENTS

Directory of Open Access Journals (Sweden)

Alsou Raufovna Kamaleeva

2015-09-01

Full Text Available In the process of transition of Russian organizations of secondary professional education to educational standards of the third generation educational process is reduced to formation of students’ competences. This article presents methodology of creating integrated lessons of natural-science cycle (for example, in physics and informatics. These lessons are constructed on the basis of interdisciplinary integration and focused on task solution. The main purpose is to teach students how to solve particular tasks in physics with the use of informatics, in particular on the basis of algorithmization and programming (Pascal language. Didactic conditions, which are the basis of the algorithm of designing corresponding tasks, are described in this article. Structural components of the integrated lessons created on the traditional principle are marked out. During the research we observed that realization of all stages of the corresponding lessons in practice allows the teacher to create educational process over the borders of disciplinary basis. This approach helps to form generalization of knowledge. Being one of the most optimal forms of education, an integrated lesson allows students to solve various educational and professional problems in non-standard situations and stimulates their cognitive activity and their involvement in the process of education and their responsibility for the result which promotes an intensification of educational process.

Incorporating climate change and technology into the science classroom: Lessons from my year as a GK-12 Fellow

Science.gov (United States)

Abramoff, R. Z.

2012-12-01

Climate change is not included in the K-8 science standards in Massachusetts; as a result, students learn what climate is, but not how human activities affect it. Starting in 2010, Boston University launched the GK-12 GLACIER program, funded with 2.9M from the National Science Foundation. The purpose of the program is to incorporate the fundamentals of climate change into the K-12 curriculum, focusing on grades 5-8 when quantitative science enters the curriculum. Graduate students are partnered with teachers in Boston public schools for 10 hours a week of teaching with additional curriculum development. I will focus on the curriculum that I developed as a part of this program for the 5th grade science class at The Curley School in Jamaica Plain, MA, where I worked with Grades 3-5, ESL, and PACE autism program science teacher, Stephanie Selznick. The Curley School is an ethnically and economically diverse Boston public school with about 800 students and an 83% minority population. At the Curley, I taught two full days a week, meeting with all of the 5th grade classes and some of the 4th grade classes of all academic levels. The lessons that I created were designed to fit into the state standards and enrich student understanding plant ecology and earth science, as well as develop their capacity to design experiments and use technology. These include Question of the Day, Digital Field Guide to the Outdoor Classroom, Phototropism, Solar System Weather Report, Soil and Water, Local Landforms, and the Earth as a Closed System Unit for which materials and lesson plans are available on my website. Our secondary goals were to improve tech literacy at Curley. Due to funding restrictions, there were few technology resources available to the students at the beginning of the 2011/2012 school year. To improve technology resources at Curley, I organized a fundraiser at Boston University, selling donated items from graduate students and faculty; the 1000 raised was used to supply

The effectiveness of CCDSR learning model to improve skills of creating lesson plan and worksheet science process skill (SPS) for pre-service physics teacher

Science.gov (United States)

Limatahu, I.; Suyatno; Wasis; Prahani, B. K.

2018-03-01

In the previous research, CCDSR (Condition, Construction, Development, Simulation, and Reflection) learning model has been developed to improve science process skills for pre-service physics teacher. This research is aimed to analyze the effectiveness of CCDSR learning model towards the improvement skills of creating lesson plan and worksheet of Science Process Skill (SPS) for pre-service physics teacher in academic year 2016/2017. This research used one group pre-test and post-test design on 12 pre-service physics teacher at Physics Education, University of Khairun. Data collection was conducted through test and observation. Creating lesson plan and worksheet SPS skills of pre-service physics teacher measurement were conducted through Science Process Skill Evaluation Sheet (SPSES). The data analysis technique was done by Wilcoxon t-test and n-gain. The CCDSR learning model consists of 5 phases, including (1) Condition, (2) Construction, (3) Development, (4) Simulation, and (5) Reflection. The results showed that there was a significant increase in creating lesson plan and worksheet SPS skills of pre-service physics teacher at α = 5% and n-gain average of moderate category. Thus, the CCDSR learning model is effective for improving skills of creating lesson plan and worksheet SPS for pre-service physics teacher.

Integrating UNESCO ICT-Based Instructional Materials in Chemistry Lessons

Directory of Open Access Journals (Sweden)

CHARLIE P. NACARIO

2014-08-01

Full Text Available This study determined the effectiveness of the lessons in Chemistry integrating UNESCO ICT-based instructional material on the achievement of Chemistry students at Central Bicol State University of Agriculture. It aimed to identify lessons that may be developed integrating UNESCO ICT-based instructional materials, determine the effect of the developed lessons using the material on: conceptual understanding; science process skills; and attitude towards chemistry and gather insights from the experiences of the students and teacher. The study used the single group pretest and posttest experimental design. Descriptive, quantitative and qualitative techniques were also utilized. Quantitative data were taken from the pretest-posttest results on the Test on Conceptual Understanding, Science Process Skills and Chemistry Attitudinaire. Qualitative data were drawn from the experts’ assessment of the developed lessons and research instruments, and the insights of students and teacher. The developed lessons integrating UNESCO ICT-based instructional materials were Atomic Model and Structure, Periodic Table of Elements, Chemical Bonding, and Balancing Chemical Equation. These lessons increased the conceptual understanding of the students by topic and skill from very low mastery to average mastery level. The students have slightly improved along the different science process skills. After teaching the lessons, the students’ attitude also improved. The students became more motivated and interested in Chemistry and the lessons were student centered and entailed teacher’s competence and flexibility in computer use.

The art and science of data curation: Lessons learned from constructing a virtual collection

Science.gov (United States)

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

2018-03-01

A digital, or virtual, collection is a value added service developed by libraries that curates information and resources around a topic, theme or organization. Adoption of the virtual collection concept as an Earth science data service improves the discoverability, accessibility and usability of data both within individual data centers but also across data centers and disciplines. In this paper, we introduce a methodology for systematically and rigorously curating Earth science data and information into a cohesive virtual collection. This methodology builds on the geocuration model of searching, selecting and synthesizing Earth science data, metadata and other information into a single and useful collection. We present our experiences curating a virtual collection for one of NASA's twelve Distributed Active Archive Centers (DAACs), the Global Hydrology Resource Center (GHRC), and describe lessons learned as a result of this curation effort. We also provide recommendations and best practices for data centers and data providers who wish to curate virtual collections for the Earth sciences.

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

Science.gov (United States)

Browning, S.

2011-12-01

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

Use of images in Social Studies and Science lessons: Teaching through visual semiotic potential

Directory of Open Access Journals (Sweden)

Valentina Haas Prieto

2015-07-01

Full Text Available Learners access the school curriculum through meanings created among a variety of semiotic modes (diagrams, photographs, drawings, writing, etc., this learning enables them to join a worldview as they do in each curricular discipline. From a pedagogical and semiotic gaze to classroom interaction, we focus on the use of images in teaching, in relation to their potential to create meaning in social studies and science lessons. This article is part of Fondecyt 1130684 and systematizes methodological tools from Social Semiotics and multimodality used to explore the semiotic potential of a set images used by teachers of elementary and secondary in a public school. From an audiovisual corpus of lessons of a complete curricular unit, we analyze Social Studies and Science videos from the two subjects in 3rd, 6th grade of elementary and 1st grade of secondary school. Through a Multimodal Discourse Analysis using the concepts of ideational or representational metafunction and the categories of Visual Grammar Design, we show examples of situated images anylisis. The results show how the meaning in the image is modified when teachers use them in face to face interaction. This analysis should help teachers to select and deploy images in terms of improving the learning process and teaching materials they prepare for students.

Small grant management in health and behavioral sciences: Lessons learned.

Science.gov (United States)

Sakraida, Teresa J; D'Amico, Jessica; Thibault, Erica

2010-08-01

This article describes considerations in health and behavioral sciences small grant management and describes lessons learned during post-award implementation. Using the components by W. Sahlman [Sahlman, W. (1997). How to write a great business plan. Harvard Business Review, 75(4), 98-108] as a business framework, a plan was developed that included (a) building relationships with people in the research program and with external parties providing key resources, (b) establishing a perspective of opportunity for research advancement, (c) identifying the larger context of scientific culture and regulatory environment, and (d) anticipating problems with a flexible response and rewarding teamwork. Small grant management included developing a day-to-day system, building a grant/study program development plan, and initiating a marketing plan. Copyright 2010 Elsevier Inc. All rights reserved.

Students' perception of mathematics and science plasma lessons in ...

African Journals Online (AJOL)

... to follow the lessons appropriately. Moreover, on regular basis the ministry of education should make appropriate mechanisms for the improvements of the lessons. In addition to this, trainings should be given to high school teachers for maximum utilization of the technology. Keywords: education, plasma TV, mathematics, ...

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

Science.gov (United States)

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

2015-01-01

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

How to build science-action partnerships for local land-use planning and management: lessons from Durban, South Africa

Directory of Open Access Journals (Sweden)

Jessica Cockburn

2016-03-01

Full Text Available The gap between scientific knowledge and implementation in the fields of biodiversity conservation, environmental management, and climate change adaptation has resulted in many calls from practitioners and academics to provide practical solutions responding effectively to the risks and opportunities of global environmental change, e.g., Future Earth. We present a framework to guide the implementation of science-action partnerships based on a real-world case study of a partnership between a local municipality and an academic institution to bridge the science-action gap in the eThekwini Municipal Area, South Africa. This partnership aims to inform the implementation of sustainable land-use planning, biodiversity conservation, environmental management, and climate change adaptation practice and contributes to the development of human capacity in these areas of expertise. Using a transdisciplinary approach, implementation-driven research is being conducted to develop several decision-making products to better inform land-use planning and management. Lessons learned through this partnership are synthesized and presented as a framework of enabling actions operating at different levels, from the individual to the interorganizational. Enabling actions include putting in place enabling organizational preconditions, assembling a functional well-structured team, and actively building interpersonal and individual collaborative capacity. Lessons learned in the case study emphasize the importance of building collaborative capacity and social capital, and paying attention to the process of transdisciplinary research to achieve more tangible science, management, and policy objectives in science-action partnerships. By documenting and reflecting on the process, this case study provides conceptual and practical guidance on bridging the science-action gap through partnerships.

Science in Science Fiction.

Science.gov (United States)

Allday, Jonathan

2003-01-01

Offers some suggestions as to how science fiction, especially television science fiction programs such as "Star Trek" and "Star Wars", can be drawn into physics lessons to illuminate some interesting issues. (Author/KHR)

How an inquiry-based classroom lesson intervenes in science efficacy, career-orientation and self-determination

Science.gov (United States)

Schmid, S.; Bogner, F. X.

2017-11-01

Three subscales of the 'Science Motivation Questionnaire II' (SMQII; motivational components: career motivation, self-efficacy and self-determination), with 4 items each, were applied to a sample of 209 secondary school students to monitor the impact of a 3-hour structured inquiry lesson. Four testing points (before, immediately after, 6 and 12 weeks after) were applied. The modified SMQII was factor-analyzed at each testing cycle and the structure confirmed. Only self-determination was shown to be influenced by an inquiry course, while self-efficacy and career motivation did not. Only self-efficacy and career motivation were intercorrelated and also correlated with science subject grades and subsequent achievement. Implications for using the modified SMQII subscales for research and teaching in secondary school are discussed.

E-LEARNING FROM NATURE THROUGH E-LESSONS

Directory of Open Access Journals (Sweden)

Anca Cristina COLIBABA

2017-08-01

Full Text Available The article is a study based on the e-Learning from Nature project (2015-1-IT02-KA201-015133 funded by the European Commission. The project’s main objectives are centred on improving students’ low achievement and stimulating secondary school students’ interest in science subjects. The article focuses on scientific education and its challenges and suggests an innovative approach which connects science with nature. It examines one of the most important project outputs: the e-lessons (short video lessons created within the European partnership and the way they can contribute to increasing students’ motivation to learn science. Participant teachers’ testimonials have also been considered in the general evaluation of this project output.

Phagocytosis: history's lessons.

Science.gov (United States)

Garg, Manish; Chandawarkar, Rajiv Y

2013-01-01

The assimilation of lessons from the past is an essential component of education for scientists of tomorrow. These lessons are not easy to find. History books on science are few and usually highly dramatized and biographies of scientists tend to exaggerate the pomp of scientific discovery. Both underplay the hard and laborious work that is integral to any scientific pursuit. Here we illustrate one such example. A century ago, the Nobel Prize in Medicine was awarded to two scientists: Ilya Metchnikoff, a Russian zoologist, for the discovery ofphagocytosis-a cell-mediated ingestion ofmicrobes; and Paul Ehrlich, a distinguished physician-scientist, for discovering a highly antigen-specific serum-derived antibody-based immune defense. These two diametrically opposing views of the host-pathogen interaction set the stage for a strife that led to seminal advancements in immunology. Mirrored in this journey are important lessons for scientists today--ubiquitously as applicable to modern scientific life as they were a century ago. This commentaryhighlights these lessons--a fitting centenary to a well-deserved recognition.

The EU Dimension to Soil Science in Schools

Science.gov (United States)

Johnson, Sue

2012-01-01

The EU as a context for science lessons may be given scant attention but EU decision-making is a vital factor in everyday life. Lessons on the emergence of soil science with Charles Darwin's simple scientific experiments can be linked with competence through action, inclusion and argumentations in science lessons. Decisions about an EU Soil…

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'…

The Challenges and Success of Implementing Climate Studies Lessons for Pre-Professional Teachers at a Small Historically Black College to Engage Student Teaching of Science Pedagogy and Content Skill Based Learning.

Science.gov (United States)

Arnold, J.; Wider-Lewis, F.; Miller-Jenkins, A.

2017-12-01

This poster is a description of the challenges and success of implementing climate studies lessons for pre-service teachers to engage student teaching pedagogy and content skill based learning. Edward Waters College is a historical black college with an elementary education teacher program focused on urban elementary school teaching and learning. Pre-Service Elementary Educator Students often have difficulty with science and mathematics content and pedagogy. This poster will highlight the barriers and successes of using climate studies lessons to develop and enhance pre-service teachers' knowledge of elementary science principles particularly related to climate studies, physical and earth space science.

Computer-based teaching and evaluation of introductory statistics for health science students: some lessons learned

Directory of Open Access Journals (Sweden)

Nuala Colgan

1994-12-01

Full Text Available In recent years, it has become possible to introduce health science students to statistical packages at an increasingly early stage in their undergraduate studies. This has enabled teaching to take place in a computer laboratory, using real data, and encouraging an exploratory and research-oriented approach. This paper briefly describes a hypertext Computer Based Tutorial (CBT concerned with descriptive statistics and introductory data analysis. The CBT has three primary objectives: the introduction of concepts, the facilitation of revision, and the acquisition of skills for project work. Objective testing is incorporated and used for both self-assessment and formal examination. Evaluation was carried out with a large group of Health Science students, heterogeneous with regard to their IT skills and basic numeracy. The results of the evaluation contain valuable lessons.

Mars Rover Model Celebration: Developing Inquiry Based Lesson Plans to Teach Planetary Science In Elementary And Middle School

Science.gov (United States)

Bering, E. A.; Slagle, E.; Nieser, K.; Carlson, C.; Kapral, A.; Dominey, W.; Ramsey, J.; Konstantinidis, I.; James, J.; Sweaney, S.; Mendez, R.

2012-12-01

The recent NASA Mars Rover missions capture the imagination of children, as NASA missions have done for decades. The University of Houston is in the process of developing a prototype of a flexible program that offers children an in-depth educational experience culminating in the design and construction of their own model rover. The existing prototype program is called the Mars Rover Model Celebration. It focuses on students, teachers and parents in grades 3-8. Students will design and build a model of a Mars rover to carry out a student selected science mission on the surface of Mars. The model will be a mock-up, constructed at a minimal cost from art supplies. The students will build the models as part of a project on Mars. The students will be given design criteria for a rover and will do basic research on Mars that will determine the objectives and features of their rover. This project may be used either informally as an after school club or youth group activity or formally as part of a class studying general science, earth science, solar system astronomy or robotics, or as a multi-disciplinary unit for a gifted and talented program. The project's unique strength lies in engaging students in the process of spacecraft design and interesting them in aerospace engineering careers. The project is aimed at elementary and secondary education. Not only will these students learn about scientific fields relevant to the mission (space science, physics, geology, robotics, and more), they will gain an appreciation for how this knowledge is used to tackle complex problems. The low cost of the event makes it an ideal enrichment vehicle for low income schools. It provides activities that provide professional development to educators, curricular support resources using NASA Science Mission Directorate (SMD) content, and provides family opportunities for involvement in K-12 student learning. This paper will describe the development of a detailed set of new 5E lesson plans to

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 value of storytelling in the science classroom

Science.gov (United States)

Isabelle, Aaron David

The "traditional science classroom" asks students, "What do we know in science?," and ignores the question, "How do we know what we know?" The purpose of this research is to combine the powerful structure of narrative with the history of science in junior high school science classrooms. This study investigates whether history-of-science-based stories have advantages over traditional, lecture-style presentations. The storytelling approach aims to present science concepts in a meaningful and memorable context and in a coherent and connected manner. The research program employed parallel curricula: science concepts were taught through novel stories and through lectures, at different times, to eight different groups of seventh and eighth grade students at Holy Name Junior High School in Worcester, Massachusetts. Students were assessed with pre- and post-tests and through individual interviews: Before, immediately after, and two weeks after the lessons, students were given short-answer questionnaires. Two weeks after each lesson, individual interviews were also conducted with a sampling of the students. The questionnaires were coded according to a clear set of written standards and the interviews were transformed into concept maps. Student learning and retention levels, gender differences, and alternate conceptions were quantitatively analyzed. The results reveal that the students who were taught through stories learned the science concepts, on the average, 21% better and retained close to 48% more than the students who were taught through traditional lessons. Fewer alternate conceptions were expressed after story lessons than after lectures. Investigation of gender differences in learning science through the two methods revealed that boys profited more than girls did from the story lessons. The union of narrative with the history of science in the form of story lessons seems natural since the spatiotemporal structure of a narrative mirrors the unfolding of actions in

Kinesthetic Astronomy: Significant Upgrades to the Sky Time Lesson that Support Student Learning

Science.gov (United States)

Morrow, C. A.; Zawaski, M.

2004-12-01

This paper will report on a significant upgrade to the first in a series of innovative, experiential lessons we call Kinesthetic Astronomy. The Sky Time lesson reconnects students with the astronomical meaning of the day, year, and seasons. Like all Kinesthetic Astronomy lessons, it teaches basic astronomical concepts through choreographed bodily movements and positions that provide educational sensory experiences. They are intended for sixth graders up through adult learners in both formal and informal educational settings. They emphasize astronomical concepts and phenomenon that people can readily encounter in their "everyday" lives such as time, seasons, and sky motions of the Sun, Moon, stars, and planets. Kinesthetic Astronomy lesson plans are fully aligned with national science education standards, both in content and instructional practice. Our lessons offer a complete learning cycle with written assessment opportunities now embedded throughout the lesson. We have substantially strengthened the written assessment options for the Sky Time lesson to help students translate their kinesthetic and visual learning into the verbal-linguistic and mathematical-logical realms of expression. Field testing with non-science undergraduates, middle school science teachers and students, Junior Girl Scouts, museum education staff, and outdoor educators has been providing evidence that Kinesthetic Astronomy techniques allow learners to achieve a good grasp of concepts that are much more difficult to learn in more conventional ways such as via textbooks or even computer animation. Field testing of the Sky Time lesson has also led us to significant changes from the previous version to support student learning. We will report on the nature of these changes.

How Environmental Attitudes Interact with Cognitive Learning in a Science Lesson Module

Directory of Open Access Journals (Sweden)

Maximiliane F. Schumm

2016-01-01

Full Text Available As cognitive knowledge plays a major role in supporting proenvironmental behavior, identification of individual aspects related to knowledge acquisition is essential. Our study monitored knowledge levels before and after a science-based lesson set in relation to self-reported behavior and attitudinal preferences (attitudes towards environmental Preservation and Utilization of 190 students (Mage  ± SD: 15.96 ± 0.55; 51.1% female. A knowledge questionnaire was completed once before and twice after participation. Additionally, (i the 2-MEV (two Major Environmental Values and (ii the GEB (General Ecological Behavior were applied. Girls showed higher Preservation but lower Utilization attitudes than boys did. Learning success was positively related to Preservation preferences (for girls as well as to behavior-based scores (for girls and boys. For boys, high preferences in Utilization were negatively correlated with learning achievement.

Effect of science magic applied in interactive lecture demonstrations on conceptual understanding

Science.gov (United States)

Taufiq, Muhammad; Suhandi, Andi; Liliawati, Winny

2017-08-01

Research about the application of science magic-assisting Interactive Lecture Demonstrations (ILD) has been conducted. This research is aimed at providing description about the comparison of the improvement of the conceptual understanding of lesson on pressure between students who receive physics lesson through science magic-assisting ILD and students who receive physics lesson through ILD without science magic. This research used a quasi-experiment methods with Control Group Pretest-Posttest Design. The subject of the research is all students of class VIII in one of MTs (Islamic junior high school) in Pekalongan. Research samples were selected using random sampling technique. Data about students' conceptual understanding was collected using test instrument of conceptual understanding in the form of multiple choices. N-gain average calculation was performed in order to determine the improvement of students' conceptual understanding. The result of the research shows that conceptual understanding of students on lesson about pressure who received lesson with ILD using science magic is higher than students who received lesson with ILD without science magic . Therefore, the conclusion is that the application of science magic ILD is more effective to improve the conceptual understanding of lesson on pressure.

Teaching Grade Eight Science with Reference to the Science Curriculum

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Rasel Babu

2016-08-01

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

Climate adaptation policy, science and practice - Lessons for communication

Science.gov (United States)

Wolf, Johanna

2017-04-01

In climate change adaptation research, policy, and practice, institutional culture produces distinct conceptualizations of adaptation, which in turn affect how adaptation work is undertaken. This study examines institutional culture as the four domains of norms, values, knowledge, and beliefs that are held by adaptation scientists, policy- and decision-makers, and practitioners in Western Canada. Based on 31 semi-structured interviews, this article traces the ways in which these four domains interact, intersect, converge, and diverge among scientists, policy- and decision-makers, and practitioners. By exploring the knowledge, backgrounds, goals, approaches, assumptions, and behaviours of people working in adaptation, these interviews map the ways in which institutional culture shapes adaptation work being carried out by local, provincial, and federal governments, nongovernmental organizations, and an international community of scientists (including Canadian scientists). Findings suggest that institutional culture both limits and enables adaptation actions for these actors in important ways, significantly influencing how climate change adaptation is being planned for, and carried out on the ground. As a result, this paper asserts that there is an urgent need to better understand the role that institutional culture plays in order to advance climate change adaptation, both now and in the future. Important lessons for communicating about climate science, climate impacts and adaptation will be presented.

The Rural Girls in Science Project: from Pipelines to Affirming Science Education

Science.gov (United States)

Ginorio, Angela B.; Huston, Michelle; Frevert, Katie; Seibel, Jane Bierman

The Rural Girls in Science (RGS) program was developed to foster the interest in science, engineering, and mathematics among rural high school girls in the state of Washington. Girls served include American Indians, Latinas, and Whites. This article provides an overview of the program and its outcomes not only for the participants (girls, teachers, counselors, and schools) but the researchers. Lessons learned from and about the participants are presented, and lessons learned from the process are discussed to illustrate how RGS moved from a focus on individuals to a focus on the school. The initial guiding concepts (self-esteem and scientific pipeline) were replaced by “possible selves” and our proposed complementary concepts: science-affirming and affirming science education.

Sound Science

Science.gov (United States)

Sickel, Aaron J.; Lee, Michele H.; Pareja, Enrique M.

2010-01-01

How can a teacher simultaneously teach science concepts through inquiry while helping students learn about the nature of science? After pondering this question in their own teaching, the authors developed a 5E learning cycle lesson (Bybee et al. 2006) that concurrently embeds opportunities for fourth-grade students to (a) learn a science concept,…

Using the CLEAN educational resource collection for building three-dimensional lessons to teach the climate system

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Gold, A. U.; Sullivan, S. M.; Manning, C. L. B.; Ledley, T. S.; Youngman, E.; Taylor, J.; Niepold, F., III; Kirk, K.; Lockwood, J.; Bruckner, M. Z.; Fox, S.

2017-12-01

The impacts of climate change are a critical societal challenge of the 21st century. Educating students about the globally connected climate system is key in supporting the development of mitigation and adaptation strategies. Systems thinking is required for students to understand the complex, dynamic climate systems and the role that humans play within them. The interdisciplinary nature of climate science challenges educators, who often don't have formal training in climate science, to identify resources that are scientifically accurate before weaving them together into units that teach about the climate system. The Climate Literacy and Energy Awareness Network (CLEAN) supports this work by providing over 700 peer-reviewed, classroom-ready resources on climate and energy topics. The resource collection itself provide only limited instructional guidance, so educators need to weave the resources together to build multi-dimensional lessons that develop systems thinking skills. The Next Generation Science Standards (NGSS) science standards encourage educators to teach science in a 3-dimensional approach that trains students in systems thinking. The CLEAN project strives to help educators design NGSS-style, three-dimensional lessons about the climate system. Two approaches are currently being modeled on the CLEAN web portal. The first is described in the CLEAN NGSS "Get Started Guide" which follows a step-by-step process starting with the Disciplinary Core Idea and then interweaves the Cross-Cutting Concepts (CCC) and the Science and Engineering Practices (SEP) based on the teaching strategy chosen for the lesson or unit topic. The second model uses a climate topic as a starting place and the SEP as the guide through a four-step lesson sequence called "Earth Systems Investigations". Both models use CLEAN reviewed lessons as the core activity but provide the necessary framework for classroom implementation. Sample lessons that were developed following these two

Computational Science with the Titan Supercomputer: Early Outcomes and Lessons Learned

Science.gov (United States)

Wells, Jack

2014-03-01

Modeling and simulation with petascale computing has supercharged the process of innovation and understanding, dramatically accelerating time-to-insight and time-to-discovery. This presentation will focus on early outcomes from the Titan supercomputer at the Oak Ridge National Laboratory. Titan has over 18,000 hybrid compute nodes consisting of both CPUs and GPUs. In this presentation, I will discuss the lessons we have learned in deploying Titan and preparing applications to move from conventional CPU architectures to a hybrid machine. I will present early results of materials applications running on Titan and the implications for the research community as we prepare for exascale supercomputer in the next decade. Lastly, I will provide an overview of user programs at the Oak Ridge Leadership Computing Facility with specific information how researchers may apply for allocations of computing resources. This research used resources of the Oak Ridge Leadership Computing Facility at the Oak Ridge National Laboratory, which is supported by the Office of Science of the U.S. Department of Energy under Contract No. DE-AC05-00OR22725.

One hundred years after the expedition by Harvard University to Peru to investigate Carrion’s disease. Lessons for science

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David Salinas-Flores

2016-07-01

A retrospective review of the scientific work conducted by the expedition in Peru allows drawing the following lessons for science: a disapproving unethical human experimentation conducted by the expedition; b to determine the cause of infectious diseases, it is necessary to obtain the best scientific, experimental and observational evidence, and c to acknowledge that, despite the poor infrastructure, researchers in developing countries are able to produce high-quality scientific knowledge that may surpass the knowledge generated by researchers in developed countries.

CLIL in physics lessons at grammar school

Science.gov (United States)

Štefančínová, Iveta; Valovičová, Ľubomíra

2017-01-01

Content and Language Integrated Learning (CLIL) is one of the most outstanding approaches in foreign language teaching. This teaching method has promising prospects for the future of modern education as teaching subject and foreign languages are combined to offer a better preparation for life in Europe, especially when the mobility is becoming a highly significant factor of everyday life. We realized a project called Foreign languages in popularizing science at grammar school. Within the project five teachers with approbation subjects of English, French, German and Physics attended the methodological courses abroad. The teachers applied the gained experience in teaching and linking science teaching with the teaching of foreign languages. Outputs of the project (e.g. English-German-French-Slovak glossary of natural science terminology, student activity sheets, videos with natural science orientation in a foreign language, physical experiments in foreign languages, multimedia fairy tales with natural contents, posters of some scientists) are prepared for the CLIL-oriented lessons. We collected data of the questionnaire for students concerning attitude towards CLIL. The questionnaire for teachers showed data about the attitude, experience, and needs of teachers employing CLIL in their lessons.

Energy matters: An investigation of drama pedagogy in the science classroom

Science.gov (United States)

Alrutz, Megan

The purpose of this study is to explore and document how informal and improvisational drama techniques affect student learning in the science classroom. While implementing a drama-based science unit, I examined multiple notions of learning, including, but not limited to, traditional notions of achievement, student understanding, student participation in the science classroom, and student engagement with, and knowledge of, science content. Employing an interpretivist research methodology, as outlined by Fredrick Erickson for qualitative analysis in the classroom, I collected data through personal observations; student and teacher interviews; written, artistic and performed class work; video-recorded class work; written tests; and questionnaires. In analyzing the data, I found strong support for student engagement during drama-based science instruction. The drama-based lessons provided structures that drew students into lessons, created enthusiasm for the science curriculum, and encouraged meaningful engagement with, and connections to, the science content, including the application and synthesis of science concepts and skills. By making student contributions essential to each of the lessons, and by challenging students to justify, explain, and clarify their understandings within a dramatic scenario, the classroom facilitators created a conducive learning environment that included both support for student ideas and intellectual rigor. The integration of drama-based pedagogy most affected student access to science learning and content. Students' participation levels, as well as their interest in both science and drama, increased during this drama-based science unit. In addition, the drama-based lessons accommodated multiple learning styles and interests, improving students' access to science content and perceptions of their learning experience and abilities. Finally, while the drama-based science lessons provided multiple opportunities for solidifying understanding of

Instructional Support and Implementation Structure during Elementary Teachers' Science Education Simulation Use

Science.gov (United States)

Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.

2016-01-01

This investigation sought to identify patterns in elementary science teachers' computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results…

Nurturing transdisciplinary research - lessons from live experiments in prioritising and supporting novel risk science (Invited)

Science.gov (United States)

Rees, J.; Armstrong, C.; Barclay, J.; Moores, A.; Whitaker, D.

2013-12-01

critical mass. The common threats, such as alienation by conservative philosophies, and stimulants, such as champions who recognise the value of transdisciplinary science, are illustrated and discussed. Given the importance of developing transdisciplinary science the generic lessons from these, and other, ';live experiments' should not be undervalued.

The metaphysical lessons of synthetic biology and neuroscience.

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Baertschi, Bernard

2015-01-01

In this paper, I examine some important metaphysical lessons that are often presented as derived from two new scientific disciplines: synthetic biology and neuroscience. I analyse four of them: the nature of life, the existence of a soul (the mind-body problem), personhood, and free will. Many caveats are in order, and each 'advance' or each case should be assessed for itself. I conclude that a main lesson can nevertheless be learned: in conjunction with modern science, neuroscience and synthetic biology allow us to enrich old metaphysical debates, to deepen and even renew them. In particular, it becomes less and less plausible to consider life, mind, person, and agency as non-natural or non-physical entities. Copyright © 2015 Académie des sciences. Published by Elsevier SAS. All rights reserved.

Networking Skills as a Career Development Practice: Lessons from the Earth Science Women's Network (ESWN)

Science.gov (United States)

Hastings, M. G.; Kontak, R.; Holloway, T.; Marin-Spiotta, E.; Steiner, A. L.; Wiedinmyer, C.; Adams, A. S.; de Boer, A. M.; Staudt, A. C.; Fiore, A. M.

2010-12-01

Professional networking is often cited as an important component of scientific career development, yet there are few resources for early career scientists to develop and build networks. Personal networks can provide opportunities to learn about organizational culture and procedures, expectations, advancement opportunities, and best practices. They provide access to mentors and job placement opportunities, new scientific collaborations, speaker and conference invitations, increased scientific visibility, reduced isolation, and a stronger feeling of community. There is evidence in the literature that a sense of community positively affects the engagement and retention of underrepresented groups, including women, in science. Thus women scientists may particularly benefit from becoming part of a network. The Earth Science Women’s Network (ESWN) began in 2002 as an informal peer-to-peer mentoring initiative among a few recent Ph.D.s. The network has grown exponentially to include over 1000 women scientists across the globe. Surveys of our membership about ESWN report positive impacts on the careers of women in Earth sciences, particularly those in early career stages. Through ESWN, women share both professional and personal advice, establish research collaborations, communicate strategies on work/life balance, connect with women at various stages of their careers, and provide perspectives from cultures across the globe. We present lessons learned through the formal and informal activities promoted by ESWN in support of the career development of women Earth scientists.

Educating elementary-aged English learners in science: Scientists and teachers working together

Science.gov (United States)

Banuelos, Gloria Rodriguez

California's K-12 schools contain 40% of the nation's English learners, the majority of them enrolled at the elementary level. Traditionally, English learners in California have difficulty performing at the same level as their native English speaking counterparts on national achievement tests, such as the National Assessment of Educational Progress. In 1998, California voters passed Proposition 227 mandating that English learners be taught "overwhelmingly" in English, thus making teachers, many without expertise, responsible for teaching multilevel English proficient students subject matter. I studied the use of scientist-teacher partnerships as a resource for teachers of English learners. University scientists (graduate students) partnered with local elementary school teachers designed and implemented integrated science and English lessons for classrooms with at least 30% English learners. The study explored two major foci. First, integrated science and language lessons implemented by six scientist-teacher partnerships were investigated. Second, the responsibilities taken on by the team members during the implementation of integrated science and language lessons were examined. Three data sources were analyzed: (1) six lesson sequences comprised of 28 lessons; (2) 18 lesson worksheet; and (3) 24 participant Retrospective interview transcripts (12 scientists and 12 teachers). Lessons across were examined according to four analytical categories which included the following: (1) nature of the science activities (e.g. hands-on); nature of language activities (e.g. speaking); (2) nature of instructional practices (e.g. student grouping); and (3) responsibilities of teachers and scientists (e.g. classroom). A micro level analysis illustrates how one scientist-teacher team innovatively used a children's story, Goldilocks and the Three Bears, to teach the measurement of length and temperature. A macro level analysis identified three characteristics of science activities

Assessment of Understanding: Student Teachers' Preparation, Implementation and Reflection of a Lesson Plan for Science

Science.gov (United States)

Juhler, Martin Vogt

2017-05-01

Research finds that student teachers often fail to make observable instructional goals, without which a secure bridge between instruction and assessment is precluded. This is one reason that recent reports state that teacher education needs to become better at helping student teachers to develop their thinking about and skills in assessing pupils' learning. Currently in Europe, the Lesson Study method and the Content Representation tool, which both have a specific focus on assessment, have started to address this problem. This article describes and discusses an intervention in which Lesson Study was used in combination with Content Representation in student teachers' field practice. Empirical materials from one group of student teachers were analyzed to illustrate how the student teachers worked with assessment during the planning of a lesson, how they implemented it in a research lesson, and how they used the gathered observations to make claims about assessment aims. The findings suggest that the student teachers placed greater emphasis on assessment through the intervention. However, it is also found that more attention should have been dedicated to the planning phase and that the group did not manage to keep a research focus throughout the Lesson Study process. This suggests that it properly would be beneficial with several planning sessions prior to the research lesson, as well as having an expert teacher leading the Lesson Study.

Deaf Children's Science Content Learning in Direct Instruction Versus Interpreted Instruction

Science.gov (United States)

Kurz, Kim B.; Schick, Brenda; Hauser, Peter C.

2015-01-01

This research study compared learning of 6-9th grade deaf students under two modes of educational delivery--interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing…

Biology Teachers Designing Context-Based Lessons for Their Classroom Practice--The Importance of Rules-of-Thumb

Science.gov (United States)

Wieringa, Nienke; Janssen, Fred J. J. M.; Van Driel, Jan H.

2011-01-01

In science education in the Netherlands new, context-based, curricula are being developed. As in any innovation, the outcome will largely depend on the teachers who design and implement lessons. Central to the study presented here is the idea that teachers, when designing lessons, use rules-of-thumb: notions of what a lesson should look like if…

Windmills by Design: Purposeful Curriculum Design to Meet Next Generation Science Standards in a 9-12 Physics Classroom

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Concannon, James; Brown, Patrick L.

2017-01-01

The "Next Generation Science Standards" (NGSS) challenges science teachers to think beyond specific content standards when considering how to design and implement curriculum. This lesson, "Windmills by Design," is an insightful lesson in how science teachers can create and implement a cross-cutting lesson to teach the concepts…

Science and Technology awareness for preschool children: Practical lessons and experiences

CSIR Research Space (South Africa)

Van Deventer, A

2007-04-01

Full Text Available the “success” = enjoyed the class. Before each lesson started each child were asked to choose a face on the paper and write his/her name below their choice. The choices were: Are you happy, tired sick or sad? After each lesson the children had... to try again, are not happy with the first attempt etc.) • Observations can be captured by making use of drawings of the results of an experiment or of what they built. At first they might not want to because it is a skill that they still need...

Teacher candidates in an online post-baccalaureate science methods course: Implications for teaching science inquiry with technology

Science.gov (United States)

Colon, Erica L.

Online learning is becoming more prevalent in today's education and is changing the way students learn and instructors teach. This study proposed using an informative case study design within a multilevel conceptual framework as teacher candidates were learning to teach and use science inquiry while in an online post-baccalaureate science methods course. The purposes were to (a) explore whether the teacher candidates had a thorough understanding of scientific inquiry and how to implement higher-order thinking skills, (b) examine whether or not the teacher candidates used a variety of computer-based instructional technologies when choosing instructional objectives, and (c) identify barriers that impede teacher candidates from using science inquiry or technology singly, or the ability to incorporate technology into learning science inquiry. The findings indicate that an online approach in preparing science teachers holds great potential for using innovative technology to teach science inquiry. First, the teacher candidates did incorporate essential features of classroom inquiry, however it was limited and varied in the type of inquiry used. Second, of the 86 lesson plans submitted by the teacher candidates, less than twelve percent of the learning objectives involved higher-order skills that promoted science inquiry. Third, results supported that when using technology in their lesson planning, participants had widely varying backgrounds in reference to their familiarity with technology. However, even though each participant used some form or another, the technology used was fairly low level. Finally, when discussing implementing inquiry-based science in the lesson plans, this study identified time as a reason that participants may not be pushing for more inquiry-based lessons. The researcher also identifies that school placements were a huge factor in the amount of inquiry-based skills coded in the lesson plans. The study concludes that online teacher preparation

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…

Lessons from The Little Prince

Science.gov (United States)

Munakata, Mika

2005-01-01

To children, The Little Prince by Antoine de Saint-Exupery (1943) may be a mystical story about a traveler among planets. For adults, the story can be appreciated for the lessons it teaches us about what it is like to be a child--and how children may perceive the world of adults. And, for science educators, particularly, The Little Prince…

Promoting Systems Thinking through Biology Lessons

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Riess, Werner; Mischo, Christoph

2010-01-01

This study's goal was to analyze various teaching approaches within the context of natural science lessons, especially in biology. The main focus of the paper lies on the effectiveness of different teaching methods in promoting systems thinking in the field of Education for Sustainable Development. The following methods were incorporated into the…

Pedagogical Content Knowledge-Guided Lesson Study: Effects on Teacher Competence and Students’ Achievement in Chemistry

Directory of Open Access Journals (Sweden)

John Lou S. Lucenario

2016-01-01

Full Text Available This study aimed to investigate the effectiveness of Pedagogical Content Knowledge-Guided Lesson Study (PCKLS as an intervention to develop PCK competencies among teachers and consequently enhance student achievement in terms of conceptual understanding and problem-solving skills. Using quasi-experimental design, teacher competencies and student achievement in the PCKLS group and the conventional group were compared. In the PCKLS group, the intervention involved planning the lesson by the research team, teaching the planned lesson while PCK observations were made by the researcher and another teacher from the group, including a feedback meeting, implementing the improvements in the reteach stage of the lesson study cycle by another teacher from the research team, and, finally, revising lesson plans based on the consolidated suggestions for improvement. Analyses of data showed that there was a significant difference in the science teacher competencies of the PCKLS group teacher respondents compared to those of the conventional group. Also, student respondents showed a significant increase on mean scores in terms of conceptual understanding and problem-solving skills. Therefore, it was concluded that PCKLS was an effective method to develop the teachers’ PCK competencies and student achievement in terms of conceptual understanding and problem solving. This study recommends that this intervention be used across chemistry topics and in other science classes such as Biology, Earth and Environmental Science, Physics, and Mathematics.

Teaching science in museums

Science.gov (United States)

Tran, Lynn Uyen

Museums are free-choice, non-threatening, non-evaluative learning and teaching environments. They enable learners to revisit contents, authentic objects, and experiences at their own leisure as they continually build an understanding and appreciation of the concepts. Schools in America have used museums as resources to supplement their curriculum since the 19 th century. Field trip research is predominantly from the teachers' and students' perspectives, and draws attention to the importance for classroom teachers and students to prepare prior to field trips, have tasks, goals, and objectives during their time at the museum, and follow up afterwards. Meanwhile, museum educators' contributions to field trip experiences have been scantily addressed. These educators develop and implement programs intended to help students' explore science concepts and make sense of their experiences, and despite their limited time with students, studies show they can be memorable. First, field trips are a break in the usual routine, and thus have curiosity and attention attracting power. Second, classroom science teaching literature suggests teachers' teaching knowledge and goals can affect their behaviors, and in turn influence student learning. Third, classroom teachers are novices at planning and implementing field trip planners, and museum educators can share this responsibility. But little is reported on how the educators teach, what guides their instruction, how classroom teachers use these lessons, and what is gained from these lessons. This study investigates two of these inquiries. The following research questions guided this investigation. (1) How do educators teaching one-hour, one-time lessons in museums adapt their instruction to the students that they teach? (2) How do time limitations affect instruction? (3) How does perceived variability in entering student knowledge affect instruction? Four educators from two museums took part in this participant observation study to

Exploring impacts of the EED 420 science methods course on pre-service elementary teachers’ views regarding the nature of science

Directory of Open Access Journals (Sweden)

EunJin Bang

2013-07-01

Full Text Available This study explores the impact of a semester-long science methods course examining pre-service elementary teachers’ views on the nature of science (NOS. Also examined were NOS characteristics that pre-service teachers incorporated into their science lesson plans and peer teachings, during the course. Data used for this study were obtained from 21 pre-service teachers who participated in the pre/post card exchange game, pre/post VNOS interviews, 5E lesson plans, and peer teaching performances. The results of the study showed that some changes were made as a result of EED 420— such as starting to view science as a data-gathering experimental endeavor, rather than just a theorydriven endeavor. None of the groups explicitly designed or taught their lesson’s NOS aspects. The study posits that a mere one semester-long science method’s course is insufficient to adequately improve understanding of the NOS, and to establish a sufficiently robust desire in pre-service teachers for them to implement NOS into their lessons.

Exploring Impacts of the EED 420 Science Methods Course on Pre-service Elementary Teachers’ Views Regarding the Nature of Science

Directory of Open Access Journals (Sweden)

EunJin BANG

2013-07-01

Full Text Available This study explores the impact of a semester-long science methods course examining pre-service elementary teachers’ views on the nature of science(NOS. Also examined were NOS characteristics that pre-service teachers incorporated into their science lesson plans and peer teachings, during the course. Data used for this study were obtained from 21 pre-service teachers who participated in the pre/post card exchange game, pre/post VNOS interviews, 5E lesson plans, and peer teaching performances. The results of the study showed that some changes were made as a result of EED 420—such as starting to view science as a data-gathering experimental endeavor, rather than just a theory-driven endeavor. None of the groups explicitly designed or taught their lesson’s NOS aspects. Thestudy posits that a mere one semester-long science method’s course is insufficient to adequately improve understanding of the NOS, and to establish a sufficiently robust desire in pre-service teachersfor them to implement NOS into their lessons.

Integrating the Nature of Science

Science.gov (United States)

Weiland, Ingrid; Blieden, Katherine; Akerson, Valarie

2014-01-01

The nature of science (NOS) describes what science is and how knowledge in science is developed (NSTA 2013). To develop elementary students' understandings of how scientists explore the world, the authors--an education professor and a third-grade teacher--endeavored to integrate NOS into a third-grade life science unit. Throughout the lesson,…

A Spreadsheet-Based, Matrix Formulation Linear Programming Lesson

DEFF Research Database (Denmark)

Harrod, Steven

2009-01-01

The article focuses on the spreadsheet-based, matrix formulation linear programming lesson. According to the article, it makes a higher level of theoretical mathematics approachable by a wide spectrum of students wherein many may not be decision sciences or quantitative methods majors. Moreover...

Putting the spark into physical science and algebra

Science.gov (United States)

Pill, Bruce; Dagenais, Andre

2007-06-01

The presenters will describe a number of laboratory activities developed in collaboration with the Department of Electrical Engineering at the University of Delaware as part of their outreach program to help make math and science more authentic on the pre-college level. Lessons relating to electrical topics are often abstract and appropriate only for advanced students in math and science. We have devised lessons that rely on simple equipment. They promote skills that are included in National and State Standards. They emphasize the connections between math and science; they are appropriate for an algebra course, a physical science course, a PhysicsFirst course or a traditional physics course. Students benefit from seeing that what they learn in math and science courses can lead to cutting-edge work in areas such as passive wave imaging, photonics, wireless communication and high performance computing. The collaboration has been meaningful because it has motivated us to tailor our lessons to reflect what is happening in the research lab of our local university. Written materials for use in teacher training workshops will also be available.

Cloning in the classroom: an example of the didactical use of popularization of science text

Directory of Open Access Journals (Sweden)

Isabel Martins

2004-03-01

Full Text Available This paper describes a science lesson in which different texts,such as newspapers, popular science magazines and textbooks were used as didactic resources. Our theoretical framework explores the relevance of communicative approaches to teaching and discusses the relationships between text and discourse. Data were collected through videotapes of a Biology lesson about cloning in an adult education class in Brazil. The analyses focussed on the teacher’s discursive re-elaborations and revealed a variety of roles played by a popular science text in a science lesson, such as motivation and lesson structuring, as well as, helpingorganise explanations, fostering debate, broadening reading practices and establishing relationships between scientific and everyday contexts. Amongst the discursive re-elaborations observed are strategies for adaptation of originals, the emphasis on reading activities and joint use of popular science texts and textbooks.

Elementary science teachers' integration of engineering design into science instruction: results from a randomised controlled trial

Science.gov (United States)

Maeng, Jennifer L.; Whitworth, Brooke A.; Gonczi, Amanda L.; Navy, Shannon L.; Wheeler, Lindsay B.

2017-07-01

This randomised controlled trial used a mixed-methods approach to investigate the frequency and how elementary teachers integrated engineering design (ED) principles into their science instruction following professional development (PD). The ED components of the PD were aligned with Cunningham and Carlsen's [(2014). Teaching engineering practices. Journal of Science Teacher Education, 25, 197-210] guidelines for ED PD and promoted inclusion of ED within science teaching. The treatment group included 219 teachers from 83 schools. Participants in the control group included 145 teachers from 60 schools in a mid-Atlantic state. Data sources, including lesson overviews and videotaped classroom observations, were analysed quantitatively to determine the frequency of ED integration and qualitatively to describe how teachers incorporated ED into instruction after attending the PD. Results indicated more participants who attended the PD (55%) incorporated ED into instruction compared with the control participants (24%), χ2(1, n = 401) = 33.225, p .05) through ED lessons. In ED lessons, students typically conducted research and created and tested initial designs. The results suggest the PD supported teachers in implementing ED into their science instruction and support the efficacy of using Cunningham and Carlsen's (2014) guidelines to inform ED PD design.

Revising Teacher Candidates' Views of Science and Self: Can Accounts from the History of Science Help?

Science.gov (United States)

Lewthwaite, Brian; Murray, John; Hechter, Richard

2012-01-01

Our inquiry uses accounts from the history of science to develop teacher-candidate (student teacher) understanding of the nature of science (NOS) in a science teacher education methods course. This understanding of the NOS is then used as a foundation for developing teacher candidate appreciation of the attributes of authentic science lessons.…

States, Earth Science, and Decision-Making: Five Years of Lessons Learned by the NASA DEVELOP National Program Working with a State Government

Science.gov (United States)

Favors, J.; Ruiz, M. L.; Rogers, L.; Ross, K. W.; Childs-Gleason, L. M.; Allsbrook, K. N.

2017-12-01

Over a five-year period that spanned two administrations, NASA's DEVELOP National Program engaged in a partnership with the Government of the Commonwealth of Virginia to explore the use of Earth observations in state-level decision making. The partnership conducted multiple applied remote sensing projects with DEVELOP and utilized a shared-space approach, where the Virginia Governor's Office hosted NASA DEVELOP participants to mature the partnership and explore additional science opportunities in the Commonwealth. This presentation will provide an overview of various lessons learned from working in an administrative and policy environment, fostering the use of science in such an environment, and building substantive relationships with non-technical partners. An overview of the projects conducted in this partnership will provide an opportunity to explore specific best practices that enhanced the work and provide tips to enhance the potential for success for other science and technology organizations considering similar partnerships.

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.

Cosmic Times: Engaging Students in Science through History and Journalism

Science.gov (United States)

Lochner, J. C.; Mattson, B. J.

2009-12-01

Cosmic Times tells the story of how our understanding of the nature of the universe has changed over the past 100 years. Designed to fulfill the need for quality science literature in the classroom, Cosmic Times takes the form of six posters, each mimicking the front page of a newspaper at a key point in this history, with articles describing the discoveries. These milestones include the confirmation of Einstein’s theory of gravity, Hubble’s evidence for an expanding universe, the detection of the microwave background, and finally the discovery of dark energy. Telling this story also involves tracing astronomer’s efforts to determine the size of the universe, understand the nature of supernovae, and comprehend the expansion of the universe. Through the scope of this history, students experience the process of science and how new technology and data change our ideas. The posters are accompanied by 28 lessons, designed for grades 7-12 by scientists and teachers and field-tested by third-party teachers in rural communities. The lessons teach the science concepts behind the discoveries, the process of science, and skills for science literacy. To facilitate these lessons and meet student’s individual science literacy needs, the articles are also available in two newsletter versions: one with the same articles as on the posters, the second at a slightly lower reading level. In addition, lessons include cross-curricular activities which explore the times and social circumstances of the discoveries. In a capstone lesson, students write and design the 2019 edition of Cosmic Times, not only predicting what we will know in the future, but also applying expository writing skills. In addition, an on-line Teacher Guide provides background material for all the articles. All these materials are available on the Cosmic Times website, http://cosmictimes.gsfc.nasa.gov/. In this presentation, we shall describe how Cosmic Times uses a journalistic storytelling approach to

Girls and science education in Mauritius: a study of science class practices and their effects on girls

Science.gov (United States)

Naugah, Jayantee; Watts, Mike

2013-11-01

Background: The population of Mauritius consists of 52% females and scientific literacy is seen to be of vital importance for all young people if they are to be sufficiently equipped to meet the challenges of a fast changing world. Previous research shows, however, that science is not popular among girls. This paper explores one of many reasons why few girls opt for science subjects after compulsory schooling. Purpose: This study investigated the approaches to teaching in four science classrooms in Mauritius, with particular emphases on the preferences of girls as they learn science. Sample: A total of 20 student interviews and 16 teacher interviews were conducted in four schools in Mauritius. The four mixed-faith schools comprised two all-girl schools (one state, one fee-paying), and two mixed-sex schools (one state, one fee-paying), within urban, suburban and rural situations. Design and method: 80 non-participant lessons were observed, of which 60 were science lessons while the remaining 20 non-science lessons were in economics, accounts and commerce. Group interviews with five pupils in each of the four schools were conducted and 16 individual interviews with teachers in the four schools gave an insight into the pedagogic approaches used for the teaching and learning of science. Results: Transmissive approaches to teaching, giving little opportunity for collaborative or activity-based learning, were found to be the most important factors in alienating the girls from science. Conclusions: There need to be radical changes in approaches to teaching to retain young girls' interest in the sciences.

Science in the public process of ecosystem management: lessons from Hawaii, Southeast Asia, Africa and the US Mainland.

Science.gov (United States)

Gutrich, John; Donovan, Deanna; Finucane, Melissa; Focht, Will; Hitzhusen, Fred; Manopimoke, Supachit; McCauley, David; Norton, Bryan; Sabatier, Paul; Salzman, Jim; Sasmitawidjaja, Virza

2005-08-01

Partnerships and co-operative environmental management are increasing worldwide as is the call for scientific input in the public process of ecosystem management. In Hawaii, private landowners, non-governmental organizations, and state and federal agencies have formed watershed partnerships to conserve and better manage upland forested watersheds. In this paper, findings of an international workshop convened in Hawaii to explore the strengths of approaches used to assess stakeholder values of environmental resources and foster consensus in the public process of ecosystem management are presented. Authors draw upon field experience in projects throughout Hawaii, Southeast Asia, Africa and the US mainland to derive a set of lessons learned that can be applied to Hawaiian and other watershed partnerships in an effort to promote consensus and sustainable ecosystem management. Interdisciplinary science-based models can serve as effective tools to identify areas of potential consensus in the process of ecosystem management. Effective integration of scientific input in co-operative ecosystem management depends on the role of science, the stakeholders and decision-makers involved, and the common language utilized to compare tradeoffs. Trust is essential to consensus building and the integration of scientific input must be transparent and inclusive of public feedback. Consideration of all relevant stakeholders and the actual benefits and costs of management activities to each stakeholder is essential. Perceptions and intuitive responses of people can be as influential as analytical processes in decision-making and must be addressed. Deliberative, dynamic and iterative decision-making processes all influence the level of stakeholder achievement of consensus. In Hawaii, application of lessons learned can promote more informed and democratic decision processes, quality scientific analysis that is relevant, and legitimacy and public acceptance of ecosystem management.

Hot Topics in Science Teaching

Science.gov (United States)

Ediger, Marlow

2018-01-01

There are vital topics in science teaching and learning which are mentioned frequently in the literature. Specialists advocate their importance in the curriculum as well as science teachers stress their saliency. Inservice education might well assist new and veteran teachers in knowledge and skills. The very best science lessons and units of…

BEST: Bilingual environmental science training: Kindergarten level

Energy Technology Data Exchange (ETDEWEB)

NONE

1996-03-01

This booklet is one of a series of bilingual guides to environmental-science learning activities for students to do at home. Lesson objectives, materials required, procedure, vocabulary, and subjects integrated into the lesson are described in English for each lesson. A bilingual glossary, alphabetized by English entries, with Spanish equivalents in both English and Spanish, follows the lesson descriptions, and is itself followed by a bibliography of English-language references. This booklet includes descriptions of six lessons covering the senses of touch and sight, the sense of smell, how to distinguish living and non-living things, cell structures, the skeletal system, and the significance of food groups. 8 figs.

Does the modality principle for multimedia learning apply to science classrooms?

NARCIS (Netherlands)

Harskamp, Egbert G.; Mayer, Richard E.; Suhre, Cor

2007-01-01

This study demonstrated that the modality principle applies to multimedia learning of regular science lessons in school settings. In the first field experiment, 27 Dutch secondary school students (age 16-17) received a self-paced, web-based multimedia lesson in biology. Students who received lessons

Peer Assessment of Elementary Science Teaching Skills

Science.gov (United States)

Kilic, Gulsen Bagci; Cakan, Mehtap

2007-01-01

In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

Culturally relevant science: An approach to math science education for Hispanics. Final technical report

Energy Technology Data Exchange (ETDEWEB)

Ortiz de Montellano, B.

1996-11-14

As planned a letter was sent out to 17 teachers who had participated in a Summer 1994 workshop on ``Culturally Relevant Science for Hispanics`` at Michigan State. These teachers were supposed to have spent the intervening time developing lesson plans and curricula. The letter requested a report of any activities undertaken and copies of lesson plans and materials developed by February 1996 with a stipend of $400 for satisfactory reports. It was a disappointment to only get 9 responses and not all of them demonstrating a satisfactory level of activity. Diana Marinez, Dean of Science at Texas A and M University, Corpus Christi, who is the other developer of this curriculum and the author reviewed the submitted materials and chose those showing the most promise to be invited to participate in the Summer Writing Workshop. Spring of 1996 and particularly in May--June, the author wrote a partial first draft of a companion volume for the teacher`s manual which would provide a rationale for doing culturally relevant science, present the cultural and the scientific background that teachers would need in order to be able to teach. One of the goals of this curriculum is that it should be off-the-shelf ready to teach and that teachers would not have to do extra research to encourage its adoption. The outline of the book is appendix 1. The Writing Workshop was held at Texas A and M University, Corpus Christi from July 14 to July 27, 1996. Participating teachers chose topics that they were interested in developing and wrote first drafts. These were distributed to all participants and critiqued by the workshop directors before being rewritten. Some teachers were more productive than others depending on their science background. In total an impressive number of lesson plans were written. These lesson plans are listed in Appendix 3. Appendix 4 is a sample lesson. Work still needs to be done on both the source book and the teachers` manual.

Coastal seas as a context for science teaching: a lesson from Chesapeake Bay.

Science.gov (United States)

Bell, Wayne H; Fowler, Erin M; Stein, J Andrew

2003-01-01

Lessons that employ authentic environmental data can enhance the ability of students to understand fundamental science concepts. This differs from traditional "environmental education" in that school curricula need not set aside time for educators to teach only environmental topics. Rather, the "environment" is used to advance student learning in science and technology. The success of this approach depends on programs that encourage scientists to communicate more effectively with teachers at all education levels. The expanding diversity of research and monitoring activities on the world's marine waters constitutes an outstanding potential education resource. Many of these projects involve remote sensing with sophisticated instrumentation and employ Internet technology to compile measurements, interpret data using graphs and satellite imagery, and share the results among scientific colleagues and the general public alike. Unfortunately, these resources, which constitute a much shortened path between research findings and textbook presentation, are seldom interpreted for use by K-12 educators. We have developed an example that uses the Chesapeake Bay as a paradigm to demonstrate how such interpretation can assist educators in teaching important principles in physical oceanography and marine ecology. We present this example using PowerPoint to conduct a virtual tour of selected Internet sources. Our example begins with the conceptual "salt wedge" circulation model of Chesapeake Bay as a partially mixed estuary. Teachers have the opportunity to explore this model using salinity, temperature, and dissolved oxygen data taken from a research vessel platform during summer professional development programs. This source of authentic data, originally obtained by teachers themselves, clearly demonstrates the presence of a picnocline and deep-water anoxia. Our lesson plan proceeds to interpret these data using additional Internet-based resources at increasing scales of time and

CyVerse Data Commons: lessons learned in cyberinfrastructure management and data hosting from the Life Sciences

Science.gov (United States)

Swetnam, T. L.; Walls, R.; Merchant, N.

2017-12-01

CyVerse, is a US National Science Foundation funded initiative "to design, deploy, and expand a national cyberinfrastructure for life sciences research, and to train scientists in its use," supporting and enabling cross disciplinary collaborations across institutions. CyVerse' free, open-source, cyberinfrastructure is being adopted into biogeoscience and space sciences research. CyVerse data-science agnostic platforms provide shared data storage, high performance computing, and cloud computing that allow analysis of very large data sets (including incomplete or work-in-progress data sets). Part of CyVerse success has been in addressing the handling of data through its entire lifecycle, from creation to final publication in a digital data repository to reuse in new analyses. CyVerse developers and user communities have learned many lessons that are germane to Earth and Environmental Science. We present an overview of the tools and services available through CyVerse including: interactive computing with the Discovery Environment (https://de.cyverse.org/), an interactive data science workbench featuring data storage and transfer via the Data Store; cloud computing with Atmosphere (https://atmo.cyverse.org); and access to HPC via Agave API (https://agaveapi.co/). Each CyVerse service emphasizes access to long term data storage, including our own Data Commons (http://datacommons.cyverse.org), as well as external repositories. The Data Commons service manages, organizes, preserves, publishes, allows for discovery and reuse of data. All data published to CyVerse's Curated Data receive a permanent identifier (PID) in the form of a DOI (Digital Object Identifier) or ARK (Archival Resource Key). Data that is more fluid can also be published in the Data commons through Community Collaborated data. The Data Commons provides landing pages, permanent DOIs or ARKs, and supports data reuse and citation through features such as open data licenses and downloadable citations. The

Japanese lesson study in mathematics its impact, diversity and potential for educational improvement

CERN Document Server

Isoda, Masami; Stephens, Max

2007-01-01

In Before It''s Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century (2000) in the US, the authors quote from James Stigler''s conclusions from various videotape research studies of mathematics teaching: "The key to long-term improvement [in teaching] is to figure out how to generate, accumulate, and share professional knowledge". Japanese Lesson Study has proved to be one successful means. This book supports the growing movement of lesson study to improve the quality of mathematics education from the original viewpoints of Japanese educators who have been engaging in lesson study in mathematics for professional development and curriculum implementation. This book also illustrates several projects related to lesson study in other countries.

Knowledge into action: Some lessons from the histories of hazards

DEFF Research Database (Denmark)

Hansen, Steffen Foss; Gee, D.

fuels and nuclear power provide lessons for prudent actions on the potential hazards of emerging technologies such as from nanotechnology, GMO food, radio-frequency from mobile phones, and the new generation of nuclear plants (See “Late Lessons from Early Warnings” volume I and II from the European...... and engagement of the public. In this paper, we analyse these latter barriers to getting knowledge into action and illustrate some ways and means by which science and precautionary measures, including regulations, market based instruments, and increased awareness and engagement of the public, could be designed...

General Mechanical Repair. Minor Automotive Maintenance, Small Engine [Repair, and] Welding: Curriculum Guide and Lesson Plans.

Science.gov (United States)

Hamlin, Larry

This document contains a curriculum guide and lesson plans for a general mechanical repair course with three sections: minor automotive maintenance, small engine repair, and welding. The curriculum guide begins with a matrix that relates the lesson plans to essential elements of math, science, language arts, and social studies and to Texas…

Examining the Interactions between Mathematical Content and Pedagogical Form: Notes on the Structure of the Lesson

Science.gov (United States)

Karp, Alexander

2004-01-01

Research conducted during the Trends in International Mathematics and Science Study (TIMSS) and later (Stigler et al. 1999; Stigler and Hiebert 1999) undertook a thorough analysis of lessons in the United States, Japan, and Germany. This article focuses on certain aspects of mathematics lessons in Russia. Specifically, the attempt is made to…

Writing Like a Scientist: Exploring Elementary Teachers' Understandings and Practices of Writing in Science

Science.gov (United States)

Glen, Nicole J.; Dotger, Sharon

2013-10-01

This qualitative study examined the connections between elementary teachers’ conceptions of how scientists use writing and how the teachers used writing during science lessons. Data collected included lesson observations, interviews, handouts to students, and curriculum resources. The findings revealed that teachers in this study thought scientists write for several purposes: the presentation of data, observations, experiences, procedures, and facts. The teachers used writing tasks that mirrored this with their students. The teachers also had a limited definition of creativity in writing, and when they had students write creatively in science it was to add in fictional elements. Implications of this study include providing teachers with better models for how and why scientists write, including these models in more inquiry-based science lessons, and directly relating concepts of nature of science to elementary science writing.

The art of co-production of knowledge in environmental sciences and management: lessons from international practice

Science.gov (United States)

Djenontin, Ida Nadia S.; Meadow, Alison M.

2018-06-01

This review paper addresses the challenging question of "how to" design and implement co-production of knowledge in climate science and other environmental and agricultural sciences. Based on a grounded theory review of nine (9) published case studies of transdisciplinary and collaborative research projects, the paper offers a set of common themes regarding specific components and processes for the design, implementation, and achievement of co-production of knowledge work, which represent the "Modus Operandi" of knowledge co-production. The analysis focuses on practical methodological guidance based on lessons from how different research teams have approached the challenges of complex collaborative research. We begin by identifying broad factors or actions that inhibit or facilitate the process, then highlight specific practices associated with co-production of knowledge and necessary competencies for undertaking co-production. We provide insights on issues such as the integration of social and professional cultures, gender and social equity, and power dynamics, and illustrate the different ways in which researchers have addressed these issues. By exploring the specific practices involved in knowledge co-production, this paper provides guidance to researchers on how to navigate different possibilities of the process of conducting transdisciplinary and co-production of knowledge research projects that best fit their research context, stakeholder needs, and research team capacities.

Meta-analysis of learning design on sciences to develop a teacher’s professionalism training model

Science.gov (United States)

Alimah, S.; Anggraito, Y. U.; Prasetyo, A. P. B.; Saptono, S.

2018-03-01

This research explored a meta-analysis ofthe teaching design on sciences teachers’ lesson plans to develop the training model in achieving 21st-century learning competence and the implementation of the scientifically literate school model. This is a qualitative research with descriptively qualitative analysis. The sample was the members of sciences teacher’s organizations in Brebes Central Java Indonesia. Data was collected by documentation, observation, interviews, and questionnaires scale understanding. Analysis of the lesson plans focused on the correctness of development concept and integration of Strengthening Character Education; School Literacy Movement; Communication, Collaboration, Critical Thinking and Creativity; and Higher Order Thinking Skill. The sciences teachers had a good understanding of the components of the lesson plan, but needed further training. The integration of the character education by the teacher was not explicitly written into their lesson plan. The teachers’ skill to integrate the components was still needed improvements. It is found that training and mentoring of lesson plan development to improve the skills of science teachers in achieving 21st-century learning competencies are still urgent to be done. The training and mentoring model proposed here is Peretipe model, to help teachers skillfully design good lesson plans based on Technological Pedagogical, and Content Knowledge.

An exploration of elementary science teachers' expertise, creativity skills, and motivation in relation to the use of an innovation and the delivery of high-quality science instruction

Science.gov (United States)

Falkenberg, Karen L.

This two-year study sought to uncover characteristic differences among a purposive sample of 23 elementary teachers who were using an elementary science innovation with various levels of proficiency. Two theoretical frameworks supported the development of the research, the Concerns Based Adoption Model Level of Use (LoU) (Hord, Rutherford, Huling-Austin & Hall, 1987) and Amabile's (1996) Componential Model of Creativity. Both qualitative and quantitative methodologies were employed to gather data on participants' science content knowledge, pedagogical skill, creativity relevant process skills, motivation orientation, self-efficacy, outcome expectancy and workplace environment. Results dispute the common conception among educators that "mechanical use" teachers do not provide high quality lessons. A new method for categorizing teachers' proficiency with an innovation is suggested by this study that incorporates both qualitative data from the LoU interview and classroom observation. Additionally, results show that the quality of the observed science lessons was associated with a teacher's creativity. The data suggest that a teacher's creativity relevant process skills and expertise are indicators of lesson quality. There were important differences among teachers' conceptions of creativity, how they involved students in the reported lessons and in the type of adaptations they made to the innovation. The more creative teachers tended to provide lessons that were more complex, of longer duration, had ties to student home life, and used multiple resources. Following an analysis of these results is a set of suggested professional development strategies and workplace changes to support less proficient teachers in their ability to provide higher quality elementary science lessons.

Teaching science through literature

Science.gov (United States)

Barth, Daniel

2007-12-01

The hypothesis of this study was that a multidisciplinary, activity rich science curriculum based around science fiction literature, rather than a conventional text book would increase student engagement with the curriculum and improve student performance on standards-based test instruments. Science fiction literature was chosen upon the basis of previous educational research which indicated that science fiction literature was able to stimulate and maintain interest in science. The study was conducted on a middle school campus during the regular summer school session. Students were self-selected from the school's 6 th, 7th, and 8th grade populations. The students used the science fiction novel Maurice on the Moon as their only text. Lessons and activities closely followed the adventures of the characters in the book. The student's initial level of knowledge in Earth and space science was assessed by a pre test. After the four week program was concluded, the students took a post test made up of an identical set of questions. The test included 40 standards-based questions that were based upon concepts covered in the text of the novel and in the classroom lessons and activities. The test also included 10 general knowledge questions that were based upon Earth and space science standards that were not covered in the novel or the classroom lessons or activities. Student performance on the standards-based question set increased an average of 35% for all students in the study group. Every subgroup disaggregated by gender and ethnicity improved from 28-47%. There was no statistically significant change in the performance on the general knowledge question set for any subgroup. Student engagement with the material was assessed by three independent methods, including student self-reports, percentage of classroom work completed, and academic evaluation of student work by the instructor. These assessments of student engagement were correlated with changes in student performance

Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area

Science.gov (United States)

Chamnanwong, Pornpaka; Thathong, Kongsak

2018-01-01

In preparing a science lesson plan, teachers may deal with numerous difficulties. Having a deep understanding of their problems and their demands is extremely essential for the teachers in preparing themselves for the job. Moreover, it is also crucial for the stakeholders in planning suitable and in-need teachers' professional development programs, in school management, and in teaching aid. This study aimed to investigate the primary school science teachers' opinion toward practice of teaching and learning activities in science learning area. Target group was 292 primary science teachers who teach Grade 4 - 6 students in Khon Kaen Province, Thailand in the academic year of 2014. Data were collected using Questionnaire about Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area. The questionnaires were consisted of closed questions scored on Likert scale and open-ended questions that invite a sentence response to cover from LS Process Ideas. Research findings were as follow. The primary science teachers' level of opinion toward teaching and learning science subject ranged from 3.19 - 3.93 (mean = 3.43) as "Moderate" level of practice. The primary school science teachers' needs to participate in a training workshop based on LS ranged from 3.66 - 4.22 (mean = 3.90) as "High" level. The result indicated that they were interested in attending a training course under the guidance of the Lesson Study by training on planning of management of science learning to solve teaching problems in science contents with the highest mean score 4.22. Open-ended questions questionnaire showed the needs of the implementation of the lesson plans to be actual classrooms, and supporting for learning Medias, innovations, and equipment for science experimentation.

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

Science.gov (United States)

Meacham, Colleen

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

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…

Some lessons in mathematics: a comparison of mathematics teaching in Japan and America

OpenAIRE

Jones, Keith

1997-01-01

As part of the Third International Mathematics and Science Study (TIMSS), a representative sample of Year 9 classrooms in Japan and the United States were video-taped. Analysis of this data is enabling comparisons to be made of the teaching methods typically employed in these two countries. Findings suggest that while the typical US lesson emphasised skill acquisition, the typical Japanese lesson focused on the solving of complex problems through pupil exploration and presentation.

Alternative Energy Lessons in Scotland

Science.gov (United States)

Boyle, Julie

2010-05-01

In Scotland the new science curriculum for pupils aged 12 to 15 shall include the following outcomes: "Using my knowledge and understanding, I can express an informed view on a national or global environmental issue;" "I have participated in constructing a model to harness a renewable source of energy and can investigate how to optimise the output;" and "I can discuss why it is important to me and to the future of the world that alternatives to fossil fuels are developed." There will be an emphasis on creating lessons that will nurture responsible citizens, improve pupil engagement and allow students to develop their team working skills. To help teachers plan lessons to address this, the Scottish Schools Equipment Research Centre and Edinburgh University made teaching materials on four renewable energy resources. This poster describes how their suggested activities on solar cells, wind turbines, hydroelectric power stations and wave power were used in science lessons with twelve year old students. After an initial class discussion based on issues related to climate change and diminishing fossil fuel supplies, a workshop activity was carried out in three stages. The students were issued with a fact sheet about one of four imaginary islands (Skisdale, Cloudy Island, Surfsville and Sun City) and they were asked to work in teams to choose the most suitable method of generating electricity for their island. Issues such as costs, where it will be sited and environmental implications were considered. They were then asked to conduct practical activities by constructing and testing models for these forms of renewable energy. To conclude, they presented their proposal to the rest of the class with reasoned explanations. The kits used in the lessons can be purchased from Anderson Scientific (sales@andersonscientific.co.uk). The solar cells were simply connected to a voltmeter. The wind and hydroelectric groups used the same basic equipment. This was made using a small water

LEGO robot vehicle lesson plans for secondary education : a recruitment tool.

Science.gov (United States)

2012-08-01

Robotics is a great way to get kids excited about science, technology, engineering, and math (STEM) topics. It is also highly effective in stimulation development of teamwork and self-confidence. This project provides transportation-related lesson pl...

Building a Trustworthy Environmental Science Data Repository: Lessons Learned from the ORNL DAAC

Science.gov (United States)

Wei, Y.; Santhana Vannan, S. K.; Boyer, A.; Beaty, T.; Deb, D.; Hook, L.

2017-12-01

The Oak Ridge National Laboratory Distributed Active Archive Center (ORNL DAAC, https://daac.ornl.gov) for biogeochemical dynamics is one of NASA's Earth Observing System Data and Information System (EOSDIS) data centers. The mission of the ORNL DAAC is to assemble, distribute, and provide data services for a comprehensive archive of terrestrial biogeochemistry and ecological dynamics observations and models to facilitate research, education, and decision-making in support of NASA's Earth Science. Since its establishment in 1994, ORNL DAAC has been continuously building itself into a trustworthy environmental science data repository by not only ensuring the quality and usability of its data holdings, but also optimizing its data publication and management process. This paper describes the lessons learned from ORNL DAAC's effort toward this goal. ORNL DAAC has been proactively implementing international community standards throughout its data management life cycle, including data publication, preservation, discovery, visualization, and distribution. Data files in standard formats, detailed documentation, and metadata following standard models are prepared to improve the usability and longevity of data products. Assignment of a Digital Object Identifier (DOI) ensures the identifiability and accessibility of every data product, including the different versions and revisions of its life cycle. ORNL DAAC's data citation policy assures data producers receive appropriate recognition of use of their products. Web service standards, such as OpenSearch and Open Geospatial Consortium (OGC), promotes the discovery, visualization, distribution, and integration of ORNL DAAC's data holdings. Recently, ORNL DAAC began efforts to optimize and standardize its data archival and data publication workflows, to improve the efficiency and transparency of its data archival and management processes.

Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy

Science.gov (United States)

Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant

2016-11-01

This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and classroom observations to measure possible changes in PK-3 teachers' science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers' science content knowledge. Analysis of teachers' lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers' pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery.

Books and Stories in Children's Science

Science.gov (United States)

McCullagh, John; Walsh, Glenda; Greenwood, Julian

2010-01-01

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

Mapping Science in Discourse-based Inquiry Classrooms

Science.gov (United States)

Yeneayhu, Demeke Gesesse

Abstract The purpose of this study was to investigate how discourse-based inquiry science lessons provided opportunities for students to develop a network of semantic relations among core ideas and concepts in science. It was a naturalistic inquiry classroom lessons observation study on three science teachers--- a middle school science teacher and two high school physics teachers in an urban school district located in the Western New York region. Discourse and thematic analysis drawn from the theory of Systemic Functional Linguistics were utilized as guiding framework and analysis tools. Analysis of the pre-observation and post-observation interviews of the participant teachers revealed that all of the three teachers participated in at least one inquiry-based science teaching teacher professional development program and they all thought their classroom teaching practice was inquiry-based. Analysis of their classroom lesson videos that each participant teacher taught on a specific science topic revealed that the middle school teacher was found to be a traditional teacher-dominated classroom whereas the two high school physics teachers' classroom teaching approach was found to be discourse-based inquiry. One of the physics teachers who taught on a topic of Magnetic Interaction used relatively structured and guided-inquiry classroom investigations. The other physics teacher who taught on a topic of Color Mixing utilized open-ended classroom investigations where the students planned and executed the series of classroom science investigations with minimal guidance from the teacher. The traditional teacher-based classroom communicative pattern was found to be dominated by Triadic Dialogue and most of the science thematics were jointly developed by the teacher and the students, but the students' role was limited to providing responses to the teacher's series questions. In the guided-inquiry classroom, the common communicative pattern was found to be True Dialogue and most

Science Granting Councils Initiative: Research uptake | IDRC ...

International Development Research Centre (IDRC) Digital Library (Canada)

The Science Granting Councils Initiative in sub-Saharan Africa aims to ... The strategy identifies a wide range of activities to collect, package, and share lessons ... Organization for Women in Science for the Developing World (OWSD), IDRC is ...

Changing the face of science: Lessons from the 2017 Science-A-Thon

Science.gov (United States)

Barnes, R. T.; Licker, R.; Burt, M. A.; Holloway, T.

2017-12-01

Studies have shown that over two-thirds of Americans cannot name a living scientist. This disconnect is a concern for science and scientists, considering the large role of public funding for science, and the importance of science in many policy issues. As a large-scale public outreach initiative and fundraiser, the Earth Science Women's Network (ESWN) launched "Science-A-Thon" on July 13, 2017. This "day of science" invited participants to share 12 photos over 12 hours of a day, including both personal routines and professional endeavors. Over 200 scientists participated, with the #DayofScience hashtag trending on Twitter for the day. Earth scientists represented the largest portion of participants, but the event engaged cancer biologists, computer scientists, and more, including scientists from more than 10 countries. Science-A-Thon builds on the success and visibility of other social media campaigns, such as #actuallivingscientist and #DresslikeaWoman. Importantly these efforts share a common goal, by providing diverse images of scientists we can shift the public perception of who a scientist is and what science looks like in the real world. This type of public engagement offers a wide range of potential role models for students, and individual stories to increase public engagement with science. Social media campaigns such as this shift the public perception of who scientists are, why they do what they do, and what they do each day. The actions and conversations emerging from Science-A-Thon included scientists talking about (1) their science and motivation, (2) the purpose and need for ESWN, and (3) why they chose to participate in this event increased the reach of a social media campaign and fundraiser.

Arctic research in the classroom: A teacher's experiences translated into data driven lesson plans

Science.gov (United States)

Kendrick, E. O.; Deegan, L.

2011-12-01

Incorporating research into high school science classrooms can promote critical thinking skills and provide a link between students and the scientific community. Basic science concepts become more relevant to students when taught in the context of research. A vital component of incorporating current research into classroom lessons is involving high school teachers in authentic research. The National Science Foundation sponsored Research Experience for Teachers (RET) program has inspired me to bring research to my classroom, communicate the importance of research in the classroom to other teachers and create lasting connections between students and the research community. Through my experiences as an RET at Toolik Field Station in Alaska, I have created several hands-on lessons and laboratory activities that are based on current arctic research and climate change. Each lesson uses arctic research as a theme for exemplifying basic biology concepts as well as increasing awareness of current topics such as climate change. For instance, data collected on the Kuparuk River will be incorporated into classroom activities that teach concepts such as primary production, trophic levels in a food chain and nutrient cycling within an ecosystem. Students will not only understand the biological concepts but also recognize the ecological implications of the research being conducted in the arctic. By using my experience in arctic research as a template, my students will gain a deeper understanding of the scientific process. I hope to create a crucial link of information between the science community and science education in public schools.

What is Science?

Indian Academy of Sciences (India)

in New York City]. I thank Mr. DeRose for the opportunity to join you science teachers. .... I, therefore, did learn a lesson: The female mind is capable of understanding analytic geometry. ... In New York, you go the Catskill Mountains for.

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

Science.gov (United States)

Peacock, Alan; Weedon, Helen

2002-02-01

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

Operationalizing Social Work Science through Research-Practice Partnerships: Lessons from Implementation Science

Science.gov (United States)

Palinkas, Lawrence A.; He, Amy S.; Choy-Brown, Mimi; Hertel, Amy Locklear

2017-01-01

Recent efforts to identify and promote a distinct science for the discipline of social work have led to an ongoing debate regarding the nature and function of such a science. Central to this debate is a lack of consensus as to how to operationalize a social work science. Drawing from the field of implementation science and its application in…

An international comparison of the science education priorities of ...

African Journals Online (AJOL)

... Turkey and Lesotho the most frequently prioritised recommendations are found to be similar. They are: to engage more self-discovery in science learning; to introduce more real life skills into science teaching; to utilise better science teaching methods; and to acquire more resources for science and technology lessons.

Improving Software Sustainability: Lessons Learned from Profiles in Science.

Science.gov (United States)

Gallagher, Marie E

2013-01-01

The Profiles in Science® digital library features digitized surrogates of historical items selected from the archival collections of the U.S. National Library of Medicine as well as collaborating institutions. In addition, it contains a database of descriptive, technical and administrative metadata. It also contains various software components that allow creation of the metadata, management of the digital items, and access to the items and metadata through the Profiles in Science Web site [1]. The choices made building the digital library were designed to maximize the sustainability and long-term survival of all of the components of the digital library [2]. For example, selecting standard and open digital file formats rather than proprietary formats increases the sustainability of the digital files [3]. Correspondingly, using non-proprietary software may improve the sustainability of the software--either through in-house expertise or through the open source community. Limiting our digital library software exclusively to open source software or to software developed in-house has not been feasible. For example, we have used proprietary operating systems, scanning software, a search engine, and office productivity software. We did this when either lack of essential capabilities or the cost-benefit trade-off favored using proprietary software. We also did so knowing that in the future we would need to replace or upgrade some of our proprietary software, analogous to migrating from an obsolete digital file format to a new format as the technological landscape changes. Since our digital library's start in 1998, all of its software has been upgraded or replaced, but the digitized items have not yet required migration to other formats. Technological changes that compelled us to replace proprietary software included the cost of product licensing, product support, incompatibility with other software, prohibited use due to evolving security policies, and product abandonment

Environmental Studies, Section V: Oceanography. Learning Carrel Lesson 6.15: Pollution of the Oceans. Study Guide and Script.

Science.gov (United States)

Boyer, Robert; And Others

This is one of a series of 14 instructional components of a semester-long, environmental earth science course developed for undergraduate students. The course includes lectures, discussion sessions, and individual learning carrel lessons. Presented are the study guide and script for a learning carrel lesson on pollution of the oceans. The slides,…

Contextualizing Earth Science Professional Development Courses for Geoscience Teachers in Boston: Earth Science II (Solid Earth)

Science.gov (United States)

Pringle, M. S.; Kamerer, B.; Vugrin, M.; Miller, M.

2009-12-01

Earth Science II: The Solid Earth -- Earth History and Planetary Science -- is the second of two Earth Science courses, and one of eleven graduate level science Contextualized Content Courses (CCC), that have been developed by the Boston Science Partnership as part of an NSF-funded Math Science Partnership program. A core goal of these courses is to provide high level science content to middle and high school teachers while modeling good instructional practices directly tied to the Boston Public Schools and Massachusetts science curriculum frameworks. All of these courses emphasize hands-on, lab-based, inquiry-driven, student-centered lessons. The Earth Science II team aimed to strictly adhere to ABC (Activity Before Concept) and 5E/7E models of instruction, and limited lecture or teacher-centered instruction to the later “Explanation” stages of all lessons. We also introduced McNeill and Krajick’s Claim-Evidence-Reasoning (CER) model of scientific explanation for middle school classroom discourse, both as a powerful scaffold leading to higher levels of accountable talk in the classroom, and to model science as a social construct. Daily evaluations, dutifully filled out by the course participants and diligently read by the course instructors, were quite useful in adapting instruction to the needs of the class on a real-time basis. We find the structure of the CCC teaching teams - university-based faculty providing expert content knowledge, K-12-based faculty providing age appropriate pedagogies and specific links to the K-12 curriculum - quite a fruitful, two-way collaboration. From the students’ perspective, one of the most useful takeaways from the university-based faculty was “listening to experts model out loud how they reason,” whereas some of the more practical takeaways (i.e., lesson components directly portable to the classroom?) came from the K-12-based faculty. The main takeaways from the course as a whole were the promise to bring more hands

Putting the “Spark” into Physical Science and Algebra

Science.gov (United States)

Dagenais, Andre; Pill, B.

2006-12-01

The presenters will describe a number of laboratory activities developed in collaboration with the Department of Electrical Engineering at the University of Delaware as part of their outreach program to help make math and science more authentic on the pre-college level. Lessons relating to electrical topics are often abstract and appropriate only for advanced students in math and science. We have devised lessons that rely on simple equipment. They promote skills that are included in National and State Standards. They emphasize the connections between math and science; they are appropriate for an algebra course, a physical science course, a PhysicsFirst course or a traditional physics course. Students benefit from seeing that what they learn in math and science courses can lead to cutting-edge work in areas such as passive wave imaging, photonics, wireless communication and high performance computing. The collaboration has been meaningful because it has motivated us to tailor our lessons to reflect what is happening in the research lab of our local university. Written materials for use in teacher training workshops will also be available. Funded by NSF Research Experience for Teachers(RET #0322633) program under the direction of Dr. Dennis Prather, University of Delaware Electrical Engineering

Revitalising Evidence-based Policy for the Sendai Framework for Disaster Risk Reduction 2015-2030: Lessons from Existing International Science Partnerships.

Science.gov (United States)

Carabine, Elizabeth

2015-04-23

The convergence of agreements on disaster risk reduction (DRR), development finance, sustainable development and climate change in 2015 presents a unique opportunity for coherence across these inter-related policy areas. At the same time, demand is growing for a more prominent and effective role for science and technology in providing evidence for policy, with the international community recognising that successful disaster risk reduction (DRR) depends on it. Reflecting this ambition, science is included as a core aspect of the Sendai Framework for Disaster Risk Reduction 2015-2030, although the ways in which this will be implemented in practice is still unclear. This paper aims to inform the implementation of international science coordination for DRR by examining a number of existing international science partnerships used across other relevant areas of policy to understand best practice, options for coordination and lessons identified. In the field of DRR, the science-policy interface needs to be strengthened in line with the best practice described in this review. An enhanced UNISDR Scientific and Technical Advisory Group will be given the mandate for to enhance the evidence base for DRR and mobilise science and technical work in coordination with a broad range of stakeholders. The structure and function of an enhanced STAG must be as open, as inclusive and as participatory as possible in order to build trust in new and existing institutions at local, national, regional and global levels. The challenge for the international community is to facilitate evidence-based policy making by formally recognising the links between DRR, development finance, sustainable development and climate change in the upcoming post-2015 agreements.

Lessons learned bulletin

International Nuclear Information System (INIS)

1994-05-01

During the past four years, the Department of Energy -- Savannah River Operations Office and the Westinghouse Savannah River Company (WSRC) Environmental Restoration (ER) Program completed various activities ranging from waste site investigations to closure and post closure projects. Critiques for lessons learned regarding project activities are performed at the completion of each project milestone, and this critique interval allows for frequent recognition of lessons learned. In addition to project related lessons learned, ER also performs lessons learned critiques. T'he Savannah River Site (SRS) also obtains lessons learned information from general industry, commercial nuclear industry, naval nuclear programs, and other DOE sites within the complex. Procedures are approved to administer the lessons learned program, and a database is available to catalog applicable lessons learned regarding environmental remediation, restoration, and administrative activities. ER will continue to use this database as a source of information available to SRS personnel

Ciencias 1. Manual do Professor (Science 1. Teacher's Manual).

Science.gov (United States)

Raposo, Lucilia

This is the teacher's guide for Ciencias 1, the first in a series of science books designed for Portuguese-speaking students in elementary schools. The guide contains materials corresponding to the student's book. Included are five sections comprised of 43 lessons. The teacher's guide also contains lesson objectives, suggestions for lesson…

Case studies in cholera: lessons in medical history and science.

Science.gov (United States)

Kavic, S. M.; Frehm, E. J.; Segal, A. S.

1999-01-01

Cholera, a prototypical secretory diarrheal disease, is an ancient scourge that has both wrought great suffering and taught many valuable lessons, from basic sanitation to molecular signal transduction. Victims experience the voluminous loss of bicarbonate-rich isotonic saline at a rate that may lead to hypovolemic shock, metabolic acidosis, and death within afew hours. Intravenous solution therapy as we know it was first developed in an attempt to provide life-saving volume replacement for cholera patients. Breakthroughs in epithelial membrane transport physiology, such as the discovery of sugar and salt cotransport, have paved the way for oral replacement therapy in areas of the world where intravenous replacement is not readily available. In addition, the discovery of the cholera toxin has yielded vital information about toxigenic infectious diseases, providing a framework in which to study fundamental elements of intracellular signal transduction pathways, such as G-proteins. Cholera may even shed light on the evolution and pathophysiology of cystic fibrosis, the most commonly inherited disease among Caucasians. The goal of this paper is to review, using case studies, some of the lessons learned from cholera throughout the ages, acknowledging those pioneers whose seminal work led to our understanding of many basic concepts in medical epidemiology, microbiology, physiology, and therapeutics. PMID:11138935

Ciencias 3. Caderno de Exercicios. (Science 3. Workbook).

Science.gov (United States)

Raposo, Lucilia

This workbook contains 47 activities and exercises which reinforce lesson topics found in the grade 3 science textbook. These lesson topics, presented in nine sections in the textbook, focus on such areas as: (1) solar energy, electricity, and light; (2) solar system, planets, earth motions, and phases of the moon; (3) gravity, rocks, and erosion;…

Improving Science Attitude and Creative Thinking through Science Education Project: A Design, Implementation and Assessment

Science.gov (United States)

Sener, Nilay; Türk, Cumhur; Tas, Erol

2015-01-01

The purpose of this study is to examine the effects of a science education project implemented in different learning environments on secondary school students' creative thinking skills and their attitudes to science lesson. Within this scope, a total of 50 students who participated in the nature education project in Samsun City in 2014 make up the…

PENINGKATAN KOMPETENSI PEDAGOGIK GURU DAN KEMAMPUAN AKADEMIK SISWA MELALUI LESSON STUDY

Directory of Open Access Journals (Sweden)

Eka Andriani

2016-11-01

Full Text Available This study aims to improve teachers' pedagogical competence and academic achievement of students through lesson study based learning. The design of this study is classroom action research method of observation and written tests. The data were analyzed by quantitative descriptive. The research was conducted on a geography teacher and students of class XI social science programe specialization courses in high school. The results showed an increase pedagogical competence of teachers of the first cycle to the second cycle. This can be seen from the ability of teachers prepare lesson plans and implementing learning. Based learning lesson study also impact on improving the academic skills of students in the form of activity and learning outcomes. Penelitian ini bertujuan untuk meningkatkan kompetensi pedagogik guru dan prestasi akademik siswa melalui pembelajaran berbasis lesson study. Rancangan penelitian ini adalah penelitian tindakan kelas dengan metode observasi dan tes tertulis. Data dianalisis secara deskriptif kuantitatif. Penelitian ini dilakukan pada guru Geografi dan siswa kelas XI program peminatan ilmu sosial di SMA. Hasil penelitian menunjukkan adanya peningkatan kompetensi pedagogik guru dari siklus I ke siklus II. Hal ini bisa dilihat dari kemampuan guru menyusun RPP dan melaksanakan pembelajaran. Pembelajaran berbasis lesson study juga berdampak pada peningkatan kemampuan akademis siswa berupa aktivitas dan hasil belajar.

A Special Assignment from NASA: Understanding Earth's Atmosphere through the Integration of Science and Mathematics

Science.gov (United States)

Fox, Justine E.; Glen, Nicole J.

2012-01-01

Have your students ever wondered what NASA scientists do? Have they asked you what their science and mathematics lessons have to do with the real world? This unit about Earth's atmosphere can help to answer both of those questions. The unit described here showcases "content specific integration" of science and mathematics in that the lessons meet…

What Science Teaching Looks Like: An International Perspective

Science.gov (United States)

Roth, Kathleen; Garnier, Helen

2007-01-01

Using the Trends in International Mathematics and Science (TIMSS) video study, the authors compare science teaching practices in the United States and in four other countries that outperformed the United States: Australia, the Czech Republic, Japan, and the Netherlands. Their observations of videotapes from 100 8th-grade science lessons in each…

Ivestigating Earth Science in Urban Schoolyards

Science.gov (United States)

Endreny, Anna; Siegel, Donald I.

2009-01-01

The Urban Schoolyards project is a two year partnership with a university Earth Science Department and the surrounding urban elementary schools. The goal of the project was to develop the capacity of elementary teachers to teach earth science lessons using their schoolyards and local parks as field sites. The university personnel developed lessons…

Kahua A';o--A Learning Foundation: Using Hawaiian Language Newspaper Articles for Science and Science Education

Science.gov (United States)

Chinn, P. W.; Businger, S.

2013-12-01

Kahua A';o, an NSF OEDG project, utilizes Hawaiian language newspaper articles written between 1843 and 1948 in lessons and professional development intended to increase participation of underrepresented Native Hawaiian students in earth science. Guided by sociocultural theories that view learning as experiential and culturally situated, geoscientists (Steven Businger, Scott Rowland, Floyd McCoy, UG student Kelly Lance); Hawaiian translators (M. Puakea Nogelmeier, GRAs Kapomaikai Stone and Iasona Ellinwood); science educators (Pauline Chinn, graduate student Lindsey Spencer), utilize articles to develop place-based meteorology and geology curricula for middle school teachers. Articles are valuable to science and science education: Native Hawaiians are citizen scientists who recorded, interpreted, and communicated findings to potentially critical audiences, while dated, descriptive, eye witness reports provide data on events unrecorded by westerners. Articles reveal Hawaiian intellectual tradition placed great value on environmental knowledge. Moolelo (traditional stories) e.g., Kuapākaa (Nakuina, 1905), translated as The Wind Gourd of Laamaomao, tells of Kuapākaa controlling all the winds of Hawai';i by chanting their names--a metaphor for the power of knowledge of winds, rains and their patterns. In the moolelo of Kalapana, a boy hero challenges and defeats the king of Kauai to a life-and-death riddling contest (Nakuina, 1902). Maly's (2001) translation of a riddle involving 22 zones spanning mountaintop to deep-sea underscores the knowledge base informing sustainable practices. Articles provide insight into indigenous maps (Nogelmeier, personal communication) while riddling contests (Beckwith, 1940/1970) establish demonstrations of knowledge as central to power, identity, and status. Eight field-based lessons have been presented to formal and informal science educators, with teachers adapting lessons for 3rd-12th grade students. Graduate students Spencer, Stone

Toward optimizing the delivery and use of climate science for natural resource management: lessons learned from recent adaptation efforts in the southwestern U.S.

Science.gov (United States)

Enquist, C.

2014-12-01

Within the past decade, a wealth of federal, state, and NGO-driven initiatives has emerged across managed landscapes in the United States with the goal of facilitating a coordinated response to rapidly changing climate and environmental conditions. In addition to acquisition and translation of the latest climate science, climate vulnerability assessment and scenario planning at multiple spatial and temporal scales are typically major components of such broad adaptation efforts. Numerous approaches for conducting this work have emerged in recent years and have culminated in general guidance and trainings for resource professionals that are specifically designed to help practitioners face the challenges of climate change. In particular, early engagement of stakeholders across multiple jurisdictions is particularly critical to cultivate buy-in and other enabling conditions for moving the science to on-the-ground action. I report on a suite of adaptation efforts in the southwestern US and interior Rockies, highlighting processes used, actions taken, lessons learned, and recommended next steps to facilitate achieving desired management outcomes. This includes a discussion of current efforts to optimize funding for actionable climate science, formalize science-management collaborations, and facilitate new investments in approaches for strategic climate-informed monitoring and evaluation.

Investigating Situational Interest in Primary Science Lessons

Science.gov (United States)

Loukomies, Anni; Juuti, Kalle; Lavonen, Jari

2015-01-01

Pupils' interest has been one of the major concerns in science education research because it can be seen as a gateway to more personalised forms of interest and motivation. However, methods to investigate situational interest in science teaching and learning are not broadly examined. This study compares the pupils' observed situational interest…

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

Science.gov (United States)

Madden, Lauren; Peel, Anne; Watson, Heather

2014-01-01

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

The Problem about Technology in STEM Education: Some Findings from Action Research on the Professional Development & Integrated STEM Lessons in Informal Fields

Directory of Open Access Journals (Sweden)

Tomoki Saito

2015-04-01

Full Text Available Since 2013, the authors’ Japanese team in the Department of Science Education at Shizuoka University has held trials of STEM Education in informal fields as participatory action research (e.g., Science museum in Shizuoka, Lifelong Learning Center in Fujieda City, and STEM Summer camp for the preparation for implementing STEM education in public schools and for proposing science education reform in a Japanese context. Problems in preparing STEM lessons include numerous new instructional materials and programs and emerging specialized schools. In addition, while most of these initiatives address one or more of the STEM subjects separately, there are increasing calls for emphasizing connections between and among the subjects (Honey, Pearson and Schweingruber, 2014. Unfamiliar problems for Japanese teachers are, What is Engineering? What is Design? and How can they be implemented in lessons? While gathering STEM learning materials to implement in their STEM Summer Camp, the authors noticed a pattern with which to develop a STEM lesson and developed a template “T-SM-E” in reference to prior STEM studies. After the STEM Summer Camp, the authors introduced the model in the pre-service teacher preparation program. As a result, the authors received suggestions about how teachers can develop integrated STEM lessons, how undergraduate (UG teachers can implement it in their lessons, and how teachers can assess student learning in their STEM lessons. From standard based student assessments and reflections written by the UG teachers, the authors found that it was difficult for the UG teachers to include technology in their lessons, and their assessment also indicated that the students did not show performance proficiency in technology. The authors discuss this existing problem in the Japanese education system.

Rad World -- computer-animated video radiation and hazardous waste-management science curriculum

International Nuclear Information System (INIS)

Powell, B.

1996-01-01

The Rad World computer-animated video and curriculum materials were developed through a grant from the Waste-management Education and Research Consortium. The package, which includes a computer-animated video, hands-on activities, and multidisciplinary lessons concerning radiation and hazardous-waste management, was created to approach these subjects in an informative, yet entertaining, manner. The lessons and video, designed to supplement studies of energy and physical science at the middle school and high school level, also implement quality and consistent science education as outlined by the New Mexico Science Standards and Benchmarks (1995). Consistent with the curriculum standards and benchmarks, the curriculum includes library research, collaborative learning, hands-on-science, and discovery learning. Pre- and post-tests are included

Lesson Exemplars in Electricity and Students’ Epistemological Beliefs

Directory of Open Access Journals (Sweden)

Vergel P. Mirana

2017-10-01

Full Text Available The study evaluated the effects of a developed lesson exemplars in electricity integrating computer simulations and constructivist approach on students' Epistemological Beliefs. Specifically, it sought to determine how computer simulations, constructivist approach and Formativ e Assessment Classroom Technique (FACT can be integrated in the lesson exemplars in electricity; and evaluate the effects of the developed lesson exemplars in the students’ Epistemological Beliefs. The investigation employed the pre - experimental single - gr oup pretest and posttest study using the Epistemological Beliefs Assessment in Physical Sciences (EBAPS questionnaire. The study was conducted among seventy - two (72 Grade 10 students of a laboratory high school from a state university in the Philippines. They were taught using Physics Educational Technology (PhET and other web - based simulations, constructivist approach, and formative assessment classroom technique. The results revealed that the over - all Epistemological Beliefs of the students did not cha nge significantly; only along Nature of Knowing and Learning and Real - Life Applicability. Generally, utilizing computer simulations and applying constructivist approach did not alter students' epistemological beliefs in its entirety. However, it can be en gaging and effective in promoting students’ understanding of Physics.

The Knitting Lesson.

Science.gov (United States)

Smith, Pamela

1987-01-01

Based on Jean-Francois Millet's 1869 painting, "The Knitting Lesson," this lesson's goal is to introduce students in grades seven through nine to genre (everyday life) painting the nineteenth century. The lesson is also designed to show that some aspects of genre may be timeless. (BSR)

3D animation model with augmented reality for natural science learning in elementary school

Science.gov (United States)

Hendajani, F.; Hakim, A.; Lusita, M. D.; Saputra, G. E.; Ramadhana, A. P.

2018-05-01

Many opinions from primary school students' on Natural Science are a difficult lesson. Many subjects are not easily understood by students, especially on materials that teach some theories about natural processes. Such as rain process, condensation and many other processes. The difficulty that students experience in understanding it is that students cannot imagine the things that have been taught in the material. Although there is material to practice some theories but is actually quite limited. There is also a video or simulation material in the form of 2D animated images. Understanding concepts in natural science lessons are also poorly understood by students. Natural Science learning media uses 3-dimensional animation models (3D) with augmented reality technology, which offers some visualization of science lessons. This application was created to visualize a process in Natural Science subject matter. The hope of making this application is to improve student's concept. This app is made to run on a personal computer that comes with a webcam with augmented reality. The app will display a 3D animation if the camera can recognize the marker.

Implications of a Cognitive Science Model Integrating Literacy in Science on Achievement in Science and Reading: Direct Effects in Grades 3-5 with Transfer to Grades 6-7

Science.gov (United States)

Romance, Nancy; Vitale, Michael

2017-01-01

Reported are the results of a multiyear study in which reading comprehension and writing were integrated within an in-depth science instructional model (Science IDEAS) in daily 1.5 to 2 h daily lessons on a schoolwide basis in grades 3-4-5. Multilevel (HLM7) achievement findings showed the experimental intervention resulted in significant and…

Rainstorm Activities for Early Childhood Music Lessons Inspired by Teachable Moments

Science.gov (United States)

Poole, Harrison Grant

2016-01-01

Activities that focus on already familiar concepts are good starting points when designing early childhood music lessons. The author uses teachable moments, a spider in the classroom and a rainstorm, to design interdisciplinary preschool group activities that teach music, math, and science concepts. Dynamics and tempo are the music concepts that…

The use of high impact practices (HIPs) on chemistry lesson design and implementation by pre-service teachers

Science.gov (United States)

Chamrat, Suthida; Apichatyotin, Nattaya; Puakanokhirun, Kittaporn

2018-01-01

The quality of lesson design is essential to learning effectiveness. Research shows some characteristics of lessons have strong effect on learning which were grouped into "High Impact Practices or HIPs. This research aims to examine the use of HIPs on chemistry lesson design as a part of Teaching Science Strand in Chemistry Concepts course. At the first round of lesson design and implementing in classroom, 14 chemistry pre-services teachers freely selected topics, designed and implemented on their own ideas. The lessons have been reflected by instructors and their peers. High Impact Practices were overtly used as the conceptual framework along with the After-Action Review and Reflection (AARR). The selected High Impact practice in this study consisted of 6 elements: well-designed lesson, vary cognitive demand/academic challenge, students center approach, opportunity of students to reflect by discussion or writing, the assignment of project based learning or task, and the lesson reflects pre-service teachers' Technological Pedagogical Content Knowledge (TPACK). The second round, pre-service teachers were encouraged to explicitly used 6 High Impact Practices in cooperated with literature review specified on focused concepts for bettering designed and implemented lessons. The data were collected from 28 lesson plans and 28 classroom observations to compare and discuss between the first and second lesson and implementation. The results indicated that High Impact Practices effect on the quality of delivered lesson. However, there are some elements that vary on changes which were detailed and discussed in this research article.

The history of a lesson

DEFF Research Database (Denmark)

Rasmussen, Mikkel Vedby

2003-01-01

and emphasises the need to study the history of lessons rather than the lessons of history. This approach shows that Munich is the end point of a constitutive history that begins in the failure of the Versailles treaty to create a durable European order following the First World War. The Munich lesson is thus......The article investigates the concept of lessons in IR. By means of a constructivist critique of the 'lessons literature', the article analyses one of the most important of IR lessons: that of Munich. Examining how the Munich lesson came about, the article shows the praxeological nature of lessons...... one element of the lesson of Versailles, which is a praxeology that defines how the West is to make peace, and against whom peace must be defended. The lesson of Versailles has been, at least in part, constitutive of the outbreak of the Cold War, and it continues to define the Western conception...

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

Accountability in Science During the Information Era: Lessons Drawn from the "Cold Fusion Furor"

Science.gov (United States)

Chubb, Scott

2001-04-01

As guest editor of a recent Ethics in Science publication(S. R. Chubb, Accountability in Research, v 8), #'s 1 and 2, 1 (2000). journals/149/149-top.htm>(http://www.gbhap us.com/journals/149/149-top.htm), I requested key players, from both sides of the Cold Fusion (CF) debate, to attempt to go beyond questions involving the merits of CF, by addressing a more basic issue: have CF claims been judged effectively. All participants agreed that this has not occurred. Three factors seem to have been responsible: 1. Errors in the initial neutron measurements, 2. Events immediately prior to and during a specific APS session, held 1 May 1989, and 3. Irresponsible use of FAX machines and the Internet. The resulting furor, fueled by these Information Era Technologies (IET's), has evolved into such a serious breakdown in communication that, even after 11 years, it is impossible to rule-out the possibility that a number of important new discoveries may have occurred. Regardless of the merits of the claims, two lessons can be drawn from the debate: 1. Individuals and groups must be held accountable for their actions and statements, 2. When IET users fail to respect each other, IET's can seriously impede communication.

Graduate performance of science education department in implementing conservation-based science teaching

Science.gov (United States)

Parmin; Savitri, E. N.; Amalia, A. V.; Pratama, M. R.

2018-04-01

This study aims to measure the performance of graduates in implementing conservation-based science teaching. The study employed a qualitative method by collecting the self-assessment data from alumni and the performance assessment from the headmasters of schools where the graduates are currently teaching. There are nine indicators of conservation insight examined in this study. The study concluded that the 78 alumni, who have become teachers when the study was conducted, perform well in implementing conservative science lessons.

Lesson Learning at JPL

Science.gov (United States)

Oberhettinger, David

2011-01-01

A lessons learned system is a hallmark of a mature engineering organization A formal lessons learned process can help assure that valuable lessons get written and published, that they are well-written, and that the essential information is "infused" into institutional practice. Requires high-level institutional commitment, and everyone's participation in gathering, disseminating, and using the lessons

SMART-1: Development and lessons learnt

Science.gov (United States)

Rathsman, Peter; Kugelberg, Joakim; Bodin, Per; Racca, Giuseppe D.; Foing, Bernard; Stagnaro, Luca

2005-07-01

SMART-1 is the first of the small missions for advanced research and technology as part of ESA's science programme “Cosmic vision”. It was successfully launched on September 27, 2003 and is presently traveling towards its destination, the Moon. The main objective of the mission, to demonstrate solar electric primary propulsion for future Cornerstones (such as Bepi-Colombo), has already been achieved. At the time of writing the electric propulsion system has been working already for more than 3400 h and has provided a Delta-V to the spacecraft of more than 2500 m/s. The other technology objectives are also being fulfilled by the verification of the proper functioning of such on-board experiments like the X-Ka band transponder, the X-ray spectrometer, the near IR spectrometer, the laser link, etc. The scientific objectives are related to lunar science and will be fulfilled once the spacecraft enters its operational lunar orbit, currently expected for January 2005. SMART-1 lunar science investigations will include studies of the chemical composition of the Moon, of geophysical processes, environment and high-resolution studies in preparation for future steps of lunar exploration. SMART-1 has been an innovative mission in many aspects and we are now drawing some preliminary conclusions about the lessons to be learnt. The paper describes the spacecraft and the technology elements with particular emphasis to the technology nature of the mission. The on-board avionics employs many novel designs for spacecraft, including a serial CAN bus for data communication, autonomous star trackers and extensive use of auto-code generation for implementing the attitude control system and the failure, detection, isolation and recovery (FDIR). Finally, the orbital operation phase currently ongoing, including the routine electric propulsion operations and the instrument commissioning, is providing a wealth of data and lesson-learnt useful for future autonomous planetary missions.

Modular and extensible lesson on fiber optics for youths

Science.gov (United States)

Wong, Nicholas H. L.; Tong, Amy S. K.; Posner, Matthew T.; Ravagli, Andrea

2017-08-01

Fiber optics and its application in telecommunications are rarely encountered by students until they reach tertiary education. While some secondary/middle school curricula may include coverage of basic geometrical optics concepts such as reflection and refraction, few if any go further to elaborate on how these eventually relate to global telecommunications. One could say that the science is made accessible for early-stage students, but discussions about applications are often reserved till later stages. In working through a PhD student-led optics educational outreach program called the "Lightwave Roadshow", we have observed, via engagements with young students and the public at school visits and fairs, that many youths (as well as parents) do have a basic appreciation that the internet is somehow based on light signals. However, few know how the two are related, much less how they work. To address this, our team of `ambassadors' in the Lightwave program has designed a self-contained lesson to introduce youths, aged 11 to 18 years, to fiber optics and optical fiber communications, drawing inspiration from various educational resources such as LASER ClassroomTM and the Exploratorium(R). The lesson is modularized into several parts, starting with using light to communicate Morse code, and then going into advanced concepts, such as total internal reflection and multiuser communications based on wavelength-division multiplexing. The latter can be treated as extensions whose inclusion can be tailored based on the youths' educational levels. A feature of this lesson is that it takes amore phenomenological than theoretical approach, and uses materials that are easily obtainable or craftable as well as interesting for youths, including colored gelatin, LED sources, and water as a waveguide. We outline a lesson and pedagogical method which contains hands-on experiments that can be carried out by educators in formal or informal classes, students learning independently, or

Using Harry Potter to Introduce Students to DNA Fingerprinting & Forensic Science

Science.gov (United States)

Palmer, Laura K.

2010-01-01

This lesson uses characters from the Harry Potter series of novels as a "hook" to stimulate students' interest in introductory forensic science. Students are guided through RFLP (restriction fragment length polymorphism) analysis using inexpensive materials and asked to interpret data from a mock crime scene. Importantly, the lesson provides an…

Implementation of lesson study in physics teaching by group of teachers in Solok West Sumatera

Science.gov (United States)

Yurnetti, Y.

2018-04-01

This article based of collaborative classroom action research with science teachers group or MGMP at Solok West Sumatera; based on their willingness to implementation of lesson study by this group. The study started by discussing some problems according to the implementation of the lesson study, establishing the teaching materials, developing learning tools, defining the model teachers, conducting classroom activities, and reflecting by discussions. The preparation of this study includes some learning material according to temperature and heat; the observation form that led by observer teachers; teachers’s model impression and open questionnaire implementation of lesson study that applied to the students and teachers. This research got some information about the strengths and weaknesses of learning using lesson study from the students involved. To conclude, the implementation of lesson study should be able to support the principle of collaborative in learning. The challenge of this study is how to make a condition to gather some teachers in one school at a certain time because they have the schedule at their own school.

BEST: Bilingual environmental science training: Grades 1--2

Energy Technology Data Exchange (ETDEWEB)

NONE

1996-03-01

This booklet is one of a series of bilingual guides to environmental-science learning activities for students to do at home. Lesson objectives, materials required, procedure, vocabulary, and subjects integrated into the lesson are described in English for each lesson. A bilingual glossary, alphabetized by English entries, with Spanish equivalents and definitions in both English and Spanish, follows the lesson descriptions, and is itself followed by a bibliography of English-language references. This booklet includes descriptions of ten lessons covering surface tension in water, the life cycle of plants, the protective function of the skeletal system, functions and behavior of the circulatory system and how to measure its activities, structure and functions of the digestive system, simple food chains, how that many foods come from different plant parts, importance of a good diet, distinguishing living and non-living things, and the benefits of composting. 8 figs.

Cold fusion saga: Lesson in science

International Nuclear Information System (INIS)

Lewenstein, B.V.

1992-01-01

A news conference at the University of Utah on March 23, 1989, ignited an explosion of scientific tempers almost as intense as the topic up for discussion - nuclear fusion. Two electrochemists, B. Stanley Pons and Martin Fleischmann, announced they had discovered a method for creating nuclear fusion at room temperature, using simple equipment available in any high school laboratory. This could mean unlimited supplies of cheap electricity in the future. The announcement set off a chain reaction involving the news media and scientists worldwide, notes Bruce V. Lewenstein of Cornell University. For the first six weeks of the saga, Lewenstein recalls, competing claims, counterclaims, and interpretations led to what many headline writers referred to as fusion confusion. Media attention faded gradually, but scientific attention didn't. Over the next two years, laboratory experiments, scientific reports, meetings, and panels kept the issue boiling. The cold-fusion saga, while more intense than some scientific research, followed familiar paths, Lewenstein believes. News coverage, political maneuvering, competition among scientists, parent rights, arguments about the interpretation of experiments - all points of contention - are normal, indeed, one might almost say integral, to modern science, he says. This is the stuff science is made of, he adds. And for those disturbed by the implications, Lewenstein cautions that cold-fusion may be the harbinger for other high-profile science, such as high-temperature superconductors

Frequency and Efficacy of Talk-Related Tasks in Primary Science

Science.gov (United States)

Braund, Martin; Leigh, Joanne

2013-04-01

Pupil talk and discussion are seen as having important social and cognitive outcomes. In science classes, pupils' collaborative talk supports the construction of meaning and helps examine the status of evidence, theory and knowledge. However, pupil interactive talk in groups is rare in science lessons. The research reported is part of a project to increase the amount of pupil-pupil talk in primary schools through a programme of teaching and professional development. Pupils' self-reports of the frequency and learning efficacies of talk related activities in science lessons were collected before and after a programme of teaching in 24 schools in one of the most socially and educationally deprived areas of England. Findings showed pupils valued talking about their ideas over listening to those of other pupils. Science talk frequency (STF) was closely correlated with science talk efficacy (STE) and both were positively correlated with pupils' attitudes to school science. Analysis of covariance (ANCOVA) of the correlation of STF with STE showed values were independent of gender and ability but that school experience was a significant factor. After the teaching programme and, contrary to expectations, the frequency of talk activities in science lessons appeared to have decreased but varied according to class grades. The degree of correlation between STF and STE was stronger after the teaching in over half of the schools. Schools where STF/STE strengthened most as a result of teaching were those involved in an additional initiative to use modelled talk related to industrial contexts.

How Can We Make Computing Lessons More Inclusive?

OpenAIRE

Shelton , Chris

2017-01-01

Part 3: Computer Science Education and Its Future Focus and Development; International audience; Whilst there is a substantial body of research that shows how Information and Communications Technologies (ICTs) can support schools and teachers to make their classrooms more inclusive, there is a need for more evidence describing how best to ensure that the teaching of computing itself is inclusive. This paper reports on a literature review of inclusive education in school computing lessons. It ...

Living in Water: An Aquatic Science Curriculum for Grades 5-7.

Science.gov (United States)

National Aquarium in Baltimore, MD. Dept. of Education.

"Living in Water" is a classroom-based, scientific study of water, aquatic environments, and the plants and animals that live in water. The lessons in this curriculum integrate basic physical, biological, and earth sciences, and mathematics. The integration of language arts is also considered essential to its success. These lessons do not require…

Lesson Study og lærerstudenters fokus på elevers læring i veiledningssamtaler

Directory of Open Access Journals (Sweden)

Raymond Bjuland

2015-03-01

Teacher Education in Norway where Lesson Study was implemented. Mentoring sessions in mathematics and science were analyzed based on a theoretical framework that highlights pupils’ learning (Bransford, Brown, & Cocking, 2000. This framework was used as an analytical tool to identify pupil-oriented, knowledge-oriented and assessment-oriented utterances. Such utterances were also related to three crucial aspects of planning and carrying out a research lesson in a Lesson Study cycle: the student teachers’ research questions, their predictions of possible difficulties that might arise in relation to the learning goal and how they intend to observe pupils’ learning. The analyses of the mentoring sessions show interesting differences between the student groups across the two subjects. The students in mathematics based their teaching on the textbook’s division of task levels, something that seems to have a restraining effect on pupil observation and prediction related to mathematical goals and content. The students in science were more concerned with formulating adequate learning goals and research questions. The mentoring sessions in the science groups also had a clear focus on prediction and pupil observation during the research lesson. Results of this study are discussed in relation to how faculty teachers and mentoring teachers in field schools contribute to student teachers’ developing the competence needed to work in research-based ways in schools. The results also show the importance of following up the implementation of new working methods in Initial Teacher Education programs. Key words: Field practice, studeteachers, Lesson Study

NASA's astrophysics archives at the National Space Science Data Center

Science.gov (United States)

Vansteenberg, M. E.

1992-01-01

NASA maintains an archive facility for Astronomical Science data collected from NASA's missions at the National Space Science Data Center (NSSDC) at Goddard Space Flight Center. This archive was created to insure the science data collected by NASA would be preserved and useable in the future by the science community. Through 25 years of operation there are many lessons learned, from data collection procedures, archive preservation methods, and distribution to the community. This document presents some of these more important lessons, for example: KISS (Keep It Simple, Stupid) in system development. Also addressed are some of the myths of archiving, such as 'scientists always know everything about everything', or 'it cannot possibly be that hard, after all simple data tech's do it'. There are indeed good reasons that a proper archive capability is needed by the astronomical community, the important question is how to use the existing expertise as well as the new innovative ideas to do the best job archiving this valuable science data.

Using graphic organizers to enhance students' science vocabulary and comprehension of nonfiction science text

Science.gov (United States)

Buchanan, Edna

The purpose of this research was to investigate the effectiveness of Frayer Model and the Hierarchical Organizer as a literacy strategy to improve ninth grade students' science vocabulary and comprehension of non-fictions text in Environmental Science course. The study implemented a sequential explanatory methodology design that included quantitative and qualitative instruments. The research sample consisted of one hundred and two (102) high school environmental science students entering the ninth grade for the first time. The two treatment groups each consisted of thirty-five (35) students, and the control group consisted of 32 students. Treatment group one used the Frayer Model; treatment group two used Hierarchical Organizer and the control group used the traditional teaching methods without the use of a graph organizer. The investigator taught both treatment groups and the control group to ensure reliability. The two treatment groups were taught using graphic organizers as the main lesson plan tool and the control group was taught using guided notes lecture with PowerPoint. A pretest and post-test were administered to each student. Student test scores were evaluated to determine whether knowledge gains differed between the treatment groups and the control group. It was found that the use of graphic organizer instruction was significantly better for student achievement when compared to the use of PowerPoint instruction and that there was much more interaction between student and teacher during the graphic organizer lessons. The delivery of the lesson by the use of graphic organizers seemed to promote more success than the use of the PowerPoint and lecture.

Students’ Attitudes towards their EFL Lessons and Teachers: Their Retrospective Study

Directory of Open Access Journals (Sweden)

Mojca Žefran

2015-05-01

Full Text Available The article investigates attitudes towards English as a foreign language (EFL by focusing on retrospective accounts of higher-education students’ experience with learning English. The first part looks at individual factors affecting foreign language (FL learning, such as attitudes towards FL learning and FL anxiety. The second part presents the results of a study conducted among students of the Faculty of Health Sciences at the University of Primorska. The main aim of the study was to identify students’ attitudes towards their past EFL lessons and teachers and students’ FL anxiety level. The results show that anxiety is a serious problem and that students exhibit alarmingly negative attitudes towards EFL lessons and teachers.

Using the AGsploration: the Science of Maryland Agriculture Curriculum as a Tool to Increase Youth Appreciation and Understanding of Agriculture and Science

Directory of Open Access Journals (Sweden)

April Hall Barczewski

2017-01-01

Full Text Available AGsploration: The Science of Maryland Agriculture is a 24-lesson, peer-reviewed curriculum that includes experiential hands-on activities and built-in pre-/post-evaluation tools. Lesson topics include production agriculture, the environment and nutrition with emphasis on how science relates to each topic. Student pre-/post- evaluation data reflects participation in AGsploration positively affects students’ attitudes about agriculture and science. Separate evaluations were developed to survey two groups of trained teen teachers about the curriculum immediately following their training, 1-2 years after using the curriculum and another 3-4 years post involvement. The results demonstrated that teen teachers were an effective way to disseminate the curriculum and these same teens increased their agriculture knowledge, life skills and interest in agriculture science education and careers. A similar evaluation was conducted with adult educators following a training session and another 1-2 years after actively using the curriculum. This data suggests that the curriculum is well received and valued.

Control of the cassava mealybug in Africa: lessons from a biological ...

African Journals Online (AJOL)

Control of the cassava mealybug in Africa: lessons from a biological control project. ... Such studies are needed in order to attribute the observed effects to various causes and to advance the science of biological control. ( 4) It is concluded that biological control is the basis ofiPM but cannot usually be manipulated by the ...

Lessons learned from planetary science archiving

Science.gov (United States)

Zender, J.; Grayzeck, E.

2006-01-01

The need for scientific archiving of past, current, and future planetary scientific missions, laboratory data, and modeling efforts is indisputable. To quote from a message by G. Santayama carved over the entrance of the US Archive in Washington DC “Those who can not remember the past are doomed to repeat it.” The design, implementation, maintenance, and validation of planetary science archives are however disputed by the involved parties. The inclusion of the archives into the scientific heritage is problematic. For example, there is the imbalance between space agency requirements and institutional and national interests. The disparity of long-term archive requirements and immediate data analysis requests are significant. The discrepancy between the space missions archive budget and the effort required to design and build the data archive is large. An imbalance exists between new instrument development and existing, well-proven archive standards. The authors present their view on the problems and risk areas in the archiving concepts based on their experience acquired within NASA’s Planetary Data System (PDS) and ESA’s Planetary Science Archive (PSA). Individual risks and potential problem areas are discussed based on a model derived from a system analysis done upfront. The major risk for a planetary mission science archive is seen in the combination of minimal involvement by Mission Scientists and inadequate funding. The authors outline how the risks can be reduced. The paper ends with the authors view on future planetary archive implementations including the archive interoperability aspect.

Incorporating Earth Science into Other High School Science Classes

Science.gov (United States)

Manning, C. L. B.; Holzer, M.; Colson, M.; Courtier, A. M. B.; Jacobs, B. E.

2016-12-01

As states begin to review their standards, some adopt or adapt the NGSS and others write their own, many basing these on the Framework for K-12 Science Education. Both the NGSS and the Frameworks have an increased emphasis on Earth Science but many high school teachers are being asked to teach these standards in traditional Biology, Chemistry and Physics courses. At the Earth Educators Rendezvous, teachers, scientists, and science education researchers worked together to find the interconnections between the sciences using the NGSS and identified ways to reference the role of Earth Sciences in the other sciences during lectures, activities and laboratory assignments. Weaving Earth and Space sciences into the other curricular areas, the teams developed relevant problems for students to solve by focusing on using current issues, media stories, and community issues. These and other lessons and units of study will be presented along with other resources used by teachers to ensure students are gaining exposure and a deeper understanding of Earth and Space Science concepts.

BEST: Bilingual environmental science training, Grades 3--4

Energy Technology Data Exchange (ETDEWEB)

NONE

1996-03-01

This booklet is one of a series of bilingual guides to environmental-science learning activities for students to do at home. Lesson objectives, materials required, procedure, vocabulary, and subjects integrated into the lesson are described in English for each lesson. A bilingual glossary, alphabetized by English entries, with Spanish equivalents and definitions in both English and Spanish, follows the lesson descriptions, and is itself followed by a bibliography of English-language references with annotations in English. This booklet includes descriptions of ten lessons that cover the following topics: the identification of primary and secondary colors in the environment; recognizing the basic food tastes; the variety of colors that can be made by crushing plant parts; the variety of animal life present in common soil; animal tracks; evidence of plant and animal life in the local environment; recycling, reducing, and composting as alternative means of garbage disposal; waste associated with packaging; paper- recycling principles; and how organic waste can be composted into usable soil. 2 figs.

Science education in a bilingual class: problematising a translational practice

Science.gov (United States)

Ünsal, Zeynep; Jakobson, Britt; Molander, Bengt-Olov; Wickman, Per-Olof

2016-10-01

In this article we examine how bilingual students construe relations between everyday language and the language of science. Studies concerning bilingual students language use in science class have mainly been conducted in settings where both the teacher and the students speak the same minority language. In this study data was collected in a class consisting of students aged 13-14. All students had Turkish as their minority language, whereas the teacher's minority language was Bosnian. The class was observed when they were working with acids and bases. In addition, the students were interviewed in groups. They were asked about how they use their languages during science lessons and then asked to describe and explain scientific phenomena and processes that had been a part of the observed lessons. For the analysis, practical epistemology analysis and the theory of translanguaging were used. The results show how the students' everyday language repertoire may limit their possibilities to make meaning of science. In particular, the teacher's practice of facilitating and supporting students' understanding of science content by relating it to concrete examples took another direction since the everyday words he used were not a part of the students' language repertoire. The study also shows how the students used their minority language as a resource to translate words from Swedish to Turkish in order to proceed with the science activities. However, translating scientific concepts was problematic and led to the students' descriptions of the concepts not being in line with how they are viewed in science. Finally, the study also demonstrates how monolingual exams may limit bilingual students' achievements in science. The study contributes by presenting and discussing circumstances that need to be taken into consideration when planning and conducting science lessons in classes where the teacher and the student do not share the same minority language.

The Psychology of Physical Science

Science.gov (United States)

Feist, Gregory J.

2006-12-01

Who becomes a physical scientist is not completely a coincidence. People with spatial talent and who are thing-oriented are most likely to be attracted to physical science, including astronomy. Additional lessons from the psychology of science suggest that compared with non-scientists and social scientists, physical scientists are most likely to be introverted, independent, self-confident, and yet somewhat arrogant. Understanding the physical and inanimate world is part of what physical scientists do, and understanding those who understand the physical world is part of what psychologists of science do.

Can lessons designed with Gestalt laws of visual perception improve students' understanding of the phases of the moon?

Science.gov (United States)

Wistisen, Michele

There has been limited success teaching elementary students about the phases of the moon using diagrams, personal observations, and manipulatives. One possible reason for this is that instruction has failed to apply Gestalt principles of perceptual organization to the lesson materials. To see if fourth grade students' understanding could be improved, four lessons were designed and taught using the Gestalt laws of Figure-Ground, Symmetry, and Similarity. Students (n = 54) who were taught lessons applying the Gestalt principles scored 12% higher on an assessment than students (n = 51) who only were taught lessons using the traditional methods. Though scores showed significant improvement, it is recommended to follow the American Association for the Advancement of Science guidelines and wait until 9th grade to instruct students about the phases.

Science and Superheroes

Science.gov (United States)

Dolenc, Nathan; Wood, Aja; Washburn, Megan; Batson, Yarden; Fan, Brittany; Dickens, Victoria; Armstrong, Shannon

2016-01-01

Role-play has been shown to increase student engagement and improve the overall classroom environment. When used effectively, role-play can transform a task or assignment to appear more like play than work. In this four-part lesson, role-play was used as a teaching strategy to engage students in learning the science and application of several…

Pre-Service Teachers Methods of Teaching Science

Directory of Open Access Journals (Sweden)

Dr. Raquel C. Pambid

2015-02-01

Full Text Available The study described the teaching methods used by pre-service teachers in Science. It focused on the strategies, techniques, materials, innovative methods and pattern of teaching science used by the pre-service teachers as described in their lesson plans. The qualitative and quantitative design was used in the study. The books, teacher hand-outs from classroom lectures were the sources of methods, strategies and techniques. The chalkboard and self-made drawings and charts were the materials often used. Conventional methods like lecture, open class discussion and demonstration were commonly employed. The strategies included group discussion, use of motivating questions and stories to arouse the interest of students. The direct eye contact, body expressions, jokes and news/trivia were frequent techniques. Integration of values in the lesson became less as the year level increases. The pattern of teaching drawn followed the formal style: I Objectives, II Subject matter, III Learning Tasks, IV Synthesis of the lesson, V Assessment and VI Enrichment. The conventional method and pattern of teaching by the pre-service teachers of PSU suggest that students in the College of Teacher Education should be trained to be more innovative and open in trying out more advanced teaching methods. Furthermore, PSU science pre-service teachers should use methods which can develop higher order thinking skills among high school students.

Checklist for Excellence in Science Teaching and Learning

Science.gov (United States)

Ediger, Marlow

2016-01-01

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

Towards a Philosophically and a Pedagogically Reasonable Nature of Science Curriculum

Science.gov (United States)

Yacoubian, Hagop Azad

This study, primarily theoretical in nature, explores a philosophically and pedagogically reasonable way of addressing nature of science (NOS) in school science. NOS encompasses what science is and how scientific knowledge develops. I critically evaluate consensus frameworks of NOS in school science, which converge contentious philosophical viewpoints into general NOS-related ideas. I argue that they (1) lack clarity in terms of how NOS-related ideas could be applied for various ends, (2) portray a distorted image of the substantive content of NOS and the process of its development, and (3) lack a developmental trajectory for how to address NOS at different grade levels. As a remedy to these problems, I envision a NOS curriculum that (1) explicates and targets both NOS as an educational end and NOS as a means for socioscientific decision making, (2) has critical thinking as its foundational pillar, and (3) provides a developmental pathway for NOS learning using critical thinking as a progression unit. Next, I illustrate a framework for addressing NOS in school science referred to as the critical thinking—nature of science (CT-NOS) framework. This framework brings together the first two of the three elements envisioned in the NOS curriculum. I address the third element by situating the CT-NOS framework in a developmental context, borrowing from the literature on learning progressions in science and using critical thinking as a progression unit. Finally, I present an empirical study of experienced secondary science teachers’ views of a NOS lesson prepared using the CT-NOS framework. The teachers attended a professional development workshop at which the lesson, and the characteristics of the CT-NOS framework, were presented. The analysis of the qualitative data revealed that most teachers found the lesson to be somewhat feasible for a secondary science classroom, useful or somewhat useful to their students, and interesting. The teachers focused on 14 features of

Science on stage

CERN Multimedia

2005-01-01

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

Teacher and student perspectives on motivation within the high school science classroom

Science.gov (United States)

Pickens, Melanie Turnure

The purpose of this study was to investigate teacher and student perspectives on the motivation of high school science students and to explore specific motivational strategies used by teachers as they attempt to enhance student motivation. Four science teachers took part in an initial audio-taped interview, classroom observations with debriefing conversations, and a final audio-taped interview to discuss findings and allow member checking for data triangulation and interpretation. Participating teachers also took part in a final focus group interview. Student participants from each teacher's class were given a Likert style anonymous survey on their views about motivation and learning, motivation in science class, and specific motivational strategies that emerged in their current science class. This study focused on effective teaching strategies for motivation commonly used by the four teachers and on specific teaching strategies used by two of these four teachers in different tracks of science classes. The intent was to determine not only what strategies worked well for all types of science classes, but also what specific motivational approaches were being used in high and low tracked science classes and the similarities and differences between them. This approach provided insight into the differences in motivating tracked students, with the hope that other educators in specific tracks might use such pedagogies to improve motivation in their own science classrooms. Results from this study showed that science teachers effectively motivate their students in the following ways: Questioning students to engage them in the lesson, exhibiting enthusiasm in lesson presentations, promoting a non-threatening environment, incorporating hands-on activities to help learn the lesson concepts, using a variety of activities, believing that students can achieve, and building caring relationships in the classroom. Specific to the higher tracked classroom, effective motivational

Using Technology to Facilitate Differentiated High School Science Instruction

Science.gov (United States)

Maeng, Jennifer L.

2017-10-01

This qualitative investigation explored the beliefs and practices of one secondary science teacher, Diane, who differentiated instruction and studied how technology facilitated her differentiation. Diane was selected based on the results of a previous study, in which data indicated that Diane understood how to design and implement proactively planned, flexible, engaging instructional activities in response to students' learning needs better than the other study participants. Data for the present study included 3 h of semi-structured interview responses, 37.5 h of observations of science instruction, and other artifacts such as instructional materials. This variety of data allowed for triangulation of the evidence. Data were analyzed using a constant comparative approach. Results indicated that technology played an integral role in Diane's planning and implementation of differentiated science lessons. The technology-enhanced differentiated lessons employed by Diane typically attended to students' different learning profiles or interest through modification of process or product. This study provides practical strategies for science teachers beginning to differentiate instruction, and recommendations for science teacher educators and school and district administrators. Future research should explore student outcomes, supports for effective formative assessment, and technology-enhanced readiness differentiation among secondary science teachers.

Evaluating Career Development Resources: Lessons from the Earth Science Women's Network (ESWN)

Science.gov (United States)

Kogan, M.; Laursen, S. L.

2010-12-01

Retention of geoscientists throughout the professional pipeline is especially challenging in the case of groups that are already underrepresented in science, including racial minorities and women. The Earth Science Women’s Network (ESWN) is a professional network of early-career female geoscientists that provides its members with a variety of career resources, through both informal, online and in-person networking and formal career development workshops. The group’s members are of diverse nationalities and racial/ethnic backgrounds, of various age cohorts and career stages, but primarily graduate students, postdocs, and early-career researchers. With funding from an NSF ADVANCE grant to ESWN, we have conducted a detailed survey of ESWN members as part of an evaluation-with-research study that aims to determine the career needs of young geoscientists. The survey data provide information about members’ personal and professional situations, their professional development needs, and obstacles they face as young women scientists. ESWN members indicated a variety of areas of professional growth that would advance their scientific careers, but at all career stages, members chose expanding their professional networks as among their top career needs. Professional networking has established benefits for retention of people from groups underrepresented in science, including women: it introduces young scientists to career best practices and advancement opportunities, provides access to role models, and creates a sense of community. ESWN members strongly indicate that their professional networks benefited from their involvement with the Network. The community aspect of network-building is especially important for people from underrepresented groups, as they often feel alone due to the lack of role models. The intimate character of the ESWN discussion list greatly contributes to its members’ sense of community. Moreover, personal concerns and professional success are

Adventures in Citizen Science: Lessons learned engaging volunteer water quality monitors for over 30 years.

Science.gov (United States)

Schloss, J. A.

2012-12-01

The New Hampshire Lakes Lay Monitoring Program was originally designed by faculty at the University of New Hampshire in 1979 to provide the capacity to better monitor for long-term lake water quality changes and trends. As participants became educated, empowered and engaged the program soon evolved to also become a participatory research enterprise. This resulted in not only providing useful information for informed local stewardship and protection at the local level but also for state and region-wide decision-making, state and federal assessments/reporting and advancing our understanding of lake and watershed science. Our successes and failures have been more dependent on understanding the particular human dimensions that influence our volunteers and less to do with the typical project management, quality assurance, and communication concerns we typically deal with in professional based research efforts. Our participants are extremely diverse in terms of their life experiences, interests and motivations so the key to long-term commitment and high quality participation is understanding the difference between a citizen monitor and your archetypical research technician or student. This presentation will highlight some important lessons learned on how to involve various types of volunteers from school groups to retirees, as well as particular approaches and concerns regarding program management, retention, quality control and communications.

Early Childhood: Fall Harvest and Science.

Science.gov (United States)

Science and Children, 1982

1982-01-01

Provides instructional strategies for using fall fruits/vegetables in science lessons, including activities related to melons, pumpkins, grapes, pears, squash, and yams. Suggests extending the activities over a month or more to allow children time to explore and investigate. (JN)

Towards Cognitive Load Theory as Guideline for Instructional Design in Science Education

Science.gov (United States)

Meissner, Barbara; Bogner, Franz X.

2013-01-01

We applied cognitive load theory in an heuristic out-of-school science lesson. The lesson comprises experiments concerning major attributes of NaCl and was designed for 5th to 8th grade students. Our interest focused on whether cognitive load theory provides sufficient guidelines for instructional design in the field of heuristic science…

Successes, Challenges and Lessons Learned for Recruiting, Engaging and Preparing a Diverse Student Population for 21st Century Careers in Ocean Sciences.

Science.gov (United States)

Clarkston, B. E.; Garza, C.

2015-12-01

Diversity within the Ocean Sciences workforce is still underperforming relative to other scientific disciplines, a problem that will be only be solved by recruiting, engaging and retaining a more diverse student population. The Monterey Bay Regional Ocean Science Research Experiences for Undergraduates program is housed at California State University, Monterey Bay (CSUMB), an HSI with strong connections to multiple regional community colleges and other Predominantly Undergraduate Institutions (PUIs) in the CSU system. From this unique position, 11 sophomore and junior-level undergraduate students are recruited per year from academic institutions where research opportunities in STEM are limited and from groups historically underrepresented in the Ocean Sciences, including women, underrepresented minorities, persons with disabilities, and veterans. During the program, students engage in a 10-week original research project guided by a faculty research mentor in one of four themes: Oceanography, Marine Biology and Ecology, Ocean Engineering, and Marine Geology. In addition to research, students engage in rigorous weekly professional development workshops in which they practice critical thinking, ethical decision-making, peer review, writing and oral communication skills. These workshops include tangible products such as an NSF-style proposal paper, Statement of Purpose and CV modelled for the SACNAS Travel Award Application, research abstract, scientific report and oral presentation. To help retain students in Ocean Sciences, students build community during the REU by living together in the CSUMB dormitories; post-REU, students stay connected through an online facebook group, LinkedIn page and group webinars. To date, the REU has supported 22 students in two cohorts (2014, 2015) and here we present successes, challenges and lessons learned for a program designed to prepare students for 21st century Ocean Science careers.

Over a Decade of Lessons Learned from an REU Program in the Science of Global Change and Sustainability

Science.gov (United States)

Hersh, E. S.; James, E. W.; Banner, J. L.

2014-12-01

The Research Experience for Undergraduates (REU) in "The Science of Global Change and Sustainability" at the University of Texas at Austin Environmental Science Institute (ESI) has just completed its twelfth summer. The program has 113 REU alumni plus 5 Research Experience for Teachers (RET) alumni, selected from a competitive pool of 976 applicants (~14% acceptance rate), 68% from 61 smaller colleges and universities (of 79 schools represented), 40% of those who self-reported coming from demographics underrepresented in STEM, and with nearly 70% women. Students conduct independent research under the supervision of a faculty mentor in four major interdisciplinary themes: Impacts on Ecosystems, Impacts on Watersheds and the Land Surface, Campus Sustainability, and Reconstructing Past Global Change. These themes bridge chemistry, biology, ecology, environmental policy, civil and environmental engineering, marine science, and geological science. The summer cohort participates in weekly research and professional development seminars along with group field exercises. Topics include graduate school, career preparation, research ethics, sustainability, global change, environmental justice, and research communication. These activities plus the student's individual research comprise a portfolio that culminates in a reflection essay integrating the concepts, methods, and perspectives gained over the 10-week program. Program alumni were surveyed in 2014 to gauge long-term impact and outcomes. Of the 76 surveyed from 2006-2013, 39% responded. 67% have earned or are working on a graduate degree, and 94% of the graduate programs are in STEM. 93% of the responding alumni felt that the program "influenced my job and educational choices" and 97% felt that the program "helped me better understand scientific research." 40% presented their findings at a conference and 17% authored or co-authored a peer-reviewed publication. This presentation will include a discussion of best practices

Instructional support and implementation structure during elementary teachers' science education simulation use

Science.gov (United States)

Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.

2016-07-01

This investigation sought to identify patterns in elementary science teachers' computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results indicated teachers used a one-to-one student-to-computer ratio most often either during class-wide individual computer use or during a rotating station structure. Worksheets, general support, and peer collaboration were the most common forms of instructional support. The least common instructional support forms included lesson pacing, initial play, and a closure discussion. Students' simulation use was supported in the fewest ways during a rotating station structure. Results suggest that simulation professional development with elementary teachers needs to explicitly focus on implementation structures and instructional support to enhance participants' pedagogical knowledge and improve instructional simulation use. In addition, research is needed to provide theoretical explanations for the observed patterns that should subsequently be addressed in supporting teachers' instructional simulation use during professional development or in teacher preparation programs.

Sensors, Circuits, and Satellites - NGSS at it's best: the integration of three dimensions with NASA science

Science.gov (United States)

Butcher, G. J.; Roberts-Harris, D.

2013-12-01

A set of innovative classroom lessons were developed based on informal learning activities in the 'Sensors, Circuits, and Satellites' kit manufactured by littleBits™ Electronics that are designed to lead students through a logical science content storyline about energy using sound and light and fully implements an integrated approach to the three dimensions of the Next Generation of Science Standards (NGSS). This session will illustrate the integration of NGSS into curriculum by deconstructing lesson design to parse out the unique elements of the 3 dimensions of NGSS. We will demonstrate ways in which we have incorporated the NGSS as we believe they were intended. According to the NGSS, 'The real innovation in the NGSS is the requirement that students are required to operate at the intersection of practice, content, and connection. Performance expectations are the right way to integrate the three dimensions. It provides specificity for educators, but it also sets the tone for how science instruction should look in classrooms. (p. 3). The 'Sensors, Circuits, and Satellites' series of lessons accomplishes this by going beyond just focusing on the conceptual knowledge (the disciplinary core ideas) - traditionally approached by mapping lessons to standards. These lessons incorporate the other 2 dimensions -cross-cutting concepts and the 8-practices of Sciences and Engineering-via an authentic and exciting connection to NASA science, thus implementing the NGSS in the way they were designed to be used: practices and content with the crosscutting concepts. When the NGSS are properly integrated, students are engaged in science and engineering content through the coupling of practice, content and connection. In the past, these two dimensions have been separated as distinct entities. We know now that coupling content and practices better demonstrates what goes on in real world science and engineering. We set out to accomplish what is called for in NGSS by integrating these

The Tower Builders: A Consideration of STEM, STSE and Ethics in Science Education

Science.gov (United States)

Steele, Astrid; Brew, Christine R.; Beatty, Brenda R.

2012-01-01

The call for the integration of ethical considerations in the teaching of science is now firmly on the agenda. Taking as illustrative a science lesson in a pre-service teacher class, the authors consider the roles of STSE (science, technology, society and environment) and the increasingly influential heavily funded STEM (science, technology,…

Student Interns Share the Spirit of Science | Poster

Science.gov (United States)

They came for a science lesson. They left with more. The new Werner H. Kirsten student interns filed into the auditorium in Building 549 to expand their knowledge of fundamental laboratory practices, as part of the Science Skills Boot Camp. A panel of presenters instructed the attendees on skills such as reading scientific papers effectively, practicing proper research ethics,

Perceived impact on student engagement when learning middle school science in an outdoor setting

Science.gov (United States)

Abbatiello, James

Human beings have an innate need to spend time outside, but in recent years children are spending less time outdoors. It is possible that this decline in time spent outdoors could have a negative impact on child development. Science teachers can combat the decline in the amount of time children spend outside by taking their science classes outdoors for regular classroom instruction. This study identified the potential impacts that learning in an outdoor setting might have on student engagement when learning middle school science. One sixth-grade middle school class participated in this case study, and students participated in outdoor intervention lessons where the instructional environment was a courtyard on the middle school campus. The outdoor lessons consisted of the same objectives and content as lessons delivered in an indoor setting during a middle school astronomy unit. Multiple sources of data were collected including questionnaires after each lesson, a focus group, student work samples, and researcher observations. The data was triangulated, and a vignette was written about the class' experiences learning in an outdoor setting. This study found that the feeling of autonomy and freedom gained by learning in an outdoor setting, and the novelty of the outdoor environment did increase student engagement for learning middle school science. In addition, as a result of this study, more work is needed to identify how peer to peer relationships are impacted by learning outdoors, how teachers could best utilize the outdoor setting for regular science instruction, and how learning in an outdoor setting might impact a feeling of stewardship for the environment in young adults.

The Los Alamos Space Science Outreach (LASSO) Program

Science.gov (United States)

Barker, P. L.; Skoug, R. M.; Alexander, R. J.; Thomsen, M. F.; Gary, S. P.

2002-12-01

The Los Alamos Space Science Outreach (LASSO) program features summer workshops in which K-14 teachers spend several weeks at LANL learning space science from Los Alamos scientists and developing methods and materials for teaching this science to their students. The program is designed to provide hands-on space science training to teachers as well as assistance in developing lesson plans for use in their classrooms. The program supports an instructional model based on education research and cognitive theory. Students and teachers engage in activities that encourage critical thinking and a constructivist approach to learning. LASSO is run through the Los Alamos Science Education Team (SET). SET personnel have many years of experience in teaching, education research, and science education programs. Their involvement ensures that the teacher workshop program is grounded in sound pedagogical methods and meets current educational standards. Lesson plans focus on current LANL satellite projects to study the solar wind and the Earth's magnetosphere. LASSO is an umbrella program for space science education activities at Los Alamos National Laboratory (LANL) that was created to enhance the science and math interests and skills of students from New Mexico and the nation. The LASSO umbrella allows maximum leveraging of EPO funding from a number of projects (and thus maximum educational benefits to both students and teachers), while providing a format for the expression of the unique science perspective of each project.

Pre-Service Teachers' Beliefs about Knowledge, Mathematics, and Science

Science.gov (United States)

Cady, Jo Ann; Rearden, Kristin

2007-01-01

This study examines the beliefs of K-8 preservice teachers during a content methods course. The goals of this course included exposing the preservice teachers to student-centered instructional methods for math and science and encouraging the development of lessons that would integrate mathematics and science. Prior research suggested that one must…

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

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. Ankila J Hiremath. Articles written in Resonance – Journal of Science Education. Volume 23 Issue 3 March 2018 pp 325-335 General Article. The Case of Exploding Lantana and the Lessons it Can Teach Us · Ankila J Hiremath · More Details Abstract Fulltext ...

Lessons learned from the NEPTUNE power system, and other deep-sea adventures

International Nuclear Information System (INIS)

Kirkham, Harold

2006-01-01

The development of underwater science systems presents some challenging technical issues. It seems that the best efforts of the engineers and scientists involved are sometimes inadequate, and projects that once seemed straightforward end up being late or over-budget, or cancelled. This paper will review some of the lessons that may be learned from the examples of three science projects in the deep ocean: the Deep Underwater Muon and Neutrino Detector neutrino detector, the H 2 O observatory, and the power system part of the NEPTUNE regional cabled observatory

Can a Rabbit Be a Scientist? Stimulating Philosophical Dialogue in Science Classes

Science.gov (United States)

Dunlop, Lynda; de Schrijver, Jelle

2018-01-01

Philosophical dialogue requires an approach to teaching and learning in science that is focused on problem posing and provides space for meaning making, finding new ways of thinking and understanding and for linking science with broader human experiences. This article explores the role that philosophical dialogue can play in science lessons and…

Makiguchian pedagogy in the middle school science classroom

Science.gov (United States)

Pagan, Iris Teresa

In an atmosphere of multi-culturism and the increasing need for innovative methods for science teaching, investigating educators from different parts of the world is well regarded. Tsunesaburo Makiguchi (1871--1944) was a prescient thinker who foreshadowed many of the modern social constructivist ideals of teaching before they became formalized in Western thought. He believed in the harmonious balance between an individual and society as the only viable goal of education. With this in mind, he introduced the concepts of "evaluation," "cognition" and "value creation" that embody this balance. "Cognition" is associated with "truth" and "evaluation" is involved with the subject-object relationship. Moreover, Makiguchian pedagogy's concept of "value creation" offers a sociological and philosophical basis for "classroom inclusion." Additionally, Makiguchian pedagogy is compared to John Dewey's philosophy as well as the educational philosophy expressed in The National Science Standards. In this teacher participant study, classroom observational data showed that several dimensions of Makiguchian pedagogical practice occurred conjointly with relatively high frequencies. These included frequent occurrences of interactional conversation between students and teacher merged within a context of expressions of personal and collective values, social contextual references, valuing and personal evaluative statements, and episodic information that the students contributed from personal experiences relevant to the science topics. Additionally, Likert-type questionnaire data collected from the students who experienced the Makiguchian lessons, and observational data from professional colleagues who viewed video taped records of the lessons, provided additional corroborative evidence supporting the researcher's findings. A content analysis of lesson plans containing Makiguchian principles of teaching and learning in relation to the ensuing classroom performance of the teacher showed a

A Case Study of Coaching in Science, Technology, Engineering, and Math Professional Development

Science.gov (United States)

DeChenne, Sue Ellen; Nugent, Gwen; Kunz, Gina; Luo, Linlin; Berry, Brandi; Craven, Katherine; Riggs, April

2012-01-01

A professional development experience for science and mathematics teachers that included coaches was provided for ten science and math teachers. This professional development experience had the teachers develop a lesson that utilized the engineering context to teach a science or mathematics concept through guided inquiry as an instructional…

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

Science.gov (United States)

Friedl, L. A.; Cox, L.

2008-12-01

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

Science Centers in the Electronic Age: Are We Doomed?

Science.gov (United States)

Russell, Robert L., Ed.; West, Robert M., Ed.

1996-01-01

This issue is a debate-discussion concerning science centers in the electronic age. The articles are based on presentations made at the Science Center World Congress (1st, Heureka, Finland, June 13-17, 1996). The four articles are: (1) "Lessons from Laboratorio dell'Immaginario Scientifico" (Andrea Bandelli); (2) "The Doom-Shaped Thing in the…

Lessons learned from solar energy projects in Saudi Arabia

International Nuclear Information System (INIS)

Huraib, F.S.; Hasnain, S.M.; Alawaji, S.H.

1996-01-01

This paper describes the lessons learned from the major RD and D activities at Energy Research Institute (ERI), King Abdulaziz City for Science and Technology (KACST) in the field of solar energy. Photovoltaic, solar thermal dishes, solar water heating, solar water pumping and desalination, solar hydrogen production and utilization are some of the areas studied for solar energy applications. Recommendations and guidelines for future solar energy research, development, demonstration and dissemination in Saudi Arabia are also given. (Author)

Creative Management as a Strategy for Breakthrough Innovation. Lessons from Basic Research Projects of Japanese Companies.

Science.gov (United States)

Lee, K. T.

1997-01-01

Japanese science/technology policies emphasize creative research management for strengthening breakthrough innovation. Key lessons include the following: cultivation of creative researchers, clear strategic directions, systematic teamwork and collaboration, focus on strategic industrial relevance, balance between autonomy and control, and the need…

The Eyes Have It. Teaching Science.

Science.gov (United States)

Leyden, Michael B.

1995-01-01

Features science concepts with accompanying activities teachers can use in the classroom. Presents a lesson in optics that utilizes optical illusions to illustrate scientific points and allows students to use the following processes: observing, communicating, controlling variables, hypothesizing, and gathering and interpreting data. (ET)

Supporting Beginning Teacher Planning and Enactment of Investigation-based Science Discussions: The Design and Use of Tools within Practice-based Teacher Education

Science.gov (United States)

Kademian, Sylvie M.

Current reform efforts prioritize science instruction that provides opportunities for students to engage in productive talk about scientific phenomena. Given the challenges teachers face enacting instruction that integrates science practices and science content, beginning teachers need support to develop the knowledge and teaching practices required to teach reform-oriented science lessons. Practice-based teacher education shows potential for supporting beginning teachers while they are learning to teach in this way. However, little is known about how beginning elementary teachers draw upon the types of support and tools associated with practice-based teacher education to learn to successfully enact this type of instruction. This dissertation addresses this gap by investigating how a practice-based science methods course using a suite of teacher educator-provided tools can support beginning teachers' planning and enactment of investigation-based science lessons. Using qualitative case study methodologies, this study drew on video-records, lesson plans, class assignments, and surveys from one cohort of 22 pre-service teachers (called interns in this study) enrolled in a year-long elementary education master of the arts and teaching certification program. Six focal interns were also interviewed at multiple time-points during the methods course. Similarities existed across the types of tools and teaching practices interns used most frequently to plan and enact investigation-based discussions. For the focal interns, use of four synergistic teaching practices throughout the lesson enactments (including consideration of students' initial ideas; use of open-ended questions to elicit, extend, and challenge ideas; connecting across students' ideas and the disciplinary core ideas; and use of a representation to organize and highlight students' ideas) appeared to lead to increased opportunities for students to share their ideas and engage in data analysis, argumentation and

Review. Teaching Legal and Administrative Science Nadia-Cerasela Anitei and Roxana Alina Petraru

OpenAIRE

Doina Mihaela POPA

2011-01-01

The work Didactica predarii stiintelor juridice si administrative (Teaching Legal and Administrative Science) authors Nadia- Cerasela Anitei and Roxana Alina Petraru is structured around the following 10 lessons: 1. General notions about teaching legal science, 2. Teaching legal science, 3. Learning with application in legal science, 4. Legal science teaching aims, 5. Education curriculum for teaching legal science, 6. Learning Methods 7. Educational assessment with applications for legal sci...

Teaching about Nature of Science in Secondary Education: A View from Multicultural Classrooms

Science.gov (United States)

Gandolfi, Haira Emanuela

2017-01-01

Teaching about nature of science (NOS) within a science curriculum that is primarily concerned with developing scientific content continues to provide a challenge for teachers. This study of science lessons focuses on whether NOS is being incorporated implicitly or explicitly, and whether epistemic aspects (e.g. models, theories) and social…

CREATIVE APPROACHES TO COMPUTER SCIENCE EDUCATION

Directory of Open Access Journals (Sweden)

V. B. Raspopov

2010-04-01

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

The Teach for America RockCorps, Year 2: Using Authentic Research Experiences in Geophysics for STEM Teachers to Inspire Earth Science-Themed Lessons in High School Classrooms

Science.gov (United States)

Parsons, B.; Kassimu, R.; Borjas, C. N.; Griffith, W. A.

2016-12-01

Brooke Parsons1, Rahmatu Kassimu2, Christopher Borjas3, and W. Ashley Griffith31Uplift Hampton Preparatory High School, Dallas, TX, 75232 2H. Grady Spruce High School, Dallas, TX, 75217 3Department of Earth and Environmental Sciences, University of Texas Arlington, Arlington, TX, 76019 As Earth Science courses appear in fewer high school curricula, we seek to find creative ways to integrate Earth Science themes as contextual examples into other K-12 STEM courses in order to develop (A) Earth Science literacy, and (B) a pipeline of young talent into our field. This presentation details the efforts of the 2nd year Teach for America (TFA) Rock Corps, a five year NSF-sponsored partnership between TFA and the University of Texas at Arlington designed to provide STEM teachers with genuine research opportunities using components that can be extrapolated to develop dynamic Geophysics-themed lesson plans and materials for their classrooms. Two teachers were selected from the Dallas-Fort Worth region of TFA to participate in original research modeling off-fault damage that occurs during earthquakes in a lab setting using a Split-Hopkinson-Pressure Bar (SHPB). In particular, we simulate a coseismic transient stress perturbation in a fault damage zone by combining traditional SHPB with a traveling harmonic oscillator: Two striker bars attached by an elastic spring are launched with a gas gun allowing us to create the double stress pulse expected during an earthquake rupture. This research affords teachers inspiration to implement Geophysics-themed lesson plans for their courses, Physics/Pre-AP Physics and Chemistry. The physics course will adopt principles of seismic wave propagation to teach concepts of impulse, momentum, conservation of energy, harmonic motion, wave velocity, wave propagation, and real world applications of waves. The chemistry course will implement geochemistry themed techniques into applying the scientific method, density, isotopic composition, p

When Science Studies Religion: Six Philosophy Lessons for Science Classes

Science.gov (United States)

Pigliucci, Massimo

2013-01-01

It is an unfortunate fact of academic life that there is a sharp divide between science and philosophy, with scientists often being openly dismissive of philosophy, and philosophers being equally contemptuous of the naivete of scientists when it comes to the philosophical underpinnings of their own discipline. In this paper I explore the…

The Effects of Instruction of Creative Invention on Students' Situational Interest in Physics Lesson

Science.gov (United States)

Leung, Tim

There are a few empirical studies (Palmer, 2008; Dohn, 2010) or intervention programs (Hidi & Harackiewicz, 2000) about students' situational interest in physics lessons, although the declining interest in physics among students has been well documented in the research literature (Gardner, 1998 ; International Bureau for Education, 2001; European Commission, 2007; Oon & Subramaniam, 2011). Even in the research area of science education, yet little is known about how to trigger students' catching and holding situational interest in a physics lesson. In this study, five intervention lessons of creative invention were developed. Each lesson consists of three parts including Eberle's (1971, 1972) SCAMPER technique on the creative thinking, knowledge and concepts of physics curriculum, hands-on activities related to both SCAMPER technique and physics concepts. Two surveys were developed and used to measure the situational interest and individual interest of students in physics lessons. Qualitative conversational interviews were used to interpret the sources of situational interest of students in physics lessons. Results in this study indicate that new inventive products and television programs or films related to SCAMPER can trigger the catching interest in physics lessons. Meaningful hands-on activities related to both SCAMPER technique and physics concepts can trigger the holding interest in physics lessons. There is no significant difference in situational interest among students with different academic abilities except in the topic related to electronic components. The students with lower academic ability have greater situational interest than the students with higher academic ability in learning the topic related to electronic components. There is no significant difference in situational interest between boys and girls except in the topic related to revolving paper lantern. Girls have higher situational interest than boys in learning the topic related to revolving

Classroom communication in lessons of educational science and psychology at secondary school

OpenAIRE

Šimáková, Monika

2017-01-01

This bachelor thesis deals with classroom communication during pedagogy and psychology lessons at high schools. The aim of the thesis is to describe classroom communication in the observed subjects in a complex way and to give the reader a realistic idea about the communication between the teachers and their students during instruction. The thesis is divided into a theoretical and an empirical part. The theoretical part focuses on pedagogical communication itself, which is a key term in class...

A Lesson about the Circular Flow. Active Learning Lessons. Economics International.

Science.gov (United States)

Landfried, Janet

This lesson plan was developed through "Economics International," an international program to help build economic education infrastructures in the emerging market economies. It provides a lesson description; appropriate grade level; economic concepts; content standards and benchmarks; related subjects; instructional objectives; time…

Organic marketing initiatives and rural development - lessons learned for the organic industry

DEFF Research Database (Denmark)

Kristensen, Niels Heine; Kujala, Jouni

2005-01-01

Kujala J, Kristensen NH, (2005): Organic marketing initiatives and rural development - lessons learned for the organic industry. Article in "Organic farming for a new millennium - status and future challenges". Published by Nordic Association of Agricultural Scientists (NJF). Swedish University...... of Agricultural Sciences Alnarp, Sweden. NJF-Seminar 369, June 15-17, 2005. Electronic version available at www.njf.nu. ISSN 1653-2015...

Sweet Science for ALL! Supporting Inquiry-Based Learning through M&Ms Investigation for English Language Learners

Science.gov (United States)

Song, Youngjin; Higgins, Teresa; Harding-DeKam, Jenni

2014-01-01

This article describes a series of inquiry-based lessons that provide English language learners (ELLs) with opportunities to experience science and engineering practices with conceptual understanding as well as to develop their language proficiency in elementary classrooms. The four-lesson sequence models how various types of instructional…

Students' Attitudes towards Interdisciplinary Education: A Course on Interdisciplinary Aspects of Science and Engineering Education

Science.gov (United States)

Gero, Aharon

2017-01-01

A course entitled "Science and Engineering Education: Interdisciplinary Aspects" was designed to expose undergraduate students of science and engineering education to the attributes of interdisciplinary education which integrates science and engineering. The core of the course is an interdisciplinary lesson, which each student is…

Planning Instruction to Meet the Intent of the Next Generation Science Standards

Science.gov (United States)

Krajcik, Joseph; Codere, Susan; Dahsah, Chanyah; Bayer, Renee; Mun, Kongju

2014-03-01

The National Research Council's Framework for K- 12 Science Education and the Next Generation Science Standards (NGSS Lead States in Next Generation Science Standards: For states, by states. The National Academies Press, Washington, 2013) move teaching away from covering many isolated facts to a focus on a smaller number of disciplinary core ideas (DCIs) and crosscutting concepts that can be used to explain phenomena and solve problems by engaging in science and engineering practices. The NGSS present standards as knowledge-in-use by expressing them as performance expectations (PEs) that integrate all three dimensions from the Framework for K- 12 Science Education. This integration of core ideas, practices, and crosscutting concepts is referred to as three-dimensional learning (NRC in Division of Behavioral and Social Sciences and Education. The National Academies Press, Washington, 2014). PEs state what students can be assessed on at the end of grade level for K-5 and at the end of grade band for 6-8 and 9-12. PEs do not specify how instruction should be developed nor do they serve as objectives for individual lessons. To support students in developing proficiency in the PEs, the elements of the DCIs will need to be blended with various practices and crosscutting concepts. In this paper, we examine how to design instruction to support students in meeting a cluster or "bundle" of PEs and how to blend the three dimensions to develop lesson level PEs that can be used for guiding instruction. We provide a ten-step process and an example of that process that teachers and curriculum designers can use to design lessons that meet the intent of the Next Generation of Science Standards.

Anthropology in cognitive science.

Science.gov (United States)

Bender, Andrea; Hutchins, Edwin; Medin, Douglas

2010-07-01

This paper reviews the uneven history of the relationship between Anthropology and Cognitive Science over the past 30 years, from its promising beginnings, followed by a period of disaffection, on up to the current context, which may lay the groundwork for reconsidering what Anthropology and (the rest of) Cognitive Science have to offer each other. We think that this history has important lessons to teach and has implications for contemporary efforts to restore Anthropology to its proper place within Cognitive Science. The recent upsurge of interest in the ways that thought may shape and be shaped by action, gesture, cultural experience, and language sets the stage for, but so far has not fully accomplished, the inclusion of Anthropology as an equal partner. Copyright © 2010 Cognitive Science Society, Inc.

Classroom Management and Lesson Planning(4)

Institute of Scientific and Technical Information of China (English)

2006-01-01

Lesson PlanningTask 1As teachers,we all need to plan our lessons before we teach.Make a list of things that you think need tobe included in a lesson plan.Then compare and discuss your list with another teacher.Also think about reasonswhy we need to plan our lessons.

BEST: Bilingual environmental science training: Grades 5--6

Energy Technology Data Exchange (ETDEWEB)

NONE

1996-03-01

This booklet is one of a series of bilingual guides to environmental-science learning activities for students to do at home. Lesson objectives, materials required, procedure, vocabulary, and subjects integrated into the lesson are described in English. A bilingual glossary, alphabetized by English entries, with Spanish equivalents and definitions in both English and Spanish, follows the lesson descriptions, and is itself followed by a bibliography of English-language references. This booklet includes descriptions of ten lessons that cover the following topics: safe and unsafe conditions for chemical combinations; growth rates and environmental needs of plants; photosynthesis and effects of ozone-layer depletion; the circulatory system, the importance of exercise to the heart, and selected circulatory diseases; the nervous system; specific nutritional values of the different food groups; significance of including, reducing, or eliminating certain foods for a healthy diet; effects of some common chemicals on plant growth and animal life; plants` and animals` natural habitats; and dangers of non-biodegradable garbage.

Constellation Program Lessons Learned. Volume 2; Detailed Lessons Learned

Science.gov (United States)

Rhatigan, Jennifer; Neubek, Deborah J.; Thomas, L. Dale

2011-01-01

These lessons learned are part of a suite of hardware, software, test results, designs, knowledge base, and documentation that comprises the legacy of the Constellation Program. The context, summary information, and lessons learned are presented in a factual format, as known and described at the time. While our opinions might be discernable in the context, we have avoided all but factually sustainable statements. Statements should not be viewed as being either positive or negative; their value lies in what we did and what we learned that is worthy of passing on. The lessons include both "dos" and "don ts." In many cases, one person s "do" can be viewed as another person s "don t"; therefore, we have attempted to capture both perspectives when applicable and useful. While Volume I summarizes the views of those who managed the program, this Volume II encompasses the views at the working level, describing how the program challenges manifested in day-to-day activities. Here we see themes that were perhaps hinted at, but not completely addressed, in Volume I: unintended consequences of policies that worked well at higher levels but lacked proper implementation at the working level; long-term effects of the "generation gap" in human space flight development, the need to demonstrate early successes at the expense of thorough planning, and the consequences of problems and challenges not yet addressed because other problems and challenges were more immediate or manifest. Not all lessons learned have the benefit of being operationally vetted, since the program was cancelled shortly after Preliminary Design Review. We avoid making statements about operational consequences (with the exception of testing and test flights that did occur), but we do attempt to provide insight into how operational thinking influenced design and testing. The lessons have been formatted with a description, along with supporting information, a succinct statement of the lesson learned, and

Classroom Management and Lesson Planning(4)

Institute of Scientific and Technical Information of China (English)

2006-01-01

@@ Lesson Planning Task 1 As teachers,we all need to plan our lessons before we teach.Make a list of things that you think need to be included in a lesson plan.Then compare and discuss your list with another teacher.Also think about reasons why we need to plan our lessons.

Flying Lessons for Clinicians: Developing System 2 Practice.

Science.gov (United States)

Gregoire, Jerome N; Alfes, Celeste M; Reimer, Andrew P; Terhaar, Mary F

There is a long history of adopting lessons learned from aviation to improve health care practice. Two of the major practices that have successfully transferred include using a checklist and simulation. Training and simulation technology is currently underdeveloped for nurses and health care providers entering critical care transport. This article describes a pedagogical approach adopted from aviation to develop a new simulation platform and program of research to develop the science of critical care transport nursing education. Copyright © 2017 Air Medical Journal Associates. Published by Elsevier Inc. All rights reserved.

Lesson Planning the Kodaly Way.

Science.gov (United States)

Boshkoff, Ruth

1991-01-01

Discusses the contribution of Zoltan Kodaly to music lesson planning. Emphasizes preparation, presentation, and practice as the three important strategies in teaching concepts and skills to be included in a lesson plan. Includes a sample lesson plan covering a semester and advice on choosing song material. (DK)

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

Science.gov (United States)

Schneider, Rebecca M.

2001-07-01

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

Frequency and Efficacy of Talk-Related Tasks in Primary Science

Science.gov (United States)

Braund, Martin; Leigh, Joanne

2013-01-01

Pupil talk and discussion are seen as having important social and cognitive outcomes. In science classes, pupils' collaborative talk supports the construction of meaning and helps examine the status of evidence, theory and knowledge. However, pupil interactive talk in groups is rare in science lessons. The research reported is part of a project to…

Language-Based Reasoning in Primary Science

Science.gov (United States)

Hackling, Mark; Sherriff, Barbara

2015-01-01

Language is critical in the mediation of scientific reasoning, higher-order thinking and the development of scientific literacy. This study investigated how an exemplary primary science teacher scaffolds and supports students' reasoning during a Year 4 materials unit. Lessons captured on video, teacher and student interviews and micro-ethnographic…

Equine Science. Instructor Guide [and] Student Reference. Volume 27, Number 4 [and] Volume 27, Number 5.

Science.gov (United States)

Leffert, Kenneth L.; And Others

This instructor guide and the corresponding student reference contain 10 lessons to enhance an Agricultural Science I course for grade 9. The lessons cover the following topics: introduction, psychology and handling, conformation and selection, genetics and reproduction, herd health, hoof care, nutrition, equipment and facilities, handling horses,…

Case Studies of Interactive Whole-Class Teaching in Primary Science: Communicative Approach and Pedagogic Purposes

Science.gov (United States)

McMahon, Kendra

2012-01-01

By developing two case studies of expert teaching in action, this study aimed to develop knowledge of talk in whole-class teaching in UK primary science lessons and understand this in relation to both the teachers' interpretations and sociocultural theoretical frameworks. Lessons were observed and video-recorded and the teachers engaged in…

The Howard University Program in Atmospheric Sciences (HUPAS): A Program Exemplifying Diversity and Opportunity

Science.gov (United States)

Morris, Vernon R.; Joseph, Everette; Smith, Sonya; Yu, Tsann-wang

2012-01-01

This paper discusses experiences and lessons learned from developing an interdisciplinary graduate program (IDP) during the last 10 y: The Howard University Graduate Program in Atmospheric Sciences (HUPAS). HUPAS is the first advanced degree program in the atmospheric sciences, or related fields such as meteorology and earth system sciences,…

An exploration of the impact of reform-based science instruction on second graders' academic achievement

Science.gov (United States)

Ellis, Valeisha Michelle

The purpose of this study was to examine whether possible relationships might exist between the quality of reform-based science instruction and science and reading achievement in second grade. The study also examined separately possible interactions between quality of instruction and gender and race. The study involved an analysis of data previously collected in a larger one-group pre/post test study of a science instructional intervention (ISI Science) (Connor et al., 2010). In the original study, six teachers and two graduate assistants taught two science units designed based upon constructivist principles and reform-based practices. Using the 5-E Learning Cycle (Bybee, 1997), reading and science were integrated into each lesson. Videotapes were made of all lessons and science and reading achievement data were collected. For the current study, dependent achievement variables were science achievement measured by the Iowa Science Test; reading comprehension, by the Woodcock Passage Comprehension; and vocabulary, by the Iowa Vocabulary. Pre- and post-tests scores on the dependent measures were available for 96 children from the original study. Quality of instruction was measured using the Reformed Teaching Observation Protocol (RTOP) (Sawanda & Piburn, 2000). Videotapes of 24 science lessons from the larger study were analyzed using the RTOP. Reliability of ratings for the RTOP in the study was determined to be .96. No significant results were found for relations between instructional quality (RTOP) and any of the achievement variables although significant pre to post increases on all three measures were observed. No differences by race or gender were found. This latter finding was noteworthy given the research in science identifying both gender and race differences in science achievement. Recommendations for future research and teacher education are discussed.

Initiating New Science Partnerships in Rural Education: STEM Graduate Students Bring Current Research into 7th-12th Grade Science Classrooms

Science.gov (United States)

Radencic, S.; Dawkins, K. S.; Jackson, B. S.; Walker, R. M.; Schmitz, D.; Pierce, D.; Funderburk, W. K.; McNeal, K.

2014-12-01

Initiating New Science Partnerships in Rural Education (INSPIRE), a NSF Graduate K-12 (GK-12) program at Mississippi State University, pairs STEM graduate students with local K-12 teachers to bring new inquiry and technology experiences to the classroom (www.gk12.msstate.edu). The graduate fellows prepare lessons for the students incorporating different facets of their research. The lessons vary in degree of difficulty according to the content covered in the classroom and the grade level of the students. The focus of each lesson is directed toward the individual research of the STEM graduate student using inquiry based designed activities. Scientific instruments that are used in STEM research (e.g. SkyMaster weather stations, GPS, portable SEM, Inclinometer, Soil Moisture Probe, Google Earth, ArcGIS Explorer) are also utilized by K-12 students in the activities developed by the graduate students. Creativity and problem solving skills are sparked by curiosity which leads to the discovery of new information. The graduate students work to enhance their ability to effectively communicate their research to members of society through the creation of research linked classroom activities, enabling the 7-12th grade students to connect basic processes used in STEM research with the required state and national science standards. The graduate students become respected role models for the high school students because of their STEM knowledge base and their passion for their research. Sharing enthusiasm for their chosen STEM field, as well as the application techniques to discover new ideas, the graduate students stimulate the interests of the classroom students and model authentic science process skills while highlighting the relevance of STEM research to K-12 student lives. The measurement of the student attitudes about science is gathered from pre and post interest surveys for the past four years. This partnership allows students, teachers, graduate students, and the public to

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

Science.gov (United States)

Slotta, James D.; Linn, Marcia C.

2009-01-01

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

Methodical Approaches to Teaching of Computer Modeling in Computer Science Course

Science.gov (United States)

Rakhimzhanova, B. Lyazzat; Issabayeva, N. Darazha; Khakimova, Tiyshtik; Bolyskhanova, J. Madina

2015-01-01

The purpose of this study was to justify of the formation technique of representation of modeling methodology at computer science lessons. The necessity of studying computer modeling is that the current trends of strengthening of general education and worldview functions of computer science define the necessity of additional research of the…

Assessing a Science Graduate School Recruitment Symposium.

Science.gov (United States)

González-Espada, Wilson; Díaz-Muñoz, Greetchen; Feliú-Mójer, Mónica; Flores-Otero, Jacqueline; Fortis-Santiago, Yaihara; Guerrero-Medina, Giovanna; López-Casillas, Marcos; Colón-Ramos, Daniel A; Fernández-Repollet, Emma

2015-12-01

Ciencia Puerto Rico, a non-profit organization dedicated to promoting science, research and scientific education among Latinos, organized an educational symposium to provide college science majors the tools, opportunities and advice to pursue graduate degrees and succeed in the STEM disciplines. In this article we share our experiences and lessons learned, for others interested in developing large-scale events to recruit underrepresented minorities to STEM and in evaluating the effectiveness of these efforts.

Advice and Frequently Asked Questions (FAQs) for Citizen-Science Environmental Health Assessments.

Science.gov (United States)

Barzyk, Timothy M; Huang, Hongtai; Williams, Ronald; Kaufman, Amanda; Essoka, Jonathan

2018-05-11

Citizen science provides quantitative results to support environmental health assessments (EHAs), but standardized approaches do not currently exist to translate findings into actionable solutions. The emergence of low-cost portable sensor technologies and proliferation of publicly available datasets provides unparalleled access to supporting evidence; yet data collection, analysis, interpretation, visualization, and communication are subjective approaches that must be tailored to a decision-making audience capable of improving environmental health. A decade of collaborative efforts and two citizen science projects contributed to three lessons learned and a set of frequently asked questions (FAQs) that address the complexities of environmental health and interpersonal relations often encountered in citizen science EHAs. Each project followed a structured step-by-step process in order to compare and contrast methods and approaches. These lessons and FAQs provide advice to translate citizen science research into actionable solutions in the context of a diverse range of environmental health issues and local stakeholders.

With Interest It Comes To...Unconscionable Clauses in Sales Contracts. A Student's Lesson Plan [and] A Teacher's Lesson Plan [and] A Lawyer's Lesson Plan.

Science.gov (United States)

Howard, Estelle; And Others

One of a series of secondary level teaching units presenting case studies with pro and con analysis of particular legal problems, the document presents a student's lesson plan, a teacher's lesson plan, and a lawyer's lesson plan on unconscionable clauses in sales contracts. The unit acquaints students with the operation of sales contracts and…

Extending Science lessons with Virtual Reality

OpenAIRE

Minocha, Shailey; Tudor, Ana-Despina; Tilling, Steve; Needham, Richard

2016-01-01

The Open University, Field Studies Council and Association for Science Education are conducting research into the use of Google Expeditions and other virtual reality tools to a) augment and extend field work experiences; and b) as an additional tool in the classrooms along with resources such as videos, photographs. \\ud \\ud The following aspects were discussed in this workshop:\\ud \\ud Does the virtual reality technology improve student engagement, and what are the implications for teachers?\\u...

Teachers' implementation of reform-oriented instructional strategies in science: Lessons from two professional development programs

Science.gov (United States)

Cook, Nicole D.

This dissertation reports findings from two studies that investigated the relationship between professional development and teachers' instructional practices in Science,Technology, Engineering, and Mathematics (STEM). The first program, the Indiana Science Initiative (ISI) focused on K-8 teachers and their use of inquiry-based science instruction in conjunction with curricular modules provided by the ISI program. The second program, Research Goes to School (RGS), focused on high school STEM teachers and their use of problem-based learning (PBL) as they implemented curricular units that they developed themselves at the RGS summer workshop. In-service teachers were recruited from both programs. They were observed teaching their respective curricular materials and interviewed about their experiences in order to investigate the following research questions: 1. How do teachers implement the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? 2. What are the challenges and supports that influence teachers' use of the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? To investigate these questions the fidelity of implementation was it was conceptualized by Century, Rudnick, and Freeman (2010) was used as a theoretical framework. The study of the ISI program was conducted during the program's pilot year (2010-11). Five teachers of grades 3 through 6 were recruited from three different schools. Participants were observed as they taught lessons related to the modules and they were interviewed about their experiences. Based on analysis of the data from the observations, using a modified version of the Science Teacher Inquiry Rubric (STIR) (Bodzin & Beerer, 2003), the participants were found to exhibit partial fidelity of implementation to the model of inquiry-based instruction promoted by the ISI. Based on data from the interviews, the

Lessons learned related to packaging and transportation

International Nuclear Information System (INIS)

Wallen, C.

1995-01-01

The use of lessons learned as a tool for learning from past experiences is well established, especially by many organizations within the nuclear industry. Every person has, at some time, used the principles of lessons learned to adopt good work practices based on their own experiences or the experiences of others. Lessons learned can also help to avoid the recurrence of adverse practices, which is often an area that most lessons-learned programs tend to focus on. This paper will discuss how lessons learned relate to packaging and transportation issues and events experienced at Department of Energy (DOE) facilities. It will also discuss the role performed by the Office of Nuclear and Facility Safety's Office of Operating Experience Analysis and Feedback in disseminating lessons learned and operating experience feedback to the DOE complex. The central concept of lessons learned is that any organization should be able to learn from its own experiences and events. In addition, organizations should implement methodologies to scan external environments for lessons learned, to analyze and determine the relevance of lessons learned, and to bring about the necessary changes learned from these experiences. With increased concerns toward facility safety, the importance of utilizing the lessons-learned principles and the establishment of lessons-learned programs can not be overstated

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.

Factors Affecting Students' Choice of Science and Engineering in Portugal.

Science.gov (United States)

de Almeida, Maria Jose B. M.; Leite, Maria Salete S. C. P.; Woolnough, Brian E.

This paper presents the results of a study undertaken in Portugal to determine the influence of different factors on students' (n=499) decisions to study or refuse to study in one of the physical sciences or engineering. Some influencing factors are related to what goes on in school and during science lessons, and other factors are related to the…

HYPNOTEACHING IN HISTORY LESSON

Directory of Open Access Journals (Sweden)

Agus Budianto

2017-07-01

Full Text Available Abstract: Hypnoteaching in History Lesson. Historical learning is a science that can’t be separated in educating the younger generation. Through this lesson, teachers in secondary schools can provide the foundation of nationality through important events in the study of the social sciences. Many of the problems that occur in learning history, such as the boring and make sleepy. Everyone must have heard the term hypnosis, hypnotism, or hypnotherapy. Each person must also have a different view or understanding when hearing these terms. Hypnoteaching is one of the learning methods by using the art of communicating to influence learners. Hypnoteaching is a combination of five teaching-learning methods such as quantum learning, accelerate learning, power teaching, neuro-linguistic programming (NLP and hypnosis. Hypnoteaching can be done using informal hypnosis as well as formal hypnosis. Informal hypnosis is also called indirect hypnosis ie teachers can naturally make the Critical Area learners become no longer critical, through a very persuasive communication pattern. Here's what the teacher can do in Informal hypnosis: (1 get attention; (2 establishing Themes; (3 presenting the structure and regulations; (4 building relationships. If the learners are already comfortable and interested, the next step is to do a formal hypnosis before the lesson begins. Here are the steps that must be done: (1 Induction; (2 Deepening; (3 Deep level test; (4 Suggestion, and; (5 Termination.   Keywords: Historical learning, hypnoteaching, hypnosis, hypnotism, hypnotherapy, history Abstrak: Hipnoteaching dalam Pembelajaran Sejarah. Pelajaran sejarah tidak bisa dihilangkan dalam mendidik para generasi muda. Melalui pembelajaran ini, guru pada sekolah menengah pertama dapat memberikan pondasi rasa nasionalisme melalui peristiwa peristiwa penting dalam pelajaran ilmu pengetahuan social. Masalah yang sering muncul pada pembelajaran ini adalah kebosanan siswa dan

Examination of the Transfer of Astronomy and Space Sciences Knowledge to Daily Life

Science.gov (United States)

Emrahoglu, Nuri

2017-01-01

In this study, it was aimed to determine the levels of the ability of science teaching fourth grade students to transfer their knowledge of astronomy and space sciences to daily life within the scope of the Astronomy and Space Sciences lesson. For this purpose, the research method was designed as the mixed method including both the quantitative…

Exciting middle and high school students about immunology: an easy, inquiry-based lesson.

Science.gov (United States)

Lukin, Kara

2013-03-01

High school students in the United States are apathetic about science, technology, engineering and mathematics (STEM), and the workforce pipeline in these areas is collapsing. The lack of understanding of basic principles of biology means that students are unable to make educated decisions concerning their personal health. To address these issues, we have developed a simple, inquiry-based outreach lesson centered on a mouse dissection. Students learn key concepts in immunology and enhance their understanding of human organ systems. The experiment highlights aspects of the scientific method and authentic data collection and analysis. This hands-on activity stimulates interest in biology, personal health and careers in STEM fields. Here, we present all the information necessary to execute the lesson effectively with middle and high school students.

What Is a Scientific Experiment? The Impact of a Professional Development Course on Teachers' Ability to Design an Inquiry-Based Science Curriculum

Science.gov (United States)

Pérez, María del Carmen B.; Furman, Melina

2016-01-01

Designing inquiry-based science lessons can be a challenge for secondary school teachers. In this study we evaluated the development of in-service teachers' lesson plans as they took part in a 10-month professional development course in Peru which engaged teachers in the design of inquiry-based lessons. At the beginning, most teachers designed…

A Mixed Methods Comparison of Teachers' Lunar Modeling Lesson Implementation and Student Learning Outcomes

Science.gov (United States)

Lamar, Mary F.; Wilhelm, Jennifer Anne; Cole, Merryn

2018-01-01

The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, & Zangori, 2013) to identify ways in which…

Teacher collaboration and elementary science teaching: Using action research as a tool for instructional leadership

Science.gov (United States)

Roberts, Sara Hayes

The primary purpose of this action research study was to explore an elementary science program and find ways to support science education as an administrator of an elementary school. The study took place in a large suburban school system in the southeastern United States. Seven teachers at a small rural school volunteered to participate in the study. Each participant became an active member of the research by determining what changes needed to take place and implementing the lessons in science. The study was also focused on teacher collaboration and how it influenced the science instruction. The data collected included two interviews, ten observations of science lessons, the implementation of four science units, and informal notes from planning sessions over a five month period. The questions that guided this study focused on how teachers prepare to teach science through active learning and how instruction shifts due to teacher collaboration. Teachers were interviewed at the beginning of the study to gain the perceptions of the participants in the areas of (a) planning, (b) active learning, (c) collaboration, and (d) teaching science lessons. The teachers and principal then formed a research team that determined the barriers to teaching science according to the Standards, designed units of study using active learning strategies, and worked collaboratively to implement the units of study. The action research project reviewed the National Science Education Standards, the theory of constructivism, active learning and teacher collaboration as they relate to the actions taken by a group of teachers in an elementary school. The evidence from this study showed that by working together collaboratively and overcoming the barriers to teaching science actively, teachers feel more confident and knowledgeable about teaching the concepts.

Early Science Instruction and Academic Language Development Can Go Hand in Hand. The Promising Effects of a Low-Intensity Teacher-Focused Intervention

Science.gov (United States)

Henrichs, Lotte F.; Leseman, Paul P. M.

2014-11-01

Early science instruction is important in order to lay a firm basis for learning scientific concepts and scientific thinking. In addition, young children enjoy science. However, science plays only a minor role in the kindergarten curriculum. It has been reported that teachers feel they need to prioritize language and literacy practices over science. In this paper, we investigate whether science lessons might be integrated with learning the language functional for school: academic language. The occurrence of scientific reasoning and sophisticated vocabulary in brief science lessons with 5-year-olds is evaluated. The aim of the study was twofold: first, to explore the nature of kindergarten science discourse without any researcher directions (pre-intervention observation). Second, in a randomized control trial, we evaluated the effect on science discourse of a brief teacher training session focused on academic language awareness. The science lessons focussed on air pressure and mirror reflection. Analyses showed that teachers from the intervention group increased their use of scientific reasoning and of domain-specific academic words in their science discourse, compared to the control group. For the use of general academic words and for lexical diversity, the effect was task-specific: these dependent measures only increased during the air pressure task. Implications of the study include the need to increase teachers' awareness of possibilities to combine early science instruction and academic language learning.

What Kills Science in School?: Lessons from Pre-Service Teachers' Responses to Urban children's Science Inquiries.

Science.gov (United States)

Matusov, Eugene

2018-06-01

This opportunistic case-study highlights striking differences in 6 urban children's and 12 preservice suburban middle-class teachers' perception of science and discuss consequences of science education and beyond. I found that all of the interviewed urban children demonstrated scientific inquiries and interests outside of the school science education that can be characterized by diverse simultaneous discourses from diverse practices, i.e., "heterodiscoursia" (Matusov in Culture & Psychology, 17(1), 99-119, 2011b), despite their diverse, positive and negative, attitudes toward school science. In contrast to the urban children's mixed attitudes to science, the preservice teachers view science negatively. They could not see science inquiries in the videotaped interviews of the urban children. There seemed to be many reasons for that. One of the possible reasons for that was that the preservice teachers tried to purify the science practice. Another reason was that they did not see a necessity to be interested and engaged in the curriculum that they are going to teach in future. The pedagogical consequences and remedies are discussed.

Lessons for Teaching Art Criticism.

Science.gov (United States)

Barrett, Terry, Ed.; Clark, Gilbert, Ed.

This collection of lessons is meant to be a practical guide to help teachers engage children in art criticism. The lessons generally follow a similar format. Most suggest an age group but may be modified for use with younger or older students. Several authors suggest variations and extensions for lessons that include studio activities. A broad…

"Frankenstein." [Lesson Plan].

Science.gov (United States)

Simon, Melanie

Based on Mary Shelley's novel "Frankenstein," this lesson plan presents activities designed to help students understand that active readers interpret a novel (its characters, plot, setting, and theme) in different ways; and the great literature can be and has been adapted in many ways over time. The main activity of the lesson involves students…

Teaching programming and modelling skills to first-year earth & environmental science undergraduates: outcomes and lessons learned from a pilot project

Science.gov (United States)

Fisher, J. A.; Brewer, C.; O'Brien, G.

2017-12-01

Computing and programming are rapidly becoming necessary skills for earth and environmental scientists. Scientists in both academia and industry must be able to manipulate increasingly large datasets, create plots and 3-D visualisations of observations, and interpret outputs from complex numerical models, among other tasks. However, these skills are rarely taught as a compulsory part of undergraduate earth science curricula. In 2016, the School of Earth & Environmental Sciences at the University of Wollongong began a pilot program to integrate introductory programming and modelling skills into the required first-year core curriculum for all undergraduates majoring in earth and environmental science fields. Using Python, a popular teaching language also widely used by professionals, a set of guided exercises were developed. These exercises use interactive Jupyter Notebooks to introduce students to programming fundamentals and simple modelling problems relevant to the earth system, such as carbon cycling and population growth. The exercises are paired with peer review activities to expose students to the multitude of "correct" ways to solve computing problems. In the last weeks of the semester, students work in groups to creatively adapt their new-found skills to selected problems in earth system science. In this presentation, I will report on outcomes from delivering the new curriculum to the first two cohorts of 120-150 students, including details of the implementation and the impacts on both student aptitude and attitudes towards computing. While the first cohort clearly developed competency, survey results suggested a drop in student confidence over the course of the semester. To address this confidence gap for the second cohort, the in-class activities are now being supplemented with low-stakes open-book review quizzes that provide further practice with no time pressure. Research into the effectiveness of these review quizzes is ongoing and preliminary findings

How social science should complement scientific discovery: lessons from nanoscience

Science.gov (United States)

Berube, David M.

2018-05-01

This article examines the state of social science of science, particularly nanoscience. It reviews what has been done and offers a series of constructive criticisms. It examines some of the problems associated with experts and expertise and itemizes challenges we confront dealing with them. It presages some of the social science research work that we may consider to embrace in the future.

From Prescribed Curriculum to Classroom Practice: An Examination of the Implementation of the New York State Earth Science Standards

Science.gov (United States)

Contino, Julie; Anderson, O. Roger

2013-01-01

In New York State (NYS), Earth science teachers use the "National Science Education Standards" (NSES), the NYS "Learning Standards for Mathematics, Science and Technology" (NYS Standards), and the "Physical Setting/Earth Science Core Curriculum" (Core Curriculum) to create local curricula and daily lessons. In this…

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

Science.gov (United States)

Gagnon, Valoree; Bradway, Heather

2012-01-01

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

Developing Pre-Service Teachers' Capacity in Teaching Science with Technology through Microteaching Lesson Study Approach

Science.gov (United States)

Zhou, George; Xu, Judy; Martinovic, Dragana

2017-01-01

In order to effectively use technology in teaching, teacher candidates need to develop technology related pedagogical content knowledge through being engaged in a process of discussion, modeling, practice, and reflection. Based on the examination of teacher candidates' lesson plan assignments, observations of their microteaching performance, and…

Wikiwijs: An unexpected journey and the lessons learned towards OER

Directory of Open Access Journals (Sweden)

Robert Schuwer

2014-04-01

Full Text Available The Dutch Ministry of Education, Culture and Science has funded a five years program to encourage the use, creation and sharing of Open Educational Resources (OER by teachers from various types of education. This program is known as Wikiwijs. Ultimo 2013, the program has come to an end. As some of the assumptions at the start of Wikiwijs proved to work out in unexpected ways the lessons learned could fuel the next steps in developing Wikiwijs. Besides, other national initiatives on opening up education may also benefit from the lessons learned reported here. The main conclusion from five years Wikiwijs was that to accomplish mainstreaming OER, the Wikiwijs program should go along with other interventions that are more oriented toward prescriptive policies and regulations. In particular: the Dutch government should be more directive in persuading executive boards and teachers on schools to adopt OER as an important part of educational reform and the acquisition of 21st century skills.

Analysing the problems of science teachers that they encounter while teaching physics education

Directory of Open Access Journals (Sweden)

Cihat Demir

2015-12-01

Full Text Available Even though physical science is very important in our daily lives, it is insufficiently understood by students. In order for students to get a better physical education, the teachers who have given physics lesson should first eliminated the problems that they face during the teaching process. The aim of this survey is to specify the matters encountered by science teachers during the teaching of physics and to provide them with solutions. The study group consisted of 50 science teachers who worked in Diyarbakır and Batman over the period of 2014 - 2015. This research is a descriptive study carried out by content analysis. In this study, semi-structured interview have been used along with qualitative research methods. According to the research findings, the top problems that the physics teachers encountered in physics lesson while processing the topics were laboratory problems. Some solutions have been introduced for science teachers in order to help them provide a better physics education.

Xplora: making science fun!

CERN Multimedia

2006-01-01

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

Doing science: Lessons learned from the oral histories of women scientists

Science.gov (United States)

Koehl, Laura Ann

The major purpose of this study was to examine, through the use of oral history technique, the lived experiences of seven women scientists and the factors that affected their pursuit of science. Numerous reports indicate that while women are gaining ground in the sciences, they are behind their male counterparts in many areas and continue to face barriers (National Science Foundation Report, 2002; Wilson, 2004). There is still work to be done to understand how gender differences in science participation affect the lives of women scientists (Clewell and Campbell, 2002). The qualitative data from seven women's histories was coded to identify emerging themes in the areas of family life, education and experiences with science. The seven women interviewed represented work in science, technology, engineering and math, had terminal degrees and 10 to 55 years of professional experience. Six themes were identified as major factors in the science careers of these women; experiences with science, support from others, an ethic of care, passions of the mind, self efficacy in science and belonging vs. marginality. Each of these had some impact on each woman's sense of identity as a scientist and their strong sense of agency for accomplishing their career goals. The factors and influences that lead them to their careers speak to the ways in which they were able to overcome any barriers and become successful scientists. The stories of these women present a picture that is both consistent with and offers some challenge to the feminist critique of science. While their stories attest to the predominance of males in science they also refute that image in the way these women were able to create a science career for themselves that is not solely defined by the conditions of a male science. As the feminist critique suggests, gender is an important variable in the factors influencing the pursuit of science. While these women acknowledged the role of gender in their scientific experience

Lunar polar rover science operations: Lessons learned and mission architecture implications derived from the Mojave Volatiles Prospector (MVP) terrestrial field campaign

Science.gov (United States)

Heldmann, Jennifer L.; Colaprete, Anthony; Elphic, Richard C.; Lim, Darlene; Deans, Matthew; Cook, Amanda; Roush, Ted; Skok, J. R.; Button, Nicole E.; Karunatillake, S.; Stoker, Carol; Marquez, Jessica J.; Shirley, Mark; Kobayashi, Linda; Lees, David; Bresina, John; Hunt, Rusty

2016-08-01

The Mojave Volatiles Prospector (MVP) project is a science-driven field program with the goal of producing critical knowledge for conducting robotic exploration of the Moon. Specifically, MVP focuses on studying a lunar mission analog to characterize the form and distribution of lunar volatiles. Although lunar volatiles are known to be present near the poles of the Moon, the three dimensional distribution and physical characteristics of lunar polar volatiles are largely unknown. A landed mission with the ability to traverse the lunar surface is thus required to characterize the spatial distribution of lunar polar volatiles. NASA's Resource Prospector (RP) mission is a lunar polar rover mission that will operate primarily in sunlit regions near a lunar pole with near-real time operations to characterize the vertical and horizontal distribution of volatiles. The MVP project was conducted as a field campaign relevant to the RP lunar mission to provide science, payload, and operational lessons learned to the development of a real-time, short-duration lunar polar volatiles prospecting mission. To achieve these goals, the MVP project conducted a simulated lunar rover mission to investigate the composition and distribution of surface and subsurface volatiles in a natural environment with an unknown volatile distribution within the Mojave Desert, improving our understanding of how to find, characterize, and access volatiles on the Moon.

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

Science.gov (United States)

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

2017-07-01

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

The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice

Science.gov (United States)

Nam, Jeonghee; Seung, Eulsun; Go, MunSuk

2013-03-01

This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7-9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.

Science Professional Learning Communities: Beyond a singular view of teacher professional development

Science.gov (United States)

Jones, M. Gail; Gardner, Grant E.; Robertson, Laura; Robert, Sarah

2013-07-01

Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed.

IPCC is dead, long live science

International Nuclear Information System (INIS)

Drieu, Godefridi

2010-01-01

Definitely at the counterflow of the climate debate, the author demonstrates that the intergovernmental panel on climate change (IPCC, or GIEC in French,) is a piece of trickery which consists in presenting as scientifical a project which is mainly political, and that this trickery is the most incredible one that has market the modern science by the fastness and worldwide dimension of its success. The book is lesson of rigor given by philosophy to science. The author suggests to make a distinction between the debate inside the IPCC, which belongs to exact sciences, and the debate about the IPCC which is of epistemological type, i.e. institutional, logical, methodological. (J.S.)

Evidence for Ancient Life in Mars Meteorites: Lessons Learned

Science.gov (United States)

McKay, D. S.

1998-01-01

The lines of evidence we first proposed as supporting a hypothesis of early life on Mars are discussed by Treiman, who presents pros and cons of our hypothesis in the light of subsequent research by many groups. Our assessment of the current status of the many controversies over our hypothesis is given in reports by Gibson et al. Rather than repeat or elaborate on that information, I prefer to take an overview and present what I think are some of the "lessons learned" by our team in particular, and by the science community in general.

Pass the Mealworms, Please: Using Mealworms to Develop Science Process Skills

Science.gov (United States)

Harrell, Pamela Esprivalo; Bailer, Jill

2004-01-01

Mealworms, yum yum! Insects are an exciting way for middle school students to acquire science process skills. A teacher eating a mealworm will certainly capture the attention of students, and explaining the common practice of insect eating among people in other countries is a great way to include culture in a science lesson. This article provides…

An Integrated Science Glovebox for the Gateway Habitat

Science.gov (United States)

Calaway, M. J.; Evans, C. A.; Garrison, D. H.; Bell, M. S.

2018-01-01

Next generation habitats for deep space exploration of cislunar space, the Moon, and ultimately Mars will benefit from on-board glovebox capability. Such a glovebox facility will maintain sample integrity for a variety of scientific endeavors whether for life science, materials science, or astromaterials. Glovebox lessons learned from decades of astromaterials curation, ISS on-board sample handling, and robust analog missions provide key design and operational factors for inclusion in on-going habitat development.

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…

Ciencias 1. (Science 1). [Student's Workbook].

Science.gov (United States)

Raposo, Lucilia

Ciencias 1 is the first in a series of science books designed for elementary Portuguese-speaking students. The book contains five sections divided into 43 lessons. The five sections are (1) Matter, (2) The Human Body, (3) Weather, (4) Solids, Liquids, and Gases, and (5) Living Things. Pictorial presentations and picture exercises are included for…

Correlation Educational Model in Primary Education Curriculum of Mathematics and Computer Science

Science.gov (United States)

Macinko Kovac, Maja; Eret, Lidija

2012-01-01

This article gives insight into methodical correlation model of teaching mathematics and computer science. The model shows the way in which the related areas of computer science and mathematics can be supplemented, if it transforms the way of teaching and creates a "joint" lessons. Various didactic materials are designed, in which all…

The Historical Development of Vaccine Technology: Exploring the Relationship between Science and Technology

Science.gov (United States)

Lee, Yeung Chung; Kwok, Ping Wai

2017-01-01

This paper examines the feasibility of using historical case studies to contextualise the learning of the nature of science and technology in a biology lesson. Through exploring the historical development of vaccine technology, students were expected to understand the complexity of the relationships between technology and science beyond the…

NASA's Earth Science Data Systems - Lessons Learned and Future Directions

Science.gov (United States)

Ramapriyan, Hampapuram K.

2010-01-01

In order to meet the increasing demand for Earth Science data, NASA has significantly improved the Earth Science Data Systems over the last two decades. This improvement is reviewed in this slide presentation. Many Earth Science disciplines have been able to access the data that is held in the Earth Observing System (EOS) Data and Information System (EOSDIS) at the Distributed Active Archive Centers (DAACs) that forms the core of the data system.

A Study of Laughter in Science Lessons

Science.gov (United States)

Roth, Wolff-Michael; Ritchie, Stephen M.; Hudson, Peter; Mergard, Victoria

2011-01-01

Laughter is a fundamental human phenomenon. Yet there is little educational research on the potential functions of laughter on the enacted (lived) curriculum. In this study, we identify the functions of laughter in a beginning science teacher's classroom throughout her first year of teaching. Our study shows that laughter is more than a gratuitous…

Earth Science Data and Applications for K-16 Education from the NASA Langley Atmospheric Science Data Center

Science.gov (United States)

Phelps, C. S.; Chambers, L. H.; Alston, E. J.; Moore, S. W.; Oots, P. C.

2005-05-01

NASA's Science Mission Directorate aims to stimulate public interest in Earth system science and to encourage young scholars to consider careers in science, technology, engineering and mathematics. NASA's Atmospheric Science Data Center (ASDC) at Langley Research Center houses over 700 data sets related to Earth's radiation budget, clouds, aerosols and tropospheric chemistry that are being produced to increase academic understanding of the natural and anthropogenic perturbations that influence global climate change. However, barriers still exist in the use of these actual satellite observations by educators in the classroom to supplement the educational process. Thus, NASA is sponsoring the "Mentoring and inquirY using NASA Data on Atmospheric and earth science for Teachers and Amateurs" (MY NASA DATA) project to systematically support educational activities by reducing the ASDC data holdings to `microsets' that can be easily accessible and explored by the K-16 educators and students. The microsets are available via Web site (http://mynasadata.larc.nasa.gov) with associated lesson plans, computer tools, data information pages, and a science glossary. A MY NASA DATA Live Access Server (LAS) has been populated with ASDC data such that users can create custom microsets online for desired time series, parameters and geographical regions. The LAS interface is suitable for novice to advanced users, teachers or students. The microsets may be visual representations of data or text output for spreadsheet analysis. Currently, over 148 parameters from the Clouds and the Earth's Radiant Energy System (CERES), Multi-angle Imaging SpectroRadiometer (MISR), Surface Radiation Budget (SRB), Tropospheric Ozone Residual (TOR) and the International Satellite Cloud Climatology Project (ISCCP) are available and provide important information on clouds, fluxes and cycles in the Earth system. Additionally, a MY NASA DATA OPeNDAP server has been established to facilitate file transfer of

SciNews: Incorporating Science Current Events in 21st Century Classrooms

Science.gov (United States)

DiMaggio, E.

2011-12-01

Middle school students are instructed with the aid of textbooks, lectures, and activities to teach topics that satisfy state standards. However, teaching materials created to convey standard-aligned science concepts often leave students asking how the content relates to their lives and why they should be learning it. Conveying relevance is important for student learning and retention, especially in science where abstract concepts can often be incorrectly perceived as irrelevant. One way to create an educational link between classroom content and everyday life is through the use of scientific current events. Students read, hear, and watch media coverage of natural events (such as the 2011 earthquake and tsunami in Japan), but do not necessarily relate the scientific information from media sources to classroom studies. Taking advantage of these brief 'teachable moments'--when student interest is high--provides a valuable opportunity to make classroom-to-everyday life associations and to incorporate inquiry based learning. To address this need, I create pre-packaged current event materials for middle to high school teachers that align to state standards, and which are short, effective, and easy to implement in the classroom. Each lesson takes approximately 15-30 minutes to implement, allowing teachers time to facilitate brief but meaningful discussions. I assemble materials within approximately one week of the regional or global science event, consisting of short slide shows, maps, videos, pictures, and real-time data. I use a listserv to send biweekly emails to subscribed instructors containing the current event topic and a link to download the materials. All materials are hosted on the Arizona State University Education Outreach SciNews website (http://sese.asu.edu/teacher-resources) and are archived. Currently, 285 educators subscribe to the SciNews listserv, representing 36 states and 19 countries. In order to assess the effectiveness and usefulness of Sci

Exploring science teachers' pedagogical content knowledge in the teaching of genetics in Swaziland

Science.gov (United States)

Mthethwa-Kunene, Khetsiwe Eunice Faith

Recent trends show that learners' enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools' performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers' PCK as well as how PCK was assumed to have developed. The data were analysed in an attempt to determine the individual teachers' school genetics' content knowledge, related knowledge of instructional strategies and knowledge of learners' preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners' preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of

Effects of a science education module on attitudes towards modern biotechnology of secondary school students

NARCIS (Netherlands)

Klop, T.; Severiens, S.E.; Knippels, M-C.P.J.; Mill, M.H.W.; ten Dam, G.T.M.

2010-01-01

This article evaluated the impact of a four‐lesson science module on the attitudes of secondary school students. This science module (on cancer and modern biotechnology) utilises several design principles, related to a social constructivist perspective on learning. The expectation was that the

Lesson study in prospective mathematics teacher education: didactic and paradidactic technology in the post-lesson reflection

DEFF Research Database (Denmark)

Rasmussen, Klaus

2016-01-01

This paper presents a detailed analysis of the post-lesson reflection, carried out in the context of eight cases of lesson study conducted by teams of Danish, lower secondaryprospective teachers and their supervisors. The participants, representing different institutions, were all new to the less...... and concern to the whole profession of mathematics teachers and the analysis adds to our insight into the potential of lesson study in prospective education as a meeting place where pertinent actors contribute to the expansion and dissemination of shared professional knowledge......This paper presents a detailed analysis of the post-lesson reflection, carried out in the context of eight cases of lesson study conducted by teams of Danish, lower secondaryprospective teachers and their supervisors. The participants, representing different institutions, were all new to the lesson...... study format. Nevertheless, it is demonstrated how their interaction shape the development of discourse about mathematical learning. The anthropological theory of the didactic is employed as the theoretical approach to analyse the mathematical and primarily didactical praxeologies developed...

The profile of problem-solving ability of students of distance education in science learning

Science.gov (United States)

Widiasih; Permanasari, A.; Riandi; Damayanti, T.

2018-05-01

This study aims to analyze the students' problem-solving ability in science learning and lesson-planning ability. The method used is descriptive-quantitative. The subjects of the study were undergraduate students of Distance Higher Education located in Serang, majoring in Primary Teacher Education in-service training. Samples were taken thoroughly from 2 groups taking the course of Science Learning in Primary School in the first term of 2017, amounted to 39 students. The technique of data collection used is essay test of problem solving from case study done at the beginning of lecture in February 2017. The results of this research can be concluded that In-service Training of Primary School Teacher Education Program are categorized as quite capable (score 66) in solving science learning problem and planning science lesson. Therefore, efforts need to be done to improve the ability of students in problem solving, for instance through online tutorials with the basis of interactive discussions.

The Implementation of Integrated Science Technology, Engineering and Mathematics (STEM) Instruction Using Robotics in the Middle School Science Classroom

Science.gov (United States)

Ntemngwa, Celestin; Oliver, J. Steve

2018-01-01

The research study reported here was conducted to investigate the implementation of integrated STEM lessons within courses that have a single subject science focus. The purpose also included development of a pedagogical theory. This technology-based teaching was conceptualized by school administrators and teachers in order to provide middle school…

Classroom management at the university level: lessons from a former high school earth science teacher

Science.gov (United States)

Lazar, C.

2009-12-01

Just a few days before my career as a fledgling science teacher began in a large public high school in New York City, a mentor suggested I might get some ideas about how to run a classroom from a book called The First Days Of School by Harry Wong. Although the book seemed to concentrate more on elementary students, I found that many of the principles in the book worked well for high school students. Even as I have begun to teach at the university level, many of Wong’s themes have persisted in my teaching style. Wong’s central thesis is that for learning to occur, a teacher must create the proper environment. In education jargon, a good climate for learning is generated via classroom management, an array of methods used by elementary and secondary school teachers to provide structure and routine to a class period via a seamless flow of complementary activities. Many college professors would likely consider classroom management to be chiefly a set of rules to maintain discipline and order among an otherwise unruly herd of schoolchildren, and therefore not a useful concept for mature university students. However, classroom management is much deeper than mere rules for behavior; it is an approach to instructional design that considers the classroom experience holistically. A typical professorial management style is to lecture for an hour or so and ask students to demonstrate learning via examinations several times in a semester. In contrast, a good high school teacher will manage a class from bell-to-bell to create a natural order and flow to a given lesson. In this presentation, I will argue for an approach to college lesson design similar to the classroom management style commonly employed by high school and elementary school teachers. I will suggest some simple, practical techniques learned during my high school experience that work just as well in college: warm-up and practice problems, time management, group activities, bulletin boards, learning environment

Development of Lesson Plans and Student Worksheets Based Socio-Scientific Issues on Pollution Environmental Topic

Science.gov (United States)

Rahayu, S.; Meyliana, M.; Arlingga, A.; Reny, R.; Siahaan, P.; Hernani, H.

2017-09-01

The aim of this study is to develop lesson plans and student worksheets based socio-scientific issues on pollution environmental topic for seventh-grade junior high school students. Environmental pollution topic split into several subtopics namely air pollution, water pollution and soil pollution. The composing of lesson plans were developed based on socio-scientific issues with five stages, namely (1) Motivate; (2) Challenge; (3) Collect scientific evidence; (4) Analyse the evidence; (5) Build knowledge and make connections; and (6) Use evidence. While student worksheets contain articles on socio-scientific issues, practice, and there are a few questions to determine students’ reasoning. The method that is used in this research is research and development (R & D method). Development model used in this study is a model of Plomp that consists of four stages, namely: (1) Initial Research; (2) Design; (3) Realization or Construction; (4) Testing, evaluation and revision; (5) Implementation, while the research was limited to the fourth stage. Lesson plans and student worksheets based on socio-scientific issues was validated through an expert validation. The result showed that lesson plans and student worksheets based socio-scientific issues on pollution theme have a very decent and be able to apply in science classroom.

Tracking the Footprints of Nature of Science in the Path of Learning How to Teach It

Science.gov (United States)

Bilican, Kader; Ozdem-Yilmaz, Yasemin; Oztekin, Ceren

2014-01-01

The present article aimed at understanding those unvoiced biases pre-service teachers may have that conflicts with their integration of nature of science in their science lessons. Three senior pre-service science teachers' views on NOS with regard to their decision making on critical incidents and their reflections about how they…

Science Innovation Through Industry Partnership: Lessons from AMPERE in Bridging the Federal Sponsor/Private Corporation Divide

Science.gov (United States)

Anderson, B. J.; Korth, H.; Erlandson, R. E.

2017-12-01

services. More general differences in the federal procurement timeline versus the corporate decision making timeline were also encountered. These lessons in the industry/federal partnership for innovative science are discussed as they may offer guidance for future efforts.

Flipped Science Inquiry@Crescent Girls' School

Directory of Open Access Journals (Sweden)

Peishi Goh

2017-06-01

Full Text Available This study shares the findings of a school-based Action Research project to explore how inquiry-based science practical lessons designed using the Flipped Science Inquiry@CGS classroom pedagogical model influence the way students learn scientific knowledge and also students' development of 21st century competencies, in particular, in the area of Knowledge Construction. Taking on a broader definition of the flipped classroom pedagogical model, the Flipped Science Inquiry@CGS framework adopts a structure that inverted the traditional science learning experience. Scientific knowledge is constructed through discussions with their peers, making use of their prior knowledge and their experiences while engaging in hands-on activities. Through the study, it is found that with the use of the Flipped Science Inquiry@CGS framework, learning experiences that are better aligned to the epistemology of science while developing 21st century competencies in students are created.

Lessons learned from women in leadership positions.

Science.gov (United States)

Elias, Eileen

2018-01-01

Eileen Elias has decades of experience in leadership positions within government and nongovernmental organizations. As the first female Commissioner for Mental Health in the Commonwealth of Massachusetts and the US in the early 1990s, Elias gained experience on navigating gender-based challenges to attain recognized performance outcomes. From lessons learned from women leaders, educate young women entering their careers on attaining leadership positions. Comprehensive research of literature from 2012 through 2017 and interviews with women leaders representing non-Fortune 500 companies including academia, research, non-profit, for-profit, and primary and secondary education. Interviewees included:1.Gail Bassin, Co-Chief Executive Officer and Treasurer, JBS International Inc.2.Jeri Epstein, Executive Director, The Ambit Foundation3.Valerie Fletcher, Executive Director, Institute for Human Centered Design4.Christine James-Brown, President and CEO, Child Welfare League of America5.Daria Mochly-Rosen, PhD, Professor and Fellow, Chemical and Systems Biology, Stanford University School of Medicine6.Eileen O'Keefe, MD, MPH, Clinical Associate Professor and Director, Boston University Health Sciences7.Jeri Shaw, President and Co-Chief Executive Officer, JBS International Inc. A comprehensive understanding of key women leaders' lessons learned and recommendations targeting young women as they assess leadership opportunities in the public or private sectors.

Re-designing an Earth Sciences outreach program for Rhode Island public elementary schools to address new curricular standards and logistical realities in the community

Science.gov (United States)

Richter, N.; Vachula, R. S.; Pascuzzo, A.; Prilipko Huber, O.

2017-12-01

In contrast to middle and high school students, elementary school students in Rhode Island (RI) have no access to dedicated science teachers, resulting in uneven quality and scope of science teaching across the state. In an attempt to improve science education in local public elementary schools, the Department of Earth, Environmental, and Planetary Sciences (DEEPS) at Brown University initiated a student-driven science-teaching program that was supported by a NSF K-12 grant from 2007 to 2014. The program led to the development of an extensive in-house lesson plan database and supported student-led outreach and teaching in several elementary and middle school classrooms. After funding was terminated, the program continued on a volunteer basis, providing year-round science teaching for several second-grade classrooms. During the 2016-2017 academic year, New Generation Science Standards (NGSS) were introduced in RI public schools, and it became apparent that our outreach efforts required adaptation to be more efficient and relevant for both elementary school students and teachers. To meet these new needs, DEEPS, in collaboration with the Providence Public School District, created an intensive summer re-design program involving both graduate and undergraduate students. Three multi-lesson units were developed in collaboration with volunteer public school teachers to specifically address NGSS goals for earth science teaching in 2nd, 3rd and 4th grades. In the 2017-2018 academic year DEEPS students will co-teach the science lessons with the public school teachers in two local elementary schools. At the end of the next academic year all lesson plans and activities will be made publically available through a newly designed DEEPS outreach website. We herein detail our efforts to create and implement new educational modules with the goals of: (1) empowering teachers to instruct science, (2) engaging students and fostering lasting STEM interest and competency, (3) optimizing

Analysis of Primary School Student's Science Learning Anxiety According to Some Variables

Science.gov (United States)

Karakaya, Ferhat; Avgin, Sakine Serap; Kumperli, Ethem

2016-01-01

On this research, it is analyzed if the science learning anxiety level shows difference according to variables which are gender, grade level, science lesson grade, mother education, father education level. Scanning Design is used for this study. Research working group is consisted of 294 primary school from 6th, 7th and 8th graders on 2015-2016…

Differentiation in Teaching Science in the First and Second Cycles of Primary Education

Directory of Open Access Journals (Sweden)

Skribe Dimec Darja

2013-09-01

Full Text Available There are differences between pupils with regard to their knowledge, but also their abilities or skills and attitudes. The aim of our research study was to determine whether those differences are taken into account while planning and executing primary science lessons. We looked for evidence of differentiation in primary science curricula and textbooks as well as in conceptions and practices of students who are to be future primary school teachers. We noticed that Slovenian curricula designers were clearly aware of the differentiation, as the curricula specifically defined “minimum” and “basic” standards of knowledge. Based on a questionnaire we established that most students were well aware of the differences in pupils’ level of knowledge. An analysis of the lesson plans that were written by students showed significant shortcomings in differentiation in primary science education. As a rule, over 90 per cent of lesson plans that students had to write at the beginning of natural science didactics did not include either quantitative or qualitative differentiation. We found out that once students had completed the teacher education programme, the concept of differentiation was realized through the elements of the constructivist theory of learning. By analyzing various textbooks and workbooks, we tried to determine how the authors of the respective books perceived differentiation. We came to a conclusion that a majority of teaching materials did not incorporate the elements of differentiation.

The Acadia Learning Project: Lessons Learned from Engaging High School Teachers and Students in Citizen Science Supporting National Parks

Science.gov (United States)

Nelson, S. J.; Zoellick, B.; Davis, Y.; Lindsey, E.

2009-12-01

In 2007 the authors initiated a citizen science research project, supported with funding from the Maine Department of Education, designed to extend research at Acadia National Park to a broader geographic area while also providing high school students and teachers with an opportunity to engage in authentic research in cooperation with working scientists. The scientific focus of the work has been on providing information about the mercury burden of organisms at different trophic levels across different geographic and environmental settings. The pedagogical focus has been on providing students with immersion in a substantial, field-based project, including background research, hypothesis formulation, data collection and analysis, and presentation of research findings. Starting work with 6 teachers in two schools the first year, the project expanded to involve more than 20 teachers and 350 students in a dozen schools in its second year. In coming years, with support from NOAA and cooperation from other National Parks in the region, the project will expand to include work in other states along the coast of the Gulf of Maine. In this paper the authors describe evolution in the use of the Internet over the first two years of the project, a sharpened focus on professional development for teachers, survey results regarding student views of the nature of science, the importance of focusing on rigorous, useful data collection from an educational perspective, success in establishing that samples collected by students are useful in research, the disjuncture between scientific and pedagogical outcomes, an assessment of the value of student poster presentations, and lessons learned about preparation and use of curriculum support materials. The authors also describe future directions, which include an increased focus on professional development and student work with graphs, a narrower focus in sample collection, and increased use of the Internet to provide participating teachers

The individual teacher in lesson study collaboration

DEFF Research Database (Denmark)

Skott, Charlotte Krog; Møller, Hanne

2017-01-01

used in lesson study research. Design/methodology/approach The authors use collective case studies. By being participant observers the authors provide detailed descriptions of two selected teachers’ lived experiences of lesson study collaboration. In addition to gain first-hand insights, the authors...... in the participation of each of the two teachers during a two-year lesson study project. By comparing these shifts the authors identify significant conditions for their individual learning. Research limitations/implications Although the study is small scale, both the insights into the different ways in which teachers...... participated and the theoretical insights might be valuable for other lesson study research approaches. Practical implications This paper provides valuable insights into conditions that might influence teachers’ participation in lesson study activities, especially in cultures with little experience of lesson...

What Happens at the Lesson Start?

Science.gov (United States)

Saloviita, Timo

2016-01-01

Transitional periods, such as lesson starts, are necessary steps from one activity to another, but they also compete with time for actual learning. The aim of the present study was to replicate a previous pilot study on lesson starts and explore possible disturbances. In total, 130 lesson starts in Finnish basic education in grades 1-9 were…

Differentiating Science Instruction: Secondary science teachers' practices

Science.gov (United States)

Maeng, Jennifer L.; Bell, Randy L.

2015-09-01

This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.

Indigenous language use and primary science teaching in a post-colonial society: The case of Shona in Zimbabwe

Science.gov (United States)

Horcajo, Susan Lori

The historical legacy of colonialism in Zimbabwe is revealed in the continued use of the colonial language, English, in education. However, many teachers use the local language along with particular techniques to address this language gap so that children learn the content of the lessons, especially in the rural areas where access to modern conveniences and the school language outside of class is limited. This research examines the use of an indigenous language in an educational system in which content area curricula are administered in a second language. Three third grade classes in a rural Zimbabwean village were video recorded for three weeks each during the teaching of science. Lessons were transcribed and questions devised for the teachers and a small number of students in order to explore issues related to language use and scientific concept development. The lessons and interviews were reviewed in order to determine particular language usage in the indigenous Shona language and its local dialect, Ndau. The questions addressed were: (1) When and how does the teacher use Shona to explain scientific concepts? (2) When and how do children use Shona to discuss these concepts? (3) What is the relationship among cognition, the use of Shona in the classroom and the learning of science? Analysis of Shona language use in these lessons revealed that while Shona was most commonly used in single words for affection, to facilitate instruction, and to support the lesson, large segments of four sentences or more allowed for more culturally relevant teaching and the development of concepts which served the purpose of science learning through identification, description, explanation and the reaching of conclusions. Metalinguistic awareness and literacy were seen to be salient elements in the lessons, especially given the fact that only English is allowed to be written; that is, while the teacher often explained elements of the lessons orally, all writing on the board, in

History of Science in the Physics Curriculum: A Directed Content Analysis of Historical Sources

Science.gov (United States)

Seker, Hayati; Guney, Burcu G.

2012-01-01

Although history of science is a potential resource for instructional materials, teachers do not have a tendency to use historical materials in their lessons. Studies showed that instructional materials should be adaptable and consistent with curriculum. This study purports to examine the alignment between history of science and the curriculum in…

Lesson study i Danmark?

DEFF Research Database (Denmark)

Mogensen, Arne

2009-01-01

Der beskrives et japansk lesson study forløb, og det diskuteres i hvilket omfang, de gode japanske erfaringer kan overføres til dansk matematikundervisning.......Der beskrives et japansk lesson study forløb, og det diskuteres i hvilket omfang, de gode japanske erfaringer kan overføres til dansk matematikundervisning....

What Are the Roles that Children's Drawings Play in Inquiry of Science Concepts?

Science.gov (United States)

Chang, Ni

2012-01-01

This study was designed to identify the roles that drawing played in the process of children's acquisition of science concepts. Seventy pre-service teachers through four semesters from a Midwest University in the USA developed lesson plans on science concepts and then taught them to 70 young children ages 4-7, respectively. This experience was…

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

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

Science.gov (United States)

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

2018-01-01

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

Perceived Advantages of 3D Lessons in Constructive Learning for South African Student Teachers Encountering Learning Barriers

Science.gov (United States)

de Jager, Thelma

2017-01-01

Research shows that three-dimensional (3D)-animated lessons can contribute to student teachers' effective learning and comprehension, regardless of the learning barriers they experience. Student teachers majoring in the subject Life Sciences in General Subject Didactics viewed 3D images of the heart during lectures. The 3D images employed in the…

Communicating Climate Change: Lessons Learned from a Researcher-Museum Collaboration †

Science.gov (United States)

Parker, Christopher T.; Cockerham, Debbie; Foss, Ann W.

2018-01-01

The need for science education and outreach is great. However, despite the ever-growing body of available scientific information, facts are often misrepresented to or misunderstood by the general public. This can result in uninformed decisions that negatively impact society at both individual and community levels. One solution to this problem is to make scientific information more available to the public through outreach programs. Most outreach programs, however, focus on health initiatives, STEM programs, or young audiences exclusively. This article describes a collaboration between the Research and Learning Center at the Fort Worth Museum of Science and History and an interdisciplinary team of researchers from the Dallas–Fort Worth (DFW) metroplex area. The collaboration was a pilot effort of a science communication fellowship and was designed to train researchers to effectively convey current science information to the public with a focus on lifelong learning. We focus on the broader idea of a university-museum collaboration that bridges the science communication gap as we outline the process of forming this collaboration, lessons we learned from the process, and directions that can support future collaborations. PMID:29904536

Enhancing Science Kits with the Driving Question Board

Science.gov (United States)

Nordine, Jeff; Torres, Ruben

2013-01-01

This article describes the driving question board (DQB), a visual organizer that supports inquiry-based instruction through the use of guiding questions. The DQB is a teaching aid designed to increase student engagement alongside science kits. Information is provided on its application to a lesson on buoyancy, highlighting how it improved…

St. Louis FUSRAP Lessons Learned

International Nuclear Information System (INIS)

Eberlin, J.; Williams, D.; Mueller, D.

2003-01-01

The purpose of this paper is to present lessons learned from fours years' experience conducting Remedial Investigation and Remedial Action activities at the St. Louis Downtown Site (SLDS) under the Formerly Utilized Sites Remedial Action Program (FUSRAP). Many FUSRAP sites are experiencing challenges conducting Remedial Actions within forecasted volume and budget estimates. The St. Louis FUSRAP lessons learned provide insight to options for cost effective remediation at FUSRAP sites. The lessons learned are focused on project planning (budget and schedule), investigation, design, and construction

Initiating New Science Partnerships in Rural Education (INSPIRE) Brining STEM Research to 7th-12th Grade Science and Math Classrooms

Science.gov (United States)

Radencic, S.; McNeal, K. S.; Pierce, D.

2012-12-01

The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE currently in its third year of partnering ten graduate students each year from the STEM fields of Geosciences, Engineering, Physics and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to enhance graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in science and math classrooms for grades 7-12 through inquiry experiences. Each graduate student is responsible for the development of two lessons each month of the school year that include an aspect of their STEM research, including the technologies that they may utilize to conduct their STEM research. The plans are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms and total over 300 lesson activities to date. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach of incorporating STEM research into activities for K-12 students throughout the local community. Examples of STEM research connections to classroom topics related to earth and ocean science include activities using GPS with GIS for triangulation and measurement of area in geometry; biogeochemical response to oil spills compared to organism digestive system; hydrogeology water quality monitoring and GIS images used as a determinant for habitat suitability in area water; interactions of acids and bases in the Earth's environments and surfaces; and the importance of electrical circuitry in an electrode used in

A Relevant Lesson: Hitler Goes to the Mall

Science.gov (United States)

Gerwin, David

2003-01-01

A "Motivation" eliciting the "Aim" of each lesson initiates each lesson in the orthodox "developmental lesson-plan" that has dominated classroom instruction in NYC public schools for at least the past half-century. An action-research study of 38 lesson-plans (over 5 each from 5 teachers) drawn from student-teaching…

Sustaining Lesson Study: Resources and Factors that Support and Constrain Mathematics Teachers' Ability to Continue After the Grant Ends

Science.gov (United States)

Druken, Bridget Kinsella

Lesson study, a teacher-led vehicle for inquiring into teacher practice through creating, enacting, and reflecting on collaboratively designed research lessons, has been shown to improve mathematics teacher practice in the United States, such as improving knowledge about mathematics, changing teacher practice, and developing communities of teachers. Though it has been described as a sustainable form of professional development, little research exists on what might support teachers in continuing to engage in lesson study after a grant ends. This qualitative and multi-case study investigates the sustainability of lesson study as mathematics teachers engage in a district scale-up lesson study professional experience after participating in a three-year California Mathematics Science Partnership (CaMSP) grant to improve algebraic instruction. To do so, I first provide a description of material (e.g. curricular materials and time), human (attending district trainings and interacting with mathematics coaches), and social (qualities like trust, shared values, common goals, and expectations developed through relationships with others) resources present in the context of two school districts as reported by participants. I then describe practices of lesson study reported to have continued. I also report on teachers' conceptions of what it means to engage in lesson study. I conclude by describing how these results suggest factors that supported and constrained teachers' in continuing lesson study. To accomplish this work, I used qualitative methods of grounded theory informed by a modified sustainability framework on interview, survey, and case study data about teachers, principals, and Teachers on Special Assignment (TOSAs). Four cases were selected to show the varying levels of lesson study practices that continued past the conclusion of the grant. Analyses reveal varying levels of integration, linkage, and synergy among both formally and informally arranged groups of

TED-Ed lessons & TED-Ed clubs: Educational activities to amplify students' voices

Science.gov (United States)

Villias, Georgios

2017-04-01

TED-Ed lessons and TED-Ed clubs are two powerful educational tools that can be used in today's school classrooms in order to create an educational environment that is engaging for the students and favors their active participation, created and fostered by TED-Ed. TED-Ed is TED's educational initiative, committed to create lessons worth sharing and amplify the voices and ideas of teachers and students around the world. TED-Ed animated lessons are fully organized lessons structured around an animated video that introduces new topics to learners in an exciting, thought-provoking way. These lessons have been created as a result of the cooperation between expert educators and animators and have been uploaded at the TED-Ed platform (http://ed.ted.com). On the other hand, TED-Ed Clubs are also an interesting way to offer students the chance, the voice and the opportunity to express their thoughts, engage actively on these matters and connect with each other, both at a local, as well as at an international level (http://ed.ted.com/clubs). By developing new TED-Ed lessons or by customizing appropriately existing animated TED-Ed lessons (translating, modifying the questions asked, introducing new discussion topics), I have created and implemented in my student-centered, didactic approach, a series of TED-ED animated lessons directly connected with the Greek national science syllabus that were used to spark students curiosity and initiate a further analytical discussion or introduce other relevant educational activities (http://gvillias.wixsite.com/education). Furthermore, at my school, we established Varvakeio TED-Ed Club, an environment that supports and empowers our students to research, develop and disseminate their own personal ideas that worth spreading. During the year, our members were inspired by watching TED talks presented by experts on their field on various different areas, including social, economical, environmental and technological-scientific issues. Our aim

Beautiful Beads: A Lesson in Making Beads with Friendly Clay. AMACO[R] Lesson.

Science.gov (United States)

Gamble, Harriet; Gamble, David

This lesson resource includes a brief summary of the history of bead making and historic fascination with beads as adornment. A focus on design elements, color theory, craftsmanship, and technical skill in bead making is encouraged. The plan includes lesson goals and objectives; background preparation; a glossary of terms; a list of supplies; and…

Lessons Don't Have To Be Rocket Science!

Science.gov (United States)

Morris, Andrew

2002-01-01

Describes an experimental program to teach adults who are curious about, but poorly educated in, science. Learning began with questions arising from that curiosity and discussion was encouraged by the teacher. Students felt empowered by the process and freely asked questions. (JOW)

Science and the economic crisis impact on science, lessons from science

CERN Document Server

Sylos Labini, Francesco

2016-01-01

This book not only explores the ways in which the economic crisis and associated austerity policies have adversely impacted the physical and human infrastructure and conduct of scientific research, but also considers how science can help us to understand the crisis and provide original solutions. Starting with a detailed but accessible analysis of the scientific method and the nature of scientific prediction, the book proceeds to address the failure to forecast the economic crisis and the origins of the continuing inertia in economic policy and theory. Attention is drawn in particular to the shortcomings of neoclassical economics in terms of its description of the economic system as being mechanical in nature and characterized by equilibrium. This perspective mirrors the limitations and outdated ideas of nineteenth century physics, which the book contrasts with the insights offered by modern physics. The impact of neoliberal ideologies on scientific research is also discussed in detail, highlighting their sti...

The effects of a professional development geoscience education institute upon secondary school science teachers in Puerto Rico

Science.gov (United States)

Llerandi Roman, Pablo Antonio

The geographic and geologic settings of Puerto Rico served as the context to develop a mixed methods investigation on: (1) the effects of a five-day long constructivist and field-based earth science education professional development institute upon 26 secondary school science teachers' earth science conceptual knowledge, perceptions of fieldwork, and beliefs about teaching earth science; and (2) the implementation of participants' newly acquired knowledge and experience in their science lessons at school. Qualitative data included questionnaires, semi-structured interviews, reflective journals, pre-post concept maps, and pre-post lesson plans. The Geoscience Concept Inventory and the Science Outdoor Learning Environment Inventory were translated into Spanish and culturally validated to collect quantitative data. Data was analyzed through a constructivist grounded theory methodology, descriptive statistics, and non-parametric methods. Participants came to the institute with serious deficiencies in earth science conceptual understanding, negative earth science teaching perspectives, and inadequate earth science teaching methodologies. The institute helped participants to improve their understanding of earth science concepts, content, and processes mostly related to the study of rocks, the Earth's structure, plate tectonics, maps, and the geology of Puerto Rico. Participants also improved their earth science teaching beliefs, perceptions on field-based education, and reflected on their environmental awareness and social responsibility. Participants greatly benefited from the field-based learning environment, inquiry-based teaching approaches modeled, the attention given to their affective domain, and reflections on their teaching practice as part of the institute's activities. The constructivist learning environment and the institute's contextualized and meaningful learning conceptual model were effective in generating interest and confidence in earth science teaching

ICT Integration in Science and Mathematics Lessons: Teachers ...

African Journals Online (AJOL)

The study reported in this paper used Guskey's model (Guskey, 2000) to systematically investigate teachers' experiences about the professional development programme on ICT integration in teaching and learning of Science and Mathematics in secondary schools. The study employed survey research design and an ...

Safety Matters! Safety for Primary Science and Technology

Science.gov (United States)

Education in Science, 2011

2011-01-01

This article discusses where teachers stand from a legal point of view when pupils, who have been told to wear eye protection, take it off during the practical lesson, and an accident happens. It also discusses the disposal of dissection and other waste from animal parts used in school science. (Contains 1 footnote.)

Preservice Teachers' Reconciliation of an Epistemological Issue in an Integrated Mathematics/Science Methods Course

Science.gov (United States)

Cormas, Peter C.

2017-01-01

Preservice teachers in six sections (n = 87) of a sequenced, methodological and process-integrated elementary mathematics/science methods course were able to reconcile an issue centered on a similar area of epistemology. Preservice teachers participated in a science inquiry lesson on biological classification and a mathematics problem-solving…

An inquiry approach to science and language teaching

Science.gov (United States)

Rodriguez, Imelda; Bethel, Lowell J.

The purpose of this study was to determine the effectiveness of an inquiry approach to science and language teaching to further develop classification and oral communication skills of bilingual Mexican American third graders. A random sample consisting of 64 subjects was selected for experimental and control groups from a population of 120 bilingual Mexican American third graders. The Solomon Four-Group experimental design was employed. Pre- and posttesting was performed by use of the Goldstein-Sheerer Object Sorting Test, (GSOST) and the Test of Oral Communication Skills, (TOCS). The experimental group participated in a sequential series of science lessons which required manipulation of objects, exploration, peer interaction, and teacher-pupil interaction. The children made observations and comparisons of familiar objects and then grouped them on the basis of perceived and inferred attributes. Children worked individually and in small groups. Analysis of variance procedures was used on the posttest scores to determine if there was a significant improvement in classification and oral communication skills in the experimental group. The results on the posttest scores indicated a significant improvement at the 0.01 level for the experimental group in both classification and oral communication skills. It was concluded that participation in the science inquiry lessons facilitated the development of classification and oral communication skills of bilingual children.

Axelrod, the pineal and the melatonin hypothesis: lessons of 50 years to shape chronodisruption research.

Science.gov (United States)

Erren, Thomas C; Reiter, Russel J

2010-01-01

With key work in the 1950s and 1960s, the 1970 Nobel laureate Julius Axelrod made major contributions to the development of pineal science. Looking back at some of his accomplishments in and for the field, we feel that lessons can be derived for future work regarding impairments of the pineal gland's and melatonin's many functions for promoting health and preventing disease in man.

A cross-cultural comparison of biology lessons between China and Germany: a video study

Science.gov (United States)

Liu, Ning; Neuhaus, Birgit Jana

2017-08-01

Given the globalization of science education and the different cultures between China and Germany, we tried to compare and explain the differences on teacher questions and real life instances in biology lessons between the two countries from a culture-related perspective. 22 biology teachers from China and 21 biology teachers from Germany participated in this study. Each teacher was videotaped for one lesson on the unit blood and circulatory system. Before the teaching unit, students' prior knowledge was tested with a pretest. After the teaching unit, students' content knowledge was tested with a posttest. The aim of the knowledge tests here was for the better selection of the four samples for qualitative comparison in the two countries. The quantitative analysis showed that more lower-order teacher questions and more real life instances that were introduced after learning relevant concepts were in Chinese lessons than in German lessons. There were no significant differences in the frequency of higher-order questions or real life instances that were introduced before learning concepts. Qualitative analysis showed that both German teachers guided students to analyze the reasoning process of Landsteiner experiment, but nor Chinese teachers did that. The findings reflected the subtle influence of culture on classroom teaching. Relatively, Chinese biology teachers focused more on learning content and the application of the content in real life; German biology teachers emphasized more on invoking students' reasoning and divergent thinking.

10 lessons learned by a misguided physician.

Science.gov (United States)

Levin, Barry E

2017-07-01

It was a great and humbling honor to receive the 2016 Distinguished Career Award from my SSIB colleagues. This paper summarizes the major points of my DCA talk at the 2016 annual meeting. It is a reflection on my 50year medical and research career and 10 lessons I have learned over those years which might be of help to young investigators near the beginning of their own research careers. These lessons include: the value of being receptive to the opportunities provided you; how clinician-scientists can serve as critical role models for young investigators like me and a history of how my career developed as a result of their influence; the importance of carefully examining your own data, particularly when it doesn't agree with your preconceived ideas; the critical role that students, postdocs and PhD (and even veterinarian) colleagues can play in developing one's career; the likelihood that your career path will have many interesting twists and turns determined by changes in your own scientific interests and how rewarding various areas of research focus are to you; the importance of building a close-knit laboratory staff family; the fact that science and romance can mix. Finally, I offer 3 somewhat self-evident free pieces of advice for building and maintaining a rewarding career. Copyright © 2016 Elsevier Inc. All rights reserved.

Moving Towards a Science-Driven Workbench for Earth Science Solutions

Science.gov (United States)

Graves, S. J.; Djorgovski, S. G.; Law, E.; Yang, C. P.; Keiser, K.

2017-12-01

The NSF-funded EarthCube Integration and Test Environment (ECITE) prototype was proposed as a 2015 Integrated Activities project and resulted in the prototyping of an EarthCube federated cloud environment and the Integration and Testing Framework. The ECITE team has worked with EarthCube science and technology governance committees to define the types of integration, testing and evaluation necessary to achieve and demonstrate interoperability and functionality that benefit and support the objectives of the EarthCube cyber-infrastructure. The scope of ECITE also includes reaching beyond NSF and EarthCube to work with the broader Earth science community, such as the Earth Science Information Partners (ESIP) to incorporate lessons learned from other testbed activities, and ultimately provide broader community benefits. This presentation will discuss evolving ECITE ideas for a science-driven workbench that will start with documented science use cases, map the use cases to solution scenarios that identify the available technology and data resources that match the use case, the generation of solution workflows and test plans, the testing and evaluation of the solutions in a cloud environment, and finally the documentation of identified technology and data gaps that will assist with driving the development of additional EarthCube resources.

FROM THE TEXTBOOK TO NATURAL SCIENCE LESSONS: THE CONSTRUCTION OF SCIENCE IN THE CLASSROOM

Directory of Open Access Journals (Sweden)

Naranjo, Gabriela

2010-07-01

Full Text Available This ethnographic study is about the case of a Mexican primary school whose main reference for developing their classes is the Official Textbook, distributed by the government to all the students in the country. It analyzed the process of meaning construction by which teacher and students transform the curricular content of the textbook, in order to show how they produce local school science. For the analysis we incorporated several theoretical and methodological contributions of a multimodal perspective (Kress et al; 2001; Kress et al; 2005. From this perspective, on one hand, the textbook is considered as a multimodal complex of signs that has potential meanings related with the natural science and, on the other hand, teacher and students are viewed as active meaning producers. It is showed that although the classes are developed as the textbook suggests, teacher and students involve diverse resources of communication and representation (semiotic modes for making particular meanings and constructing a local version of school science. This article is written in Spanish.

Teaching through Trade Books: The Science of Art

Science.gov (United States)

Morgan, Emily; Ansberry, Karen

2016-01-01

It's easy to see the connections between science, technology, engineering, art, and mathematics (STEAM) in daily life, but they may not be so obvious in the classroom. This month's lessons allow students to explore the components of STEAM through a favorite art supply, the crayon, and a beloved American tradition, the Macy's Thanksgiving Day…

Integration in urban climate adaptation: Lessons from Rotterdam on integration between scientific disciplines and integration between scientific and stakeholder knowledge

NARCIS (Netherlands)

Groot, A.M.E.; Bosch, P.R.; Buijs, S.; Jacobs, C.M.J.; Moors, E.J.

2015-01-01

Based on the experience acquired in the Bergpolder Zuid district in the city of Rotterdam, The Netherlands, this paper presents lessons learned so far on science-policy interactions supporting the adaptation to climate change in an urban district. Two types of integration issues were considered: (1)

Master Gardener-Led Lessons Increase Knowledge in Gardening and Environmental Science for Iowa Summer Camp Youth

Science.gov (United States)

Black, Bruce J.; Haynes, Cynthia; Schrock, Denny; Duerfeldt, Kevin; Litchfield, Ruth

2016-01-01

Gardening and nutrition lessons for children can affect knowledge, actions, and behaviors that support more healthful lifestyles. The objective of the study described in this article was to determine the effectiveness of a master gardener--led education program for youth at a week-long summer camp in Iowa. Garden knowledge was assessed via a…

Science in support of the Deepwater Horizon response

Science.gov (United States)

Lubchenco, Jane; McNutt, Marcia K.; Dreyfus, Gabrielle; Murawski, Steven A.; Kennedy, David M.; Anastas, Paul T.; Chu, Steven; Hunter, Tom

2012-01-01

This introduction to the Special Feature presents the context for science during the Deepwater Horizon oil spill response, summarizes how scientific knowledge was integrated across disciplines and statutory responsibilities, identifies areas where scientific information was accurate and where it was not, and considers lessons learned and recommendations for future research and response. Scientific information was integrated within and across federal and state agencies, with input from nongovernmental scientists, across a diverse portfolio of needs—stopping the flow of oil, estimating the amount of oil, capturing and recovering the oil, tracking and forecasting surface oil, protecting coastal and oceanic wildlife and habitat, managing fisheries, and protecting the safety of seafood. Disciplines involved included atmospheric, oceanographic, biogeochemical, ecological, health, biological, and chemical sciences, physics, geology, and mechanical and chemical engineering. Platforms ranged from satellites and planes to ships, buoys, gliders, and remotely operated vehicles to laboratories and computer simulations. The unprecedented response effort depended directly on intense and extensive scientific and engineering data, information, and advice. Many valuable lessons were learned that should be applied to future events.

Effects of School Gardening Lessons on Elementary School Children's Physical Activity and Sedentary Time.

Science.gov (United States)

Rees-Punia, Erika; Holloway, Alicia; Knauft, David; Schmidt, Michael D

2017-12-01

Recess and physical education time continue to diminish, creating a need for additional physical activity opportunities within the school environment. The use of school gardens as a teaching tool in elementary science and math classes has the potential to increase the proportion of time spent active throughout the school day. Teachers from 4 elementary schools agreed to teach 1 math or science lesson per week in the school garden. Student physical activity time was measured with ActiGraph GT3X accelerometers on 3 garden days and 3 no-garden days at each school. Direct observation was used to quantify the specific garden-related tasks during class. The proportion of time spent active and sedentary was compared on garden and no-garden days. Seventy-four children wore accelerometers, and 75 were observed (86% participation). Children spent a significantly larger proportion of time active on garden days than no-garden days at 3 of the 4 schools. The proportion of time spent sedentary and active differed significantly across the 4 schools. Teaching lessons in the school garden may increase children's physical activity and decrease sedentary time throughout the school day and may be a strategy to promote both health and learning.

Using TPCK as a Lens to Study the Practices of Math and Science Teachers Involved in a Year-Long Technology Integration Initiative

Science.gov (United States)

Dawson, Kara; Ritzhaupt, Albert; Liu, Feng; Rodriguez, Prisca; Frey, Christopher

2013-01-01

The purpose of this study was to examine the ways teachers enact technological, pedagogical and content practices in math and science lessons and to document the change with teachers involved in a year-long technology integration initiative. Six hundred seventy-two lessons were analyzed in this research using Technological, Pedagogical Content…

Analogy-Enhanced Instruction: Effects on Reasoning Skills in Science

Science.gov (United States)

Remigio, Krisette B.; Yangco, Rosanelia T.; Espinosa, Allen A.

2014-01-01

The study examined the reasoning skills of first year high school students after learning general science concepts through analogies. Two intact heterogeneous sections were randomly assigned to Analogy-Enhanced Instruction (AEI) group and Non Analogy-Enhanced (NAEI) group. Various analogies were incorporated in the lessons of the AEI group for…

Ciencias 3. Manual do Professor (Science 3. Teacher's Manual).

Science.gov (United States)

Raposo, Lucilia

This teaching guide contains materials corresponding to those found in the nine sections of the grade 3 elementary science textbook. It also contains lesson objectives, instructional strategies, classroom activities, and evaluation methods. Among the topic areas found in the nine sections are: (1) solar energy, electricity, and light; (2) solar…

"Bacon Brains": Video Games for Teaching the Science of Addiction

Science.gov (United States)

Epstein, Joel; Noel, Jeffrey; Finnegan, Megan; Watkins, Kate

2016-01-01

Researchers have developed many different computerized interventions designed to teach students about the dangers of substance use. Following in this tradition, we produced a series of video games called "Bacon Brains." However, unlike many other programs, ours focused on the "Science of Addiction," providing lessons on how…

The transfer of learning process: From an elementary science methods course to classroom instruction

Science.gov (United States)

Carter, Nina Leann

The purpose of this qualitative multiple-case study was to explore the transfer of learning process in student teachers. This was carried out by focusing on information learned from an elementary science methods and how it was transferred into classroom instruction during student teaching. Participants were a purposeful sampling of twelve elementary education student teachers attending a public university in north Mississippi. Factors that impacted the transfer of learning during lesson planning and implementation were sought. The process of planning and implementing a ten-day science instructional unit during student teaching was examined through lesson plan documentation, in-depth individual interviews, and two focus group interviews. Narratives were created to describe the participants' experiences as well as how they plan for instruction and consider science pedagogical content knowledge (PCK). Categories and themes were then used to build explanations applying to the research questions. The themes identified were Understanding of Science PCK, Minimalism, Consistency in the Teacher Education Program, and Emphasis on Science Content. The data suggested that the participants lack in their understanding of science PCK, took a minimalistic approach to incorporating science into their ten-day instructional units, experienced inconsistencies in the teacher education program, and encountered a lack of emphasis on science content in their field experience placements. The themes assisted in recognizing areas in the elementary science methods courses, student teaching field placements, and university supervision in need of modification.

Geocuration Lessons Learned from the Climate Data Initiative Project

Science.gov (United States)

Ramachandran, Rahul; Bugbee, Kaylin; Tilmes, Curt; Pinheiro Privette, Ana

2015-01-01

Curation is traditionally defined as the process of collecting and organizing information around a common subject matter or a topic of interest and typically occurs in museums, art galleries, and libraries. The task of organizing data around specific topics or themes is a vibrant and growing effort in the biological sciences but to date this effort has not been actively pursued in the Earth sciences. This presentation will introduce the concept of geocuration, which we define it as the act of searching, selecting, and synthesizing Earth science data/metadata and information from across disciplines and repositories into a single, cohesive, and useful compendium. We also present the Climate Data Initiative (CDI) project as an prototypical example. The CDI project is a systematic effort to manually curate and share openly available climate data from various federal agencies. CDI is a broad multi-agency effort of the U.S. government and seeks to leverage the extensive existing federal climate-relevant data to stimulate innovation and private-sector entrepreneurship to support national climate change preparedness. The geocuration process used in the CDI project, key lessons learned, and suggestions to improve similar geocuration efforts in the future will be part of this presentation.

Geocuration Lessons Learned from the Climate Data Initiative Project

Science.gov (United States)

Ramachandran, R.; Bugbee, K.; Tilmes, C.; Privette, A. P.

2015-12-01

Curation is traditionally defined as the process of collecting and organizing information around a common subject matter or a topic of interest and typically occurs in museums, art galleries, and libraries. The task of organizing data around specific topics or themes is a vibrant and growing effort in the biological sciences but to date this effort has not been actively pursued in the Earth sciences. This presentation will introduce the concept of geocuration, which we define it as the act of searching, selecting, and synthesizing Earth science data/metadata and information from across disciplines and repositories into a single, cohesive, and useful compendium.We also present the Climate Data Initiative (CDI) project as an exemplar example. The CDI project is a systematic effort to manually curate and share openly available climate data from various federal agencies. CDI is a broad multi-agency effort of the U.S. government and seeks to leverage the extensive existing federal climate-relevant data to stimulate innovation and private-sector entrepreneurship to support national climate-change preparedness. The geocuration process used in CDI project, key lessons learned, and suggestions to improve similar geocuration efforts in the future will be part of this presentation.

Using a motivation-based instructional model for teacher development and students' learning of science

Science.gov (United States)

Bae, Min-Jung

2009-10-01

Science teachers often have difficulty helping students participate in scientific practices and understand scientific ideas. In addition, they do not frequently help students value their science learning. As one way to address these problems, I designed and examined the effects of professional development using a motivation-based instructional model with teachers and students. This motivation-based inquiry and application instructional model (MIAIM) consists of four steps of activities and identifies instructional and motivational functions that teachers can use to engage their students in scientific inquiry and application and to help them value their science learning. In order to conduct this study, I worked with three teachers (4 th, 8th, and 8th) in both suburban and urban environments. This study consisted of three parts-an initial observation of teachers' classrooms, professional development with MIAIM, and an observation of teachers' classrooms after the professional development. Data analysis of class observations, interviews, and class artifacts shows that there was a moderate change in teachers' teaching approach after the intervention. The three teachers designed and enacted some inquiry and application lessons that fit the intent of MIAIM. They also used some instructional and motivational practices more frequently after the intervention than they did before the intervention. In particular, they more frequently established central questions for investigations, helped students find patterns in data by themselves, provided opportunities for application, related science to students' everyday lives, and created students' interests in scientific investigation by using interesting stories. However, there was no substantial change in teachers' use of some practices such as providing explanations, supporting students' autonomy, and using knowledge about students in designing and enacting science lessons. In addition, data analysis of students' surveys, class

Introduction to nonparametric statistics for the biological sciences using R

CERN Document Server

MacFarland, Thomas W

2016-01-01

This book contains a rich set of tools for nonparametric analyses, and the purpose of this supplemental text is to provide guidance to students and professional researchers on how R is used for nonparametric data analysis in the biological sciences: To introduce when nonparametric approaches to data analysis are appropriate To introduce the leading nonparametric tests commonly used in biostatistics and how R is used to generate appropriate statistics for each test To introduce common figures typically associated with nonparametric data analysis and how R is used to generate appropriate figures in support of each data set The book focuses on how R is used to distinguish between data that could be classified as nonparametric as opposed to data that could be classified as parametric, with both approaches to data classification covered extensively. Following an introductory lesson on nonparametric statistics for the biological sciences, the book is organized into eight self-contained lessons on various analyses a...

The AGING Initiative experience: a call for sustained support for team science networks.

Science.gov (United States)

Garg, Tullika; Anzuoni, Kathryn; Landyn, Valentina; Hajduk, Alexandra; Waring, Stephen; Hanson, Leah R; Whitson, Heather E

2018-05-18

Team science, defined as collaborative research efforts that leverage the expertise of diverse disciplines, is recognised as a critical means to address complex healthcare challenges, but the practical implementation of team science can be difficult. Our objective is to describe the barriers, solutions and lessons learned from our team science experience as applied to the complex and growing challenge of multiple chronic conditions (MCC). MCC is the presence of two or more chronic conditions that have a collective adverse effect on health status, function or quality of life, and that require complex healthcare management, decision-making or coordination. Due to the increasing impact on the United States society, MCC research has been identified as a high priority research area by multiple federal agencies. In response to this need, two national research entities, the Healthcare Systems Research Network (HCSRN) and the Claude D. Pepper Older Americans Independence Centers (OAIC), formed the Advancing Geriatrics Infrastructure and Network Growth (AGING) Initiative to build nationwide capacity for MCC team science. This article describes the structure, lessons learned and initial outcomes of the AGING Initiative. We call for funding mechanisms to sustain infrastructures that have demonstrated success in fostering team science and innovation in translating findings to policy change necessary to solve complex problems in healthcare.

Stereotype Threat Effects on Learning From a Cognitively Demanding Mathematics Lesson.

Science.gov (United States)

Lyons, Emily McLaughlin; Simms, Nina; Begolli, Kreshnik N; Richland, Lindsey E

2018-03-01

Stereotype threat-a situational context in which individuals are concerned about confirming a negative stereotype-is often shown to impact test performance, with one hypothesized mechanism being that cognitive resources are temporarily co-opted by intrusive thoughts and worries, leading individuals to underperform despite high content knowledge and ability (see Schmader & Beilock, ). We test here whether stereotype threat may also impact initial student learning and knowledge formation when experienced prior to instruction. Predominantly African American fifth-grade students provided either their race or the date before a videotaped, conceptually demanding mathematics lesson. Students who gave their race retained less learning over time, enjoyed the lesson less, reported a diminished desire to learn more, and were less likely to choose to engage in an optional math activity. The detrimental impact was greatest among students with high baseline cognitive resources. While stereotype threat has been well documented to harm test performance, the finding that effects extend to initial learning suggests that stereotype threat's contribution to achievement gaps may be greatly underestimated. Copyright © 2017 Cognitive Science Society, Inc.

Presidential address: adjusting the art and the science of surgery.

Science.gov (United States)

Traverso, L William

2007-10-01

Why are there so many opinions for surgical treatments? Why do surgeons not agree on the same definitions? To adjust the art and science of surgery, we should understand the reason behind this Tower of Babel and ourselves by grasping the three biological lessons of history. These lessons are instincts of man--our instincts have not changed for as long as there has been recorded history. The lessons were elucidated by Will and Ariel Durant and these are competition, selection, and reproduction. How might they be applied to improving our surgical science? First, competition has always forced individuals or small groups to strengthen themselves with cooperation. Cooperate or not survive. Cooperation increases with social development and technology. Next, we must realize that nature relishes diversity. We are all born unequal and diverse. The second biological lesson is selection; which individual among a diverse group of individuals will succeed (by improving)? Therefore, by nature, man's instincts provide diverse opinions and bias. This creates a myopic view when surgeons try to discern the truth. The results are the trendy bandwagons that divert us, like tonsillectomy. Too much diversity is bad, and a balance is required. Man's third lesson of history is reproduction. Better stated is that nature loves quantity. We naturally give priority to quantity over quality. To obtain quality rather than just quantity, we need the antidotes for competition and diversity--that would be cooperation using the Deming guidelines of leadership, profound knowledge, and technology. One example of this urge for quantity and diversity is our lack of standardized definitions. These three biological lessons can be summarized by viewing competition as an impediment for quality improvement in the complex challenges of modern healthcare. Cooperation (trust) is the antidote to the bandwagon effect of unproven treatments. Cooperation and technology can be joined to establish a successful team

Rigor, Reliability, and Scientific Relevance: Citizen Science Lessons from COASST (Invited)

Science.gov (United States)

Parrish, J. K.

2013-12-01

Citizen science promises fine grain, broad extent data collected over decadal time scales, with co-benefits including increased scientific literacy and civic engagement. But does it only deliver non-standardized, unverifiable data collected episodically by individuals with little-to-no training? How do you know which projects to trust? What are the attributes of a scientifically sound citizen science project? The Coastal Observation and Seabird Survey Team (COASST) is a 15 year old citizen science project currently involving ~800 participants from northern California north to Kotzebue, Alaska and west to the Commander Islands, Russia. After a single 5-hour training delivered in-community by an expert, volunteers have the knowledge and skill sets to accurately survey a coastal site for beached bird carcasses, which they will be able to identify to species correctly ~85% of the time. Data are collected monthly, and some volunteers remain with the program for years, contributing hundreds, even thousands, of survey hours. COASST trainings, data collection materials, and data entry web portal all reinforce 'evidence first, deduction second,' a maxim that allows volunteers to learn, and gives on-staff experts the ability to independently verify all birds found. COASST data go directly into science, as part of studies as diverse as fishery entanglement, historic native uses of seabirds as food sources, and the impacts of sudden shifts in upwelling; as well as into resource management, as part of decisions on fishing regulations, waterfowl hunting limits, and ESA-listed species management. Like professional science, COASST features a specific sampling design linked to questions of interest, verifiable data, statistical analysis, and peer-reviewed publication. In addition, COASST features before-and-after testing of volunteer knowledge, independent verification of all deductive data, and recruitment and retention strategies linked to geographic community norms. As a result

Barrier Island Activity to Illustrate Hands-On Science

Science.gov (United States)

Griffin, Suzanne H.

), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics

Preparing for a Global Scientific Workforce: Lessons Learned by the Chemistry Community

Science.gov (United States)

Baranovic, M.; Nameroff, T.

2005-12-01

Globalization has significant implications for science, science education, and the workforce. Flows of capital and knowledge are altering patterns of economic and technological development. Technology is allowing science to be conducted in real time on a global scale. International connections and mobility are increasing worldwide. At the same time science is becoming a truly global endeavor, the convergence of disciplines suggests that scientists from different backgrounds can learn from each other's experiences in addressing these challenges and opportunities. This presentation reviews some of the impacts of globalization on the chemically related sciences, students, and profession. As a result of globalization, today's practitioners of chemistry need an ever-expanding skill set to succeed. In addition to a strong command of the basic principles of chemistry, students and practitioners need to know how to work on multicultural teams, have knowledge of other languages, and be able to communicate effectively. The American Chemical Society (ACS) is coming to terms with and responding to changes in the nature of chemistry and its practice. This presentation will explore some of the innovative efforts of ACS to meet the challenges for chemistry in an era of globalization. The Earth and space sciences community may benefit from the chemistry community's "lessons learned."

Simple and Practical Efficiency Lessons

Science.gov (United States)

Kolpin, Van

2018-01-01

The derivation of conditions necessary for Pareto efficient production and exchange is a lesson frequently showcased in microeconomic theory textbooks. Traditional delivery of this lesson is, however, limited in its scope of application and can be unnecessarily convoluted. The author shows that the universe of application is greatly expanded and a…

Upper School Maths: Lesson Plans and Activities for Ages 9-11 Years. Series of Caribbean Volunteer Publications, No. 9.

Science.gov (United States)

Voluntary Services Overseas, Castries (St. Lucia).

This collection of lesson plans and activities for students aged 9-11 years is based on a science curriculum developed by a group of Caribbean nations. The activities pertain to topics such as place value, prime and composite numbers, the sieve of Eratosthenes, square numbers, factors and multiples, sequences, averages, geometry, symmetry,…

Preservice Teachers' Memories of Their Secondary Science Education Experiences

Science.gov (United States)

Hudson, Peter; Usak, Muhammet; Fančovičová, Jana; Erdoğan, Mehmet; Prokop, Pavol

2010-12-01

Understanding preservice teachers' memories of their education may aid towards articulating high-impact teaching practices. This study describes 246 preservice teachers' perceptions of their secondary science education experiences through a questionnaire and 28-item survey. ANOVA was statistically significant about participants' memories of science with 15 of the 28 survey items. Descriptive statistics through SPSS further showed that a teacher's enthusiastic nature (87%) and positive attitude towards science (87%) were regarded as highly memorable. In addition, explaining abstract concepts well (79%), and guiding the students' conceptual development with practical science activities (73%) may be considered as memorable secondary science teaching strategies. Implementing science lessons with one or more of these memorable science teaching practices may "make a difference" towards influencing high school students' positive long-term memories about science and their science education. Further research in other key learning areas may provide a clearer picture of high-impact teaching and a way to enhance pedagogical practices.

Planning geometry lessons with learning platforms

DEFF Research Database (Denmark)

Tamborg, Andreas Lindenskov

mathematics teachers’ joint planning of a lesson in geometry with a learning platform called Meebook is analyzed using the instrumental approach. It is concluded that the interface in Meebook orients the teachers work toward what the students should do rather than what they should learn, although the latter......This paper investigates how mathematics teachers plan lessons with a recently implemented Danish learning platform designed to support teachers in planning lessons in line with a recent objective-oriented curriculum. Drawing on data from observations of and interviews with teachers, three...... is a key intention behind the implementation of the platform. It is also concluded that when the teachers succeed in using learning objectives actively in their planning, the objectives support the teachers in designing lessons that correspond with their intentions. The paper concludes with a discussion...

Science Learning Cycle Method to Enhance the Conceptual Understanding and the Learning Independence on Physics Learning

Science.gov (United States)

Sulisworo, Dwi; Sutadi, Novitasari

2017-01-01

There have been many studies related to the implementation of cooperative learning. However, there are still many problems in school related to the learning outcomes on science lesson, especially in physics. The aim of this study is to observe the application of science learning cycle (SLC) model on improving scientific literacy for secondary…

Using the History of Research on Sickle Cell Anemia to Affect Preservice Teachers' Conceptions of the Nature of Science.

Science.gov (United States)

Howe, Eric M.

This paper examines how using a series of lessons developed from the history of research on sickle cell anemia affects preservice teacher conceptions of the nature of science (NOS). The importance of a pedagogy that has students do science through an integral use of the history of science is effective at enriching students' NOS views is presented.…

Masterwork Art Lesson: Kandinsky Watercolors.

Science.gov (United States)

LiPira, Michael

2003-01-01

Presents an art lesson used with sixth-grade students which also can be used with other grade levels. Explains that the artwork of Wassily Kandinsky served as inspiration for this lesson. Explains that the students learned about abstract art and used watercolors to create their own paintings in the style of Kandinsky. (CMK)

Bead Game Simulation. Lesson Plan.

Science.gov (United States)

Ripp, Ken

This lesson plan offers students the opportunity to participate in the three basic economic systems (market, command, and tradition). By working in each of the systems, students will internalize the fundamental values present in each system and will gain insights into the basic advantages and disadvantages of each system. The lesson plan provides…

Implementing US Department of Energy lessons learned programs. Volume 2

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-08-01

The DOE Lessons Learned Handbook is a two-volume publication developed to supplement the DOE Lessons Learned Standard (DOE-STD-7501-95) with information that will organizations in developing or improving their lessons learned programs. Volume 1 includes greater detail than the Standard in areas such as identification and documentation of lessons learned; it also contains sections on specific processes such as training and performance measurement. Volume 2 (this document) contains examples of program documents developed by existing lessons learned programs as well as communications material, functional categories, transmittal documents, sources of professional and industry lessons learned, and frequently asked questions about the Lessons Learned List Service.

THE ROLE OF SCHOOL TECHNICIANS IN PROMOTING SCIENCE THROUGH PRACTICAL WORK

Directory of Open Access Journals (Sweden)

Anne T. Helliar

2011-11-01

Full Text Available This is a review of the role of practical work in UK’s secondary school science lessons, the impact that practical work has in the promotion of science, the challenges created through use of non-specialist science teachers and a possible additional role for science technicians. The paper considers how improved deployment of suitably experienced school science technicians and their recognition, by schools’ management, for their involvement in the delivery of training in the use of practical work, for less experienced teachers, could benefit schools and their students. This together with its companion paper endeavours to show how the more effective use of practical work and technicians can encourage more students to select science at higher, non-compulsory levels.

Physically active academic lessons in elementary children.

Science.gov (United States)

Bartholomew, John B; Jowers, Esbelle M

2011-06-01

Although schools are an ideal location to conduct interventions that target children, the emphasis on standardized testing makes it difficult to implement interventions that do not directly support academic instruction. In response, physically active academic lessons have been developed as a strategy to increase physical activity while also addressing core educational goals. Texas I-CAN! is one incarnation of this approach. We will review the on-going research on the impact of these active lessons on: teacher implementation, child step count, child attention control, and academic performance. The collected studies support the impact of physically active academic lessons on each area of interest. If these data can be replicated, it suggests that teachers might find these lessons of benefit to their primary role as educators, which should ease dissemination of these and other physically active lessons in elementary schools. Copyright © 2011 Elsevier Inc. All rights reserved.

Lesson Study and History Education

Science.gov (United States)

Halvorsen, Anne-Lise; Kesler Lund, Alisa

2013-01-01

This article examines the experiences of a group of fifth-grade teachers who used lesson study, a teacher-driven form of professional development, to teach history in a project supported by a Teaching American History Grant. The project addressed the following questions: What does a lesson study cycle for history education look like? What…

Determining Useful Tools for the Flipped Science Education Classroom

Science.gov (United States)

MacKinnon, Gregory

2015-01-01

This paper reports the results of a 3-year longitudinal study on the perceived utility of supplying elementary science teacher interns with four asynchronous tools to assist them in creating their first lesson plan of a constructivist nature. The research accessed qualitative and quantitative measures to sample intern reaction to the notion of a…

Value pricing pilot program : lessons learned

Science.gov (United States)

2008-08-01

This "Lessons Learned Report" provides a summary of projects sponsored by the Federal Highway Administration's (FHWA's) Congestion and Value Pricing Pilot Programs from 1991 through 2006 and draws lessons from a sample of projects with the richest an...

The Ways to Promote Pre-service Science Teachers’ Pedagogical Content Knowledge for Inquiry in Learning Management in Science Course

Directory of Open Access Journals (Sweden)

Siriphan Satthaphon

2017-09-01

Full Text Available This classroom action research aimed to study the ways to promote pre-service science teachers’ pedagogical content knowledge for inquiry (PCK for inquiry. The participants were 37 students who enrolled in Learning Management in Science course in academic year 2014. Multiple data sources including students’ lesson plans, reflective journals, teacher’s logs, and worksheets were collected. The inductive approach was used to analyze data. The findings revealed the ways to promote pre-service science teachers’ PCK for inquiry consisted of being teacher’s explicit role model ; providing students to reflect their practices that link between their knowledge and understandings ; reflection from video case ; collaboration between students and teacher in learning activities planning, and allowing students to practice in actual situation could be better influence students not only reflect their understandings but also design, and teach science through inquiry.

Social dimensions of science-humanitarian collaboration: lessons from Padang, Sumatra, Indonesia.

Science.gov (United States)

Shannon, Rachel; Hope, Max; McCloskey, John; Crowley, Dominic; Crichton, Peter

2014-07-01

This paper contains a critical exploration of the social dimensions of the science-humanitarian relationship. Drawing on literature on the social role of science and on the social dimensions of humanitarian practice, it analyses a science-humanitarian partnership for disaster risk reduction (DRR) in Padang, Sumatra, Indonesia, an area threatened by tsunamigenic earthquakes. The paper draws on findings from case study research that was conducted between 2010 and 2011. The case study illustrates the social processes that enabled and hindered collaboration between the two spheres, including the informal partnership of local people and scientists that led to the co-production of earthquake and tsunami DRR and limited organisational capacity and support in relation to knowledge exchange. The paper reflects on the implications of these findings for science-humanitarian partnering in general, and it assesses the value of using a social dimensions approach to understand scientific and humanitarian dialogue. © 2014 The Author(s). Disasters © Overseas Development Institute, 2014.

Students’ motivation in a disc golf-lesson and a soccer-lesson: An experimental study in the Physical Education setting

Directory of Open Access Journals (Sweden)

Kristian Vernegaard

2017-09-01

Full Text Available One of the purposes of physical education (PE in both Norway and Denmark is that PE should inspire to a lifelong active lifestyle. Based on the self-determination theory, the aim of the present study was to compare students’ intrinsic motivation, extrinsic motivation, and perceived competence in a lifestyle sport inspired PE-lesson (disc golf to a traditional PE-lesson (soccer and general PE. In addition, we aimed to investigate whether differences in motivation and perceived competence were conditional of the students’ relative attitude toward PE. The result of the study revealed that perceived competence was higher in the disc golf-lesson compared to the soccer-lesson and general PE. No overall differences in intrinsic motivation were found. However, when investigating differences in intrinsic motivation according to the students’ relative attitude toward PE, the results indicated that the students with a negative attitude toward PE was significantly more intrinsically motivated in disc golf-lesson compared to soccer-lesson and general PE. The findings may be seen as further recommendations to physical educators to vary the activity choices in physical education classes.

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

Science.gov (United States)

Sangueza, Cheryl Ramirez

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

Protein Structure and Function: An Interdisciplinary Multimedia-Based Guided-Inquiry Education Module for the High School Science Classroom

Science.gov (United States)

Bethel, Casey M.; Lieberman, Raquel L.

2014-01-01

Here we present a multidisciplinary educational unit intended for general, advanced placement, or international baccalaureate-level high school science, focused on the three-dimensional structure of proteins and their connection to function and disease. The lessons are designed within the framework of the Next Generation Science Standards to make…

The National Teacher Training Institute for Math, Science and Technology: Exemplary Practice in a Climate of Higher Standards.

Science.gov (United States)

Donlevy, James G., Ed.; Donlevy, Tia Rice, Ed.

1999-01-01

Reviews the NTTI (National Teacher Training Institute) for Math, Science and Technology model that trains teachers to use video and Internet resources to enhance math and science instruction. Discusses multimedia methodology; standards-based training; program impact in schools; and lesson plans available on the NTTI Web site. (Author/LRW)

Eighth-grade science teachers use of instructional time: Examining questions from the Third International Mathematics and Science Study (TIMSS) and comparing TIMSS and National Science Foundation questionnaires

Science.gov (United States)

Davidson, Anne Burgess

Did the Third International Mathematics and Science Study (TIMSS) ask science teachers the right questions about their use of instructional time? Part I of this 2-part study used the TIMSS database to answer the question: Do 8th grade science teachers in the U.S., Czech Republic, Hungary, Japan, and Korea differ significantly in their perceived use of instructional time? Using the instructional activities in the TIMSS teacher question "How did the lesson proceed?" the teacher-reported times were analyzed using a repeated measures multivariate analysis. Significant differences were found between teacher-reported times in the U.S. and the other 4 TIMSS countries, whose 8th grade students outperformed U.S. students on TIMSS achievement tests. Post-hoc analysis indicated that TIMSS U.S. 8th grade science teachers report spending more time on homework in class, on group activities, and on lab activities, but less time on topic development, than TIMSS teachers from some or all of the other countries. Part II of this study further examined the question "How did the lesson proceed?" by videotaping 6 classes of 8th grade science in Alabama and Virginia and comparing observer coding of the video to the teachers' recalled descriptions of the same class. The difference between observer and teacher responses using TIMSS categories was not significant; however, 43% of the total variance was explained by whether the teacher or the observer reported the times for the instructional activities. The teachers also responded to questions from the NSF Local Systemic Change Through Teacher Enhancement K--8 Teacher Questionnaire to describe the same class. The difference found between the teacher and the observer coding was not significant, but the amount of variance explained by the data source (observer or teacher) dropped to 33% when using NSF student activity categories and to 26% when using NSF teacher activity categories. The conclusion of this study was that questionnaires to

Cosmic Times: Astronomy History and Science for the Classroom

Science.gov (United States)

Lochner, James C.; Mattson, B.

2008-05-01

Cosmic Times is a series of curriculum support materials and classroom activities for upper middle school and high school students which teach the nature of science by exploring the history of our understanding of the universe during the past 100 years. Starting with the confirmation of Einstein's theory of gravity in 1919 to the current conundrum posed by the discovery of dark energy, Cosmic Times examines the discoveries, the theories, and the people involved in this changing [understanding] of the universe. Cosmic Times takes the form of 6 posters, each resembling the front page of a newspaper from a particular time in this history with articles describing the discoveries. Each poster is accompanied by 4-5 classroom lessons which enable students to examine the science concepts behind the discoveries, develop techniques to improve science literacy, and investigate the nature of science using historical examples. Cosmic Times directly connects with the IYA theme of Astronomy in the Classroom, as well as the general theme of the impact of astronomy history. Cosmic Times has been developed with a freelance writer to write the articles for the posters, a group of teachers to develop the lessons, and evaluator to provide testing of the materials with a group of rural teachers in underserved communities. This poster presentation previews the Cosmic Times materials, which are posted on http://cosmictimes.gsfc.nasa.gov/ as they become available. Cosmic Times is funded in part via a NASA IDEAS grant.

Support and Dissemination of Teacher-Authored Lesson Plans: a Digital Library for Earth System Education (DLESE) and Geological Society of America (GSA) Collaboration

Science.gov (United States)

Devaul, H.; Pandya, R. E.; McLelland, C. V.

2003-12-01

The Digital Library for Earth System Education (www.dlese.org) and the Geological Society of America (www.geosociety.org) are working together to publish and disseminate teacher-authored Earth science lesson plans. DLESE is a community-based effort involving teachers, students, and scientists working together to create a library of educational resources and services to support Earth system science education. DLESE offers free access to electronic resources including lesson plans, maps, images, data sets, visualizations, and assessment activities. A number of thematic collections have recently been accessioned, which has substantially increased library holdings. Working in concert with GSA, a non-profit organization dedicated to the advancement of the geosciences, small-scale resource creators such as classroom teachers without access to a web server can also share educational resources of their own design. Following a two-step process, lesson plans are submitted to the GSA website, reviewed and posted to the K-12 resource area: http://www.geosociety.org/educate/resources.htm. These resources are also submitted to the DLESE Community Collection using a simple cataloging tool. In this way resources are available to other teachers via the GSA website as well as via the DLESE collection. GSA provides a template for lesson plan developers which assists in providing the necessary information to help users find and understand the intent of the activity when searching in DLESE. This initial effort can serve as a prototype for important services allowing individual community members to contribute their work to DLESE with little technical overhead.

The droso4schools project: Long-term scientist-teacher collaborations to promote science communication and education in schools.

Science.gov (United States)

Patel, Sanjai; DeMaine, Sophie; Heafield, Joshua; Bianchi, Lynne; Prokop, Andreas

2017-10-01

Science communication is becoming an increasingly important part of a scientist's remit, and engaging with primary and secondary schools is one frequently chosen strategy. Here we argue that science communication in schools will be more effective if based on good understanding of the realities of school life, which can be achieved through structured participation and/or collaboration with teachers. For example, the Manchester Fly Facility advocates the use of the fruit fly Drosophila as an important research strategy for the discovery processes in the biomedical sciences. To communicate this concept also in schools, we developed the 'droso4schools' project as a refined form of scientist-teacher collaboration that embraces the expertise and interests of teachers. Within this project, we place university students as teaching assistants in university partner schools to collaborate with teachers and develop biology lessons with adjunct support materials. These lessons teach curriculum-relevant biology topics by making use of the profound conceptual understanding existing in Drosophila combined with parallel examples taken from human biology. By performing easy to implement experiments with flies, we bring living organisms into these lessons, thus endeavouring to further enhance the pupil's learning experience. In this way, we do not talk about flies but rather work with flies as powerful teaching tools to convey mainstream curriculum biology content, whilst also bringing across the relevance of Drosophila research. Through making these lessons freely available online, they have the potential to reach out to teachers and scientists worldwide. In this paper, we share our experiences and strategies to provide ideas for scientists engaging with schools, including the application of the droso4schools project as a paradigm for long-term school engagement which can be adapted also to other areas of science. Copyright © 2017 The Author(s). Published by Elsevier Ltd.. All

Learning to observe mathematical learning in lesson studies

DEFF Research Database (Denmark)

Rasmussen, Klaus; Østergaard, Camilla Hellsten; Foss, Kristian Kildemoes

2016-01-01

This poster deals with lesson study (LS) in pre-service teacher education. In particular how to prepare for, carry out, and reflect upon, observations of pupil learning. Observation is of crucial importance to the lesson study process, and here we present a study of observation features which ena...... enable or hinder fruitful lesson study. While substantial research has been carried out in the general field of bserving pupils’ learning processes and teachers’ pedagogical practice, little is known about this in the particular setting of lesson study....

STAR: Preparing future science and math teachers through authentic research experiences at national laboratories

Science.gov (United States)

Keller, John; Rebar, Bryan

2012-11-01

The STEM Teacher and Researcher (STAR) Program provides 9-week paid summer research experiences at national research laboratories for future science and math teachers. The program, run by the Cal Poly Center for Excellence in Science and Mathematics Education (CESaME) on behalf of the entire California State University (CSU) System, has arranged 290 research internships for 230 STEM undergraduates and credential candidates from 43 campuses over the past 6 years. The program has partnered with seven Department of Energy labs, four NASA centers, three NOAA facilities, and the National Optical Astronomy Observatory (NOAO). Primary components of the summer experience include a) conducting research with a mentor or mentor team, b) participating in weekly 2-3 hour workshops focused on translating lessons learned from summer research into classroom practice, and c) presenting a research poster or oral presentation and providing a lesson plan linked to the summer research experience. The central premise behind the STAR Program is that future science and math teachers can more effectively prepare the next generation of science, math, and engineering students if they themselves have authentic experiences as researchers.

Earthquakes, Cities, and Lifelines: lessons integrating tectonics, society, and engineering in middle school Earth Science

Science.gov (United States)

Toke, N.; Johnson, A.; Nelson, K.

2010-12-01

Earthquakes are one of the most widely covered geologic processes by the media. As a result students, even at the middle school level, arrive in the classroom with preconceptions about the importance and hazards posed by earthquakes. Therefore earthquakes represent not only an attractive topic to engage students when introducing tectonics, but also a means to help students understand the relationships between geologic processes, society, and engineering solutions. Facilitating understanding of the fundamental connections between science and society is important for the preparation of future scientists and engineers as well as informed citizens. Here, we present a week-long lesson designed to be implemented in five one hour sessions with classes of ~30 students. It consists of two inquiry-based mapping investigations, motivational presentations, and short readings that describe fundamental models of plate tectonics, faults, and earthquakes. The readings also provide examples of engineering solutions such as the Alaskan oil pipeline which withstood multi-meter surface offset in the 2002 Denali Earthquake. The first inquiry-based investigation is a lesson on tectonic plates. Working in small groups, each group receives a different world map plotting both topography and one of the following data sets: GPS plate motion vectors, the locations and types of volcanoes, the location of types of earthquakes. Using these maps and an accompanying explanation of the data each group’s task is to map plate boundary locations. Each group then presents a ~10 minute summary of the type of data they used and their interpretation of the tectonic plates with a poster and their mapping results. Finally, the instructor will facilitate a class discussion about how the data types could be combined to understand more about plate boundaries. Using student interpretations of real data allows student misconceptions to become apparent. Throughout the exercise we record student preconceptions

The Benefits of Using Engineering as a Context for Science Lessons

Science.gov (United States)

Taylor, Gemma

2014-01-01

"Real life" learning has often been suggested as a good method for engaging students in the science curriculum. In this article, an evidence-based rationale for the use of engineering as a context for "real life" science study is explained. This has been achieved through development work undertaken by the National Science…

Initiating New Science Partnerships in Rural Education (INSPIRE): Enhancing Scientific Communication by Bringing STEM Research into the Classroom

Science.gov (United States)

Pierce, D.; Radencic, S.; Funderburk, W. K.; Walker, R. M.; Jackson, B. S.; Dawkins, K. S.; Schmitz, D.; Bruce, L. M.; McNeal, K.

2014-12-01

INSPIRE, a five-year partnership between Mississippi State University and three local school districts, is designed to strengthen the communication skills of graduate Fellows in geosciences, physics, astronomy, chemistry, and engineering as they incorporate their research into inquiry-based lessons in 7th - 12th grade science and math classrooms. All lesson plans designed and taught by the graduate Fellows must include one or more connections to their research, and these connections must be demonstrated to the students during the lessons. International research partnerships with Australia, the Bahamas, England, and Poland provide valuable opportunities for graduate Fellows to conduct field work abroad and allow our partner teachers to have authentic research experiences that they can bring back to their classrooms. Program effectiveness has been examined using pre- and post-year attitudinal surveys, formal lesson plan documents, Fellow and teacher journals, focus group meetings with a project evaluator, and direct observation of Fellow-led classroom activities. Analyses of data gathered during the past four years of the partnership will be presented that examine the diversity in approaches taken by Fellows to communicate big ideas, changes in the ability of Fellows to find connections between their research and classroom lessons while keeping them aligned with state and national standards, and the quality of the mentorship provided to the Fellows by our partner teachers. INSPIRE is funded by the Graduate K-12 (GK-12) STEM Fellowship Program of the National Science Foundation (Award No. DGE-0947419).

Strategic Program Planning Lessons Learned In Developing The Long-Term Stewardship Science and Technology Roadmap

Energy Technology Data Exchange (ETDEWEB)

Dixon, B.W.; Hanson, D.J.; Matthern, G.E.

2003-04-24

Technology roadmapping is a strategic planning method used by companies to identify and plan the development of technologies necessary for new products. The U.S. Department of Energy's Office of Environmental Management has used this same method to refine requirements and identify knowledge and tools needed for completion of defined missions. This paper describes the process of applying roadmapping to clarify mission requirements and identify enhancing technologies for the Long-Term Stewardship (LTS) of polluted sites after site cleanup has been completed. The nature of some contamination problems is such that full cleanup is not achievable with current technologies and some residual hazards remain. LTS maintains engineered contaminant barriers and land use restriction controls, and monitors residual contaminants until they no longer pose a risk to the public or the environment. Roadmapping was used to clarify the breadth of the LTS mission, to identify capability enhancements needed to improve mission effectiveness and efficiency, and to chart out the research and development efforts to provide those enhancements. This paper is a case study of the application of roadmapping for program planning and technical risk management. Differences between the planned and actual application of the roadmapping process are presented along with lessons learned. Both the process used and lessons learned should be of interest for anyone contemplating a similar technology based planning effort.

Kindergarten Teachers' Understanding of the Elements of Implementing Inquiry-Based Science Instruction

Science.gov (United States)

Blevins, Kathryn

The purpose of this basic qualitative research study was to identify the extent to which kindergarten teachers understand and implement inquiry-based instruction in their science classrooms. This study was conducted in response to the indication that traditional didactic teaching methods were not enough to adequately prepare American students to compete in the global economy. Inquiry is a teaching method that could prepare students for the critical thinking skills needed to enter society in the 21st century. It is vital that teachers be sufficiently trained in teaching using the necessary components of inquiry-based instruction. This study could be used to inform leaders in educational administration of the gaps in teachers' understanding as it pertains to inquiry, thus allowing for the delivery of professional development that will address teachers' needs. Existing literature on inquiry-based instruction provides minimal information on kindergarten teachers' understanding and usage of inquiry to teach science content, and this information would be necessary to inform administrators in their response to supporting teachers in the implementation of inquiry. The primary research question for this study was "To what extent do kindergarten teachers understand the elements of implementing inquiry-based lessons in science instruction?" The 10 participants in this study were all kindergarten teachers in a midsized school district in the Mid-Atlantic region of the United States. Data were collected using face-to-face semistructured interviews, observations of the teachers implementing what they perceived to be inquiry-based instruction, and the analysis of lesson plans to indicate the components used to plan for inquiry-instruction. The findings of this study indicated that while teachers believed inquiry to be a beneficial method for teaching science, they did not understand the components of inquiry and tended to implement lesson plans created at the district level. By

Pioneering the Transdisciplinary Team Science Approach: Lessons Learned from National Cancer Institute Grantees.

Science.gov (United States)

Vogel, Amanda L; Stipelman, Brooke A; Hall, Kara L; Nebeling, Linda; Stokols, Daniel; Spruijt-Metz, Donna

2014-01-01

The National Cancer Institute has been a leader in supporting transdisciplinary (TD) team science. From 2005-2010, the NCI supported Transdisciplinary Research on Energetic and Cancer I (TREC I), a center initiative fostering the TD integration of social, behavioral, and biological sciences to examine the relationships among obesity, nutrition, physical activity and cancer. In the final year of TREC I, we conducted qualitative in-depth-interviews with 31 participating investigators and trainees to learn more about their experiences with TD team science, including challenges, facilitating factors, strategies for success, and impacts. Five main challenges emerged: (1) limited published guidance for how to engage in TD team science, when TREC I was implemented; (2) conceptual and scientific challenges inherent to efforts to achieve TD integration; (3) discipline-based differences in values, terminology, methods, and work styles; (4) project management challenges involved in TD team science; and (5) traditional incentive and reward systems that do not recognize or reward TD team science. Four main facilitating factors and strategies for success emerged: (1) beneficial attitudes and beliefs about TD research and team science; (2) effective team processes; (3) brokering and bridge-building activities by individuals holding particular roles in a research center; and (4) funding initiative characteristics that support TD team science. Broad impacts of participating in TD team science in the context of TREC I included: (1) new positive attitudes about TD research and team science; (2) new boundary-crossing collaborations; (3) scientific advances related to research approaches, findings, and dissemination; (4) institutional culture change and resource creation in support of TD team science; and (5) career advancement. Funding agencies, academic institutions, and scholarly journals can help to foster TD team science through funding opportunities, institutional policies on

Astronauts in Outer Space Teaching Students Science: Comparing Chinese and American Implementations of Space-to-Earth Virtual Classrooms

Science.gov (United States)

An, Song A.; Zhang, Meilan; Tillman, Daniel A.; Robertson, William; Siemssen, Annette; Paez, Carlos R.

2016-01-01

The purpose of this study was to investigate differences between science lessons taught by Chinese astronauts in a space shuttle and those taught by American astronauts in a space shuttle, both of whom conducted experiments and demonstrations of science activities in a microgravity space environment. The study examined the instructional structure…

Soil Science Society of America - K-12 Outreach

Science.gov (United States)

Lindbo, David L.; Loynachan, Tom; Mblia, Monday; Robinson, Clay; Chapman, Susan

2013-04-01

The Soil Science Society of America created its K12 Committee in 2006 in part to compliment the Dig It! The Secrets of Soil exhibit that opened in July 2008 at the Smithsonian's Institution's Nation Museum of Natural History (of which SSS was a founding sponsor). The committee's work began quickly with a website designed to provide resources for K12 teachers. The first accomplishments included reviewing and posting links to web based information already available to teachers. These links were sorted by subject and grade level to make it easier for teachers to navigate the web and find what they needed quickly. Several presentations and lessons designed for K12 teachers were also posted at this time. Concurrent with this effort a subcommittee review and organized the national teaching standards to show where soils could fit into the overall K12 curriculum. As the website was being developed another subcommittee developed a soils book (Soil! Get the Inside Scoop, 2008) to further compliment the Dig It! exhibit. This was a new endeavor for SSSA having never worked with the non-academic audience in developing a book. Peer-reviews of this book included not only scientist but also students in order to make sure the book was attractive to them. Once the book was published and the website developed it became clear more outreach was needed. SSSA K12 Committee has attended both the National Science Teachers Association (since 2008) the USA Science and Engineering Festival (since 2010) with exhibits and workshops. It has cooperated and contributed to the American Geologic Institutes' Earth Science Week materials with brochures and lesson plans and with National Association of Conservation Districts by providing peer-review and distribution of materials. The most recent developments from the committee include a web redesign that is more student and teacher friendly, the development of a peer-review system to publish K12 Lesson Plans, and finally the publication of a new soils

Keiko, Killer Whale. [Lesson Plan].

Science.gov (United States)

Discovery Communications, Inc., Bethesda, MD.

This lesson plan presents activities designed to help students understand that Keiko, the killer whale, lived for a long time in an aquarium and had to be taught to live independently; and that computer users can get updates on how Keiko is doing. The main activity of the lesson involves middle school students working in small groups to produce a…

Lessons Learned by Comparing On-line Education Strategies Across Disciplines

Directory of Open Access Journals (Sweden)

Stephen H. Edwards

2004-12-01

Full Text Available When choosing how best to employ educational technologies for on-line learning, there is much to be gained by examining the experience of educators in other disciplines. This paper presents four brief case studies in the disciplines of computer science and social work. Lessons learned by comparing these diverse experiences are discussed, including creating a community of learners, supporting asynchronous student communication, using synchronous on-line meetings, and providing social support. In addition, the experiences presented indicate that stereotypes of student capabilities and expectations may often be inaccurate, and revising one's views may be helpful in achieving better results in on-line education.

Data science for mental health: a UK perspective on a global challenge.

Science.gov (United States)

McIntosh, Andrew M; Stewart, Robert; John, Ann; Smith, Daniel J; Davis, Katrina; Sudlow, Cathie; Corvin, Aiden; Nicodemus, Kristin K; Kingdon, David; Hassan, Lamiece; Hotopf, Matthew; Lawrie, Stephen M; Russ, Tom C; Geddes, John R; Wolpert, Miranda; Wölbert, Eva; Porteous, David J

2016-10-01

Data science uses computer science and statistics to extract new knowledge from high-dimensional datasets (ie, those with many different variables and data types). Mental health research, diagnosis, and treatment could benefit from data science that uses cohort studies, genomics, and routine health-care and administrative data. The UK is well placed to trial these approaches through robust NHS-linked data science projects, such as the UK Biobank, Generation Scotland, and the Clinical Record Interactive Search (CRIS) programme. Data science has great potential as a low-cost, high-return catalyst for improved mental health recognition, understanding, support, and outcomes. Lessons learnt from such studies could have global implications. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Historical Origins and Economic Logic of 'Open Science'

CERN Multimedia

CERN. Geneva

2008-01-01

Modern "big science" projects, such as the LHC experiments in physics that are being prepared to run at CERN, embody the distinctive ethos of cooperation and mechanisms of coordination among distributed groups of researchers that are characteristic of 'open science'. Much has been written about the institutions of open science, their supporting social norms, and their effectiveness in generating additions to the stock of reliable knowledge. But from where have these institutions and their supporting ethos come? How robust can we assume them to be in the face of the recent trends for universities and research institutes in some domains of science to seek to appropriate the benefits of new discoveries and inventions by asserting intellectual property claims? A search for the historical origins of the institutions of open science throws some new light on these issues, and the answers may offer some lessons for contemporary science and technology policy-making.

Culturally relevant science: An approach to math science education for Hispanics

Energy Technology Data Exchange (ETDEWEB)

Montellano, B.O. de

1996-11-14

This report describes later stages of a program to develop culturally relevant science and math programs for Hispanic students. Part of this effort was follow-up with 17 teachers who participated in early stages of the program. Response was not very good. Included with the report is a first draft effort for curriculum materials which could be used as is in such a teaching effort. Several of the participating teachers were invited to a writing workshop, where lesson plans were drafted, and critiqued and following rework are listed in this publication. Further work needs to be completed and is ongoing.

Mini-Lessons on Language (The Round Table).

Science.gov (United States)

English Journal, 1993

1993-01-01

Describes several successful lessons that provide students with new awareness of the English language. Includes lessons focusing on language change, onomatopoeia, slang, word origin, dialect, and language functions. (MM)

Student projects in medicine: a lesson in science and ethics.

Science.gov (United States)

Edwards, Sarah J L

2009-11-01

Regulation of biomedical research is the subject of considerable debate in the bioethics and health policy worlds. The ethics and governance of medical student projects is becoming an increasingly important topic in its own right, especially in the U.K., where there are periodic calls to change it. My main claim is that there seems to be no good reason for treating student projects differently from projects led by qualified and more experienced scientists and hence no good grounds for changing the current system of ethics review. I first suggest that the educational objectives cannot be met without laying down standards of good science, whatever they may be. Weak science is unnecessary for educational purposes, and it is, in any case, unlikely to produce good researchers in the future. Furthermore, it is curious to want to change the system of ethics review specifically for students when it is the science that is at stake, and when the science now falls largely outside the ethics remit. I further show that ethics review is nevertheless important since students carry a new potential conflict of interests that warrants independent oversight which supervisory support does not offer. This potential conflict may become more morally troublesome the greater the risks to the subjects of the research, and students may impose greater risks on their subjects (relative to professional researchers) by virtue of being inexperienced, whatever the nature of the project. Pragmatic concerns may finally be allayed by organizing the current system more efficiently at critical times of the university calendar.

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.

Troubling an embodied pedagogy in science education

DEFF Research Database (Denmark)

Otrel-Cass, Kathrin; Kristensen, Liv Kondrup

2017-01-01

This chapter explores the idea of using an embodied pedagogy for science teaching following the mandated introduction of physical activity across all subjects in Danish primary schools. While there is research available that explores the different ways of utilizing movement in school, very little...... for the intertwined relationship between the body and mind. Based on observations that were conducted in science lessons at a Danish primary school, and from talking with the students, we examine how an embodied pedagogy in science was implemented. We explore a specific instance where a group of 14-16 year old...... of that which is available applies to science education. The argument is made that an embodied pedagogy recognises and validates the centrality of the body in learning, but it is about more than making students move. Utilising such an approach requires one to recognise that embodiment shapes interactions...

Career education attitudes and practices of K-12 science educators

Science.gov (United States)

Smith, Walter S.

A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.

Improving Mathematics Teaching as Deliberate Practice through Chinese Lesson Study

Science.gov (United States)

Huang, Rongjin; Prince, Kyle M.; Barlow, Angela T.

2017-01-01

This study examined how a ninth grade teacher improved an Algebra I lesson through a lesson study approach. We used multiple data sources to investigate the improvement of the lesson towards student-centered mathematics instruction, perceived benefits of the teacher, and factors associated with the improvement of teaching. The lesson group…

Craft Lessons: Teaching Writing K-8. Second Edition

Science.gov (United States)

Fletcher, Ralph; Portalupi, JoAnn

2007-01-01

Since its publication in 1998 Craft Lessons has become a mainstay of writing teachers, both new and experienced. Practical lessons--each printed on one page--and the instructional language geared to three grade-level groupings: K-2, 3-4, and 5-8 are contained in this book. In the decade since Craft Lessons' publication the world has changed in…

Think Scientifically: Science Hidden in a Storybook

Science.gov (United States)

Van Norden, W. M.

2012-12-01

The Solar Dynamics Observatory's Think Scientifically (TS) program links literacy and science in the elementary classroom through an engaging storybook format and hands-on, inquiry based activities. TS consists of three illustrated storybooks, each addressing a different solar science concept. Accompanying each book is a hands-on science lesson plan that emphasizes the concepts addressed in the book, as well as math, reading, and language arts activities. Written by teachers, the books are designed to be extremely user-friendly and easy to implement in classroom instruction. The objectives of the program are: (1) to increase time spent on science in elementary school classrooms, (2) to assist educators in implementing hands-on science activities that reinforce concepts from the book, (3) to increase teacher capacity and comfort in teaching solar concepts, (4) to increase student awareness and interest in solar topics, especially students in under-served and under-represented communities. Our program meets these objectives through the National Science Standards-based content delivered in each story, the activities provided in the books, and the accompanying training that teachers are offered through the program.; ;

Anticipating students' reasoning and planning prompts in structured problem-solving lessons

Science.gov (United States)

Vale, Colleen; Widjaja, Wanty; Doig, Brian; Groves, Susie

2018-02-01

Structured problem-solving lessons are used to explore mathematical concepts such as pattern and relationships in early algebra, and regularly used in Japanese Lesson Study research lessons. However, enactment of structured problem-solving lessons which involves detailed planning, anticipation of student solutions and orchestration of whole-class discussion of solutions is an ongoing challenge for many teachers. Moreover, primary teachers have limited experience in teaching early algebra or mathematical reasoning actions such as generalising. In this study, the critical factors of enacting the structured problem-solving lessons used in Japanese Lesson Study to elicit and develop primary students' capacity to generalise are explored. Teachers from three primary schools participated in two Japanese Lesson Study teams for this study. The lesson plans and video recordings of teaching and post-lesson discussion of the two research lessons along with students' responses and learning are compared to identify critical factors. The anticipation of students' reasoning together with preparation of supporting and challenging prompts was critical for scaffolding students' capacity to grasp and communicate generality.

Innovations in science education: infusing social emotional principles into early STEM learning

Science.gov (United States)

Garner, Pamela W.; Gabitova, Nuria; Gupta, Anuradha; Wood, Thomas

2017-10-01

We report on the development of an after-school and summer-based science, technology, engineering, and mathematics curriculum infused with the arts and social emotional learning content (STEAM SEL). Its design was motivated by theory and research that suggest that STEM education is well-suited for teaching empathy and other emotion-related skills. In this paper, we describe the activities associated with the development and design of the program and the curriculum. We provide expert-ratings of the STEAM and social emotional elements of the program and present instructor and participant feedback about the program's content and its delivery. Our results revealed that infusing the arts and social emotional learning content into science education created a holistic STEM-related curriculum that holds potential for enhancing young children's interest in and appreciation for science and its applications. The data also suggested that the program was well-developed and, generally well-executed. However, experts rated the STEAM elements of the program more positively than the SEL elements, especially with regard to sequencing of lessons and integration among the lessons and hands-on activities, indicating that program revisions are warranted.

Developing Elementary Science PCK for Teacher Education: Lessons Learned from a Second Grade Partnership

Science.gov (United States)

Bradbury, Leslie U.; Wilson, Rachel E.; Brookshire, Laura E.

2017-06-01

In this self-study, two science educators partnered with two elementary teachers to plan, implement, and reflect on a unit taught in second grade classrooms that integrated science and language arts. The researchers hoped to increase their pedagogical content knowledge (PCK) for elementary science teaching so that they might use their experiences working in an elementary context to modify their practices in their elementary science method instruction. The research question guiding the study was: What aspects of our PCK for elementary science teaching do we as science educators develop by co-planning, co-teaching, and reflecting with second grade teachers? Data include transcripts of planning meetings, oral reflections about the experience, and videos of the unit being enacted. Findings indicate that managing resources for science teaching, organizing students for science learning, and reflecting on science teaching were themes prevalent in the data. These themes were linked to the model of PCK developed by Park and Oliver (Research in Science Education, 38, 261-284, 2008) and demonstrate that we developed PCK for elementary science teaching in several areas. In our discussion, we include several proposed changes for our elementary science methods course based on the outcomes of the study.

Professor's Page: Do Demonstration Lessons Work?

Science.gov (United States)

Clarke, Doug

2011-01-01

As part of a large research and professional development project funded by the Catholic Education Office Melbourne (CEOM), called "Contemporary Teaching and Learning of Mathematics," the ACU team has been leading demonstration lessons. There is certainly not universal agreement on the worth of demonstration lessons in the mathematics…

Traceability and retrievability: Documentation, the bridge from science to compliance

International Nuclear Information System (INIS)

Warner, P.J.

1997-01-01

In this day of regulatory compliance, the fact that good science was practiced and documented is, in and of itself, not enough to assure a successful licensing or permitting result. A new level of documentation, that clearly walks a non-project reviewer through the traceability of all activities and decisions is required for successful acceptance of scientific results. Compliance reviewers (whether the Nuclear Regulatory Commission (NRC), Environmental Protection Agency (EPA), etc.) expect to verify the results of the scientific and program activities without the physical presence of the person or persons that conducted the activity. Traceability of activities and associated decisions through the retrieval of all associated records is a must. This presentation is based on lessons learned from the various quality assurance (QA) audits and program reviews of Sandia National Laboratories, Nuclear Waste Management Programs Center, scientific and programmatic documentation. The authors build a bridge from science to compliance from lessons learned. Here now is a somewhat fictional rendition of actual scientific testing and compliance support activities

Lessons Learned from a Decade of Serving Data to Students and the Public

Science.gov (United States)

Chambers, L. H.; Martin, A. M.; Riebeek, H.; Jackson, R.

2015-12-01

NASA holds petabytes of Earth science data from a fleet of satellites going back decades. While these data can be invaluable for use in STEM education and communication (E/C), the simple fact that the archive is public is not enough. The key to successful use is to provide technological tools in strategic combination with best practices to meet the needs of various audiences. Students and teachers need access points that are specifically tailored to meet the technology resources in the classroom; citizen scientists need to feel a connection to NASA, easy-to-use technological interfaces, and are motivated by contributing to real research activities; the general public needs short, focused, easily digested tidbits. NASA's Earth science E/C teams have developed strategies combining audience knowledge with new technical capabilities through programs like MY NASA DATA, S'COOL, Earth Observatory, Giovanni, climate.gov, etc. The capability to offer a range of resources targeted to specific audience needs has advanced along several fronts over the last decade through use of the following key strategies: Regularly publishing articles, fact sheets and image captions written with greater detail than media releases to connect basic science concepts with current NASA research. Providing for differing levels of engagement, with basic, intermediate and advanced data access tools as well as lesson plans for grades K-2 through high school. Facilitating the important scientific process of asking questions once students are actively engaged though exploration and manipulation of current Earth data delivered through desktop and mobile apps.. Providing curated data sets that students can more easily interpret. Assessing users' needs through ongoing formative evaluation. Using Analytics to make data-driven decisions about technologies and approaches. We will survey the range of approaches to enabling data use for STEM E/C and will share some of the key lessons learned.

The effects of a science intervention program on the attitudes and achievement of high school girls in science

Science.gov (United States)

Steakley, Carrie Capers

This study investigated the effects of a high school science intervention program that included hands-on activities, science-related career information and exposure, and real-world experiences on girls' attitudes and achievement in science. Eighty-four girls, 44 ninth-graders and 40 tenth-graders, and 105 parents participated in the study. Survey data was collected to assess the girls' attitudes toward science in seven distinct areas: social implications of science, normality of scientists, attitude toward scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, and career interest in science. Additional questionnaires were used to determine the extent of the girls' participation in sports and the attitudes of their parents toward science. The girls' cumulative science semester grade point averages since the seventh grade were used to assess academic science achievement. This study found no evidence that participation in the program improved the girls' attitudes or achievement in science. Parent attitudes and years of participation in sports were not accurate predictors of science achievement. Additionally, no significant relationship was detected between the girls' and their parents' perceptions of science. However, the study did suggest that extended participation in sports may positively affect science achievement for girls. This study holds implications for educational stakeholders who seek to implement intervention methods and programs that may improve student attitudes and achievement in science and attract more youth to future science-related careers.

Vocational students' meaning-making in school science - negotiating authenticity through multimodal mobile learning :

OpenAIRE

Nordby, Mette; Knain, Erik; Jonsdottir, Gudrun

2017-01-01

This article presents a qualitative study focusing school science in two vocational classes, upper secondary school, Norway. The fact that many vocational students find little meaning in school science forms the backdrop. The students were introduced to teaching combining an excursion to a district heating plant and classroom lessons, with the use of mobile phones for documentation. Thematic analysis is used to explore the students’ experiences by analysing their behaviour and utterances. A m...

Defense Language Institute Russian Basic Course. Volumes XXVIII, Lessons 131-140. Volume XXX, Lessons 151-159.

Science.gov (United States)

Defense Language Inst., Washington, DC.

The 19 lessons in these two volumes are intended for the advanced phase of a 159-lesson intensive audiolingual basic Russian course developed recently by the Defense Language Institute to train native speakers of English to a Level 3 second language proficiency. These third and fifth volumes contain such features as (1) texts on the Russian Civil…

Children's Satisfaction with Private Music Lessons.

Science.gov (United States)

Rife, Nora A.; Shnek, Zachary M.; Lauby, Jennifer L.; Lapidus, Leah Blumberg

2001-01-01

Determines the language children use to express their feelings of satisfaction with private music lessons. Offers a list of statements from children about private music lessons to be used to assess those feelings. Discusses the effects of age, gender, and musical instruments on satisfaction for music educators. Includes references. (DAJ)

Human Spaceflight Conjunction Assessment: Lessons Learned

Science.gov (United States)

Smith, Jason T.

2011-01-01

This viewgraph presentation reviews the process of a human space flight conjunction assessment and lessons learned from the more than twelve years of International Space Station (ISS) operations. Also, the application of these lessons learned to a recent ISS conjunction assessment with object 84180 on July 16, 2009 is also presented.

Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy

Science.gov (United States)

Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant

2016-01-01

This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and…

Gaming science innovations to integrate health systems science into medical education and practice.

Science.gov (United States)

White, Earla J; Lewis, Joy H; McCoy, Lise

2018-01-01

Health systems science (HSS) is an emerging discipline addressing multiple, complex, interdependent variables that affect providers' abilities to deliver patient care and influence population health. New perspectives and innovations are required as physician leaders and medical educators strive to accelerate changes in medical education and practice to meet the needs of evolving populations and systems. The purpose of this paper is to introduce gaming science as a lens to magnify HSS integration opportunities in the scope of medical education and practice. Evidence supports gaming science innovations as effective teaching and learning tools to promote learner engagement in scientific and systems thinking for decision making in complex scenarios. Valuable insights and lessons gained through the history of war games have resulted in strategic thinking to minimize risk and save lives. In health care, where decisions can affect patient and population outcomes, gaming science innovations have the potential to provide safe learning environments to practice crucial decision-making skills. Research of gaming science limitations, gaps, and strategies to maximize innovations to further advance HSS in medical education and practice is required. Gaming science holds promise to equip health care teams with HSS knowledge and skills required for transformative practice. The ultimate goals are to empower providers to work in complex systems to improve patient and population health outcomes and experiences, and to reduce costs and improve care team well-being.

The development of pedagogical content knowledge in science teachers: New opportunities through technology-mediated reflection and peer-exchange

Science.gov (United States)

Madeira, M. Cheryl-Ann

This design-based research study investigates the development of pedagogical content knowledge among nine teacher-participants (N = 9) in three design phases. PCK is a particular type of teacher knowledge that addresses not only the teacher's understanding of the content to be instructed, but also ways of how to teach that content effectively. This knowledge has been well documented over several decades, and is seen as central to teacher expertise. However, its actual development has been difficult for researchers to investigate. This study offers a detailed perspective on how teachers developed PCK with their engagement in lesson planning and enactment of a project-based technology-enhanced lesson. The study includes two specific interventions designed to enhance teachers' development of PCK: (1) scaffolded reflection that occurs throughout the practices; and (2) peer-exchange of lesson plans, enactment ideas, and completed reflections. The findings demonstrate that teachers improve their planning and enactment of project-based technology-enhanced lessons with scaffolded reflection and peer exchange. Positive correlations were seen between teachers' engagement in the reflections and the quality of their lesson planning. Teachers who participated more deeply in the scaffolded reflections were able to understand how their lesson plans and enactment patterns fostered student understanding of relevant science concepts. Positive correlations were also seen between community influence and teacher lesson plans and enactment. Additionally, positive correlations were confirmed between teachers' level of participation in the peer exchange activities and the quality of their lesson planning and enactments. Teachers who contributed more deeply within the online and face-to-face peer community meetings benefited from the different perspectives of their peers about student learning and the best ways to succeed with project-based instruction. This study allowed some insight into

Free Trade and Tariffs: Level III, Unit 2, Lesson 1; Capitalism, Communism, Socialism: Lesson 2; Nationalism vs. Internationalism: Lesson 3. Advanced General Education Program. A High School Self-Study Program.

Science.gov (United States)

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for high-school level contains lessons on: Free Trade and Tariffs; Capitalism, Communism, Socialism; and Nationalism vs. Internationalism. Each of the lessons concludes with a Mastery Test to be completed by the student. (DB)

The Role of a Commander in Military Lessons Learned Systems

Directory of Open Access Journals (Sweden)